Teacher Brings Adventures to the Classroom

  • Fourth-grade teacher Robin Frisch-Gleason on a research trip to Antarctica (Photo courtesy of Robin Frisch-Gleason)

Kids can watch all kinds of TV shows, movies,
and DVDs about science and nature. But it’s not the
same as talking to a researcher who’s actually been
to remote places in the world. Kyle Norris reports
when that researcher is your fourth-grade teacher it
makes everything very real:

Transcript

Kids can watch all kinds of TV shows, movies,
and DVDs about science and nature. But it’s not the
same as talking to a researcher who’s actually been
to remote places in the world. Kyle Norris reports
when that researcher is your fourth-grade teacher it
makes everything very real:

Okay, so guess where we are.

“Good morning, Slausson School. Good morning.”

It’s a school assembly.

So the woman talking is Robin Frisch-Gleason. She’s a fourth grade teacher. And before
that she was a geologist. And she loves polar regions. She says she loves their vastness
and their emptiness.

A couple months ago she went to Antarctica to study the rocks. And to learn more about
how to teach kids about polar regions.

Now that’s she’s back, she does stuff like this assembly, and tells kids about her trip.
This is her explaining how geologists drill the ice and then pull-up core samples of rock.

“I explain it by saying think about putting a straw in milkshake. You put a straw down.
The very top of the milkshake is the top of the seafloor. And then you press down, maybe
to bottom of cup, and when you cover the straw with your finger and pull it back up, you
have a core of milkshake. And that’s just like we take up a core of rock.”

She says the rocks are like a book, and they tell a story about the past. The scientists in
Antarctica are actually reading the rocks. And they’re trying to find out if the ice melted
when the climate got warmer in the past. So that they can predict what will happen to the
ice as the climate continues to warm in the future.

Robin Frisch-Gleason wants to kids to know that polar regions are vulnerable to climate change.

“And they should be aware of it, and as they grow up it should influence their decisions, their
voting, their career choices, and their own personal behaviors.”

But ultimately she wants to make learning fun. And like alive. Back in her fourth-grade
classroom, the kids do a lot of hands-on activities.

(clapping)

Like imitating the way penguins communicate through penguin calls. But in this case, by
clapping their hands in a certain pattern, and trying to find other kids who have their
same pattern.

In another activity, they wear different types of insulated gloves – like a glove lined with
cotton, or a glove lined with fat – and they stick it into icy water, to see which is warmer.

“It’s fun to stick your hand in things. It’s hands-on like he said, it’s fun doing hands-on
stuff, it’s fun trying out different things. And it’s fun because you’re really trying to
experiment on stuff. You’re experimenting with science and it’s really fun at the same
time.”

Plus the kids say that it’s cool having a teacher go to Antarctica and come back and teach
everybody all these cool things. They say it’s even given them some street-cred amongst other kids at
other schools.

Here’s 4th grader Cole Magoon:

“And it’s kind of like have a famous person be your teacher.”

The kids say that doing fun, hands-on activities actually makes them want to pay more
attention. And this kind of learning not only sparks their critical thinking and problem-
solving skills, but it’s also a great way to get kids psyched about science and math. And
learning from a person who’s actually been in the field seems to amplify all this.

And it gets kids thinking about the world they live in, and the world they’ll have to take
care of.

For The Environment Report, I’m Kyle Norris.

Related Links

Environmental Superheroes

  • Super Rachel confronts Chemical Man before they duel. (Photo courtesy of the Shakespeare in the Schools Program at the University of Pittsburgh)

Drama is a unique way to connect children with their textbooks. That’s why a play on the achievements of Rachel Carson might be coming to a classroom near you. The Great Lakes Radio Consortium’s Lisa Ann Pinkerton reports on how the life of one prominent environmentalist is teaching students about
science:

Transcript

Drama is a unique way to connect children with their textbooks.
That’s why a play on the achievements of Rachel Carson might be coming to
classroom near you. The Great Lake Radio Consortium’s Lisa Ann Pinkerton
reports on how the life of one prominent environmentalist is teaching
students about science:


The office of Professor Buck Favorini is in a tall gothic tower. It was the inspiration for Gotham City in the first Batman movie. Inside his tower at the University of Pittsburgh, Professor Favorini has his own superhero story. His children’s play, Rachel Carson Saves the Day, is a science lesson in the language of children.


“We have used the sort of idiom of superheroes in the play, because it’s a way of teaching kids about science that they can understand simply by looking keenly at the world around them.”


Favorini says if Rachel Carson hadn’t been smart, bold, and risky, pesticides like DDT might still be in wide use. Some people honored her for her book Silent Spring. Others saw her as a reckless, unpredictable scientist threatening their chemical superhero.


“People made some of the worst chemicals in the world launched a very expensive campaign to undermine Rachel Carson’s scientific abilities partly based on the fact that she was a woman.”


Perched on a hill, overlooking another part of Pittsburgh, is Spring Hill Elementary.


LOUDSPEAKER: “Third, fourth, and fifth grade teachers, we’ll call you to the
assembly as soon as the staff sets up in the auditorium. Thanks.”


The staff is actor Elena Block and stage manager Josh Futrell. They hustle to assemble silver pipes of scaffolding and hang two white screens.


“There are two DVD players that do these great images that do these scenes from science and pictures of Rachel Carson. Sort of become this floating back drop.”


While Block is on stage as Rachel Carson, Futrell controls the images, music, and the voice of “Little Rachel’s” Mother.


FICTIONAL MOTHER: “Alice in Wonderland is your breakfast companion again.”


FICTIONAL RACHEL: “Oh Mama, I love this book, and so does Candy when I read it to her.”


(Sound of barking)


The play begins with Rachel as a young girl. She grows up quickly to become a marine biologist with the U.S. Fish and Wildlife Service. Her scientific observations reveal chemicals like DDT are contaminating waterways and silently creeping up the food chain.


FICTIONAL RACHEL: “This is the bird. The bird that ate the clam, that ate the
plankton, that swam in the ocean, fed by the stream, that carried the
chemical Jack-”


CHILDREN: “Sprayed!”


(Sound of clock ticking)


FICTIONAL RACHEL: “I’m in the late afternoon of my life and I am so angry. The next book I right is going to make a lot of noise.”


(Sound of “Mighty Mouse” theme)


To write Silent Spring, the passionate scientist/writer rips away her dress
to reveal a green superhero suit. Quickly Super Rachel is attacked by a man who’s face is hidden behind a long
pointed gasmask.


(Sound of fighting)


The Chemical industry attacks Rachel for her ideas. Images of nature and chemical compounds flash on the screens behind them. Super Rachel uses cartwheels and karate chops to over power Chemical Man.


(Sound of hip hop battle)


CHEMICAL MAN: “The bugs are buggin’ me.”


FICTIONAL RACHEL: “The chemicals are killin’ me.”


CHEMICAL MAN: “We’re gonna hit ’em from the air.”


FICTIONAL RACHEL: “How can you not care?”


Super Rachel prevails and DDT is officially banned in 1972.


(Sound of applause)


After the play, it’s clear the students of Spring Hill Elementary were paying attention.


GIRL: “She was trying to think of better ways to kill the insects instead of just polluting them.”


BOY: “I think she thought it was really important about the environment, and I think that’s good, because most people don’t.”


Not everyone agrees with the conclusions of Rachel Carson’s book, Silent Spring. Some scientists say Carson misrepresented existing 1950’s data on bird reproduction, and others say the very threat of malaria in developing countries should trump possible environmental threats of DDT. Actress Elena Block thinks despite these criticisms, Rachel Carson’s story has much to offer children.


“If they can sort of come away the idea with the idea that you can exact change being yourself from the place that you’re from. I think that’s pretty good, don’t you?”


Rachel Carson Saves the Day starts its second year of touring this fall, and perhaps it’s fun, multimedia look at environmental protection will inspire America’s next generation of intrepid scientists.


For the GLRC, I’m Lisa Ann Pinkerton.

Related Links

SCHOOL CAFETERIAS EMBRACE LOCAL FOOD (Part 1)

  • Many schools are finding that food that comes from cans... (Photo by Davide Guglielmo)

More and more schools, universities and other institutions with cafeterias are by-passing processed foods from multi-national corporations. Instead, they’re buying food from local farmers. Advocates say locally-grown fruits and vegetables are fresher. They say the food tastes better, and they’re finding kids sometimes ask for apples and tomatoes instead of candy and chips. The Great Lakes Radio Consortium’s Julie Grant reports:

Transcript

More and more schools, universities, and other institutions with cafeterias are bypassing the processed foods from multi-national corporations. Instead, they’re buying food from local farmers. Advocates say locally-grown fruits and vegetables are fresher. They say the food tastes better. And they’re finding kids sometimes ask for apples and tomatoes instead of candy and chips. The Great Lakes Radio Consortium’s Julie Grant reports:


(Sound of cafeteria)


In this cafeteria, there are displays on the wall asking, “What is local food?” and answering, “Foods grown and raised where you are.” Well, that makes sense, but there’s more.


“Then when you get into the lines…”


Sociology professor Howard Sacks is director of Kenyon College.


“We have these menus that talk about all the things that are being served here and it tells exactly where they come from. So the pasta alfredo with tomato and basil features noodles produced by Mrs. Miller’s noodles in Fredericksburg, Ohio, and the cream is by the Broughton Dairy in Marietta, Ohio. As you can see this is about thirty lines long and it shows about thirty different local producers.”


As recently as the late 1990’s, only a handful of colleges and universities had programs to buy locally-produced foods for their cafeterias. Today, more than two hundred are looking for local farmers for their produce, dairy, and meat products. Most of those schools, such as Kenyon, Yale University, and the University of Wisconsin among the nation’s most expensive and elite.


But even some struggling public school districts are making it a priority to buy local foods. Ray Denniston is Food Services director of the Johnson City School District in the Catskills region of New York. He says a few years ago they served produce that had been shipped from California or Mexico, or they just opened cans.


“So your fruits and vegetables, kids weren’t taking them; it wasn’t a quality item. I’m not going to say we didn’t worry about it, but it got less attention then the other items on the trays. And now that’s changed. So, instead of getting a canned green bean, which I might as well put sawdust out there as far as nutrients, instead of that, now we would have fresh broccoli.”


Denniston used to sit in his office and look at price quotes from food distributors. Now he visits farms and negotiates the best prices for local products he can find in season. He says the change started with a few tomatoes.


“When I first met with Frank, the farmer, he stopped down and dropped off just some tomatoes. And the staff had some, we had some in the cooler and we brought some out and we cut them and there was a taste thing, and they said, ‘Don’t ever get any others but his.’ I mean, they were just so much sweeter, juicier, wonderful tomatoes and then it just kept going.”


Then came the rich green colored broccoli. It was a big change from what they offered their kids before.


Other schools say students love the taste of milk from local farms that don’t give their cows antibiotics. Johnson says cafeteria workers are excited by the fresher vegetables and meats. They like talking with the students about the food, and they like cooking again. Many schools don’t even have kitchens anymore; they only have heating trays for pre-packaged foods.


Deb Bruns is with the California Department of Education. She says those heated meals often don’t taste very good and she says they send the wrong message to kids.


“…that lunch is a time to grab something processed and hurry through it and get out to recess, and it doesn’t matter what we tell them in the classroom about nutrition if we’re not modeling that in their dining experience then we’re just missing such an opportunity to really teach them where their food comes from.”


Many schools start these programs because of nutrition and obesity concerns. By serving fresh, local food, the nutrition lessons continue when the kids line up in the cafeteria. Some schools say prices from local farms are actually lower then national distributors, but they often end up spending more money on fruits and vegetables. That’s because – believe it or not – kids are eating more broccoli, apples, and tomatoes.


For the GLRC, I’m Julie Grant.

Related Links

Lessons Learned From Wetland Rescue?

  • Spotted salamanders - adult and baby. Volunteers collected 14 species of reptiles and amphibians from a half-acre wetland in Ann Arbor, MI. (Photo by David Mifsud)

A lot of new shopping centers and subdivisions have wetlands
at their edges. Sometimes those wetlands are as new as the buildings next to them. Developers often build new ponds when they drain and fill existing wetlands. But experts point out that many man-made wetlands can’t match up to the ecosystems that evolved over hundreds or thousands of years. One group of people is trying something it hopes will be more successful: they’re moving a wetland, piece by little tiny piece. The Great Lakes Radio Consortium’s Rebecca Williams has the story:

Transcript

A lot of new shopping centers and subdivisions have wetlands at their edges.
Sometimes those wetlands are as new as the buildings next to them.
Developers often build new ponds when they drain and fill existing wetlands.
But experts point out that many man-made wetlands can’t match up to the
ecosystems that evolved over hundreds or thousands of years. One group of
people is trying something it hopes will be more successful: they’re moving
a wetland, piece by little tiny piece. The Great Lakes Radio Consortium’s
Rebecca Williams has the story:


Making a new wetland might not seem that hard. You need certain things – a
big hole in the ground, water, plants, some frogs, some snakes. But wetland
ecologists will tell you that it’s hard to get a man-made wetland to be a
replica of a natural one.


But this group of people is giving it a try. Volunteers are leaping after
baby frogs and snakes at the edge of a wetland in Ann Arbor, Michigan.


“He’s fast, look at him go!”


They’re scooping the animals up and putting them in buckets to move them to
a new manmade wetland. The original wetland is small – just half an acre –
but it’s teeming with life. It’s also sitting right where a new high
school is going to be built.


Saving the frogs and snakes and newts is turning out to be a lot of work.
The group’s caught about five thousand adults and babies in all during the last five
months.


Dave Mifsud is a herpetologist; he studies amphibians and reptiles. He’s
in charge of the rescue. Mifsud surveyed the site last year and was
impressed that such a small wetland could hold so many species. He asked
the school district to let him lead a rescue.


“When I first proposed the idea, I was hesitant because whenever I’ve
suggested it in the past, it’s been received with laughs or a blatant no.”


Mifsud says in most construction projects, time means money. He says it’s
hard to get anyone to agree to wait while animals are moved. So, he was
surprised when school officials agreed to the rescue. Mifsud says the
school’s also trying to make the new wetland as much like the original as
possible. They’re moving water, soil, and plants from the old wetland to the
new one.


Randy Trent directs the school district’s environmental services. He says
instead of seeing Mifsud’s proposal as a headache, the school thinks of it
as a way to balance development and conservation.


“It gives us an opportunity to let our students have the history that’s
going on at this site as something to learn from.”


But critics are asking just what the school district is teaching by building
over an irreplaceable site. Ann Arbor resident Alan Pagliere is a vocal
critic of the district.


“There’s going to be a legacy left, there’s going to be a lesson taught, and what are those? You
certainly can’t teach a lesson about the environment by destroying wetlands, but clear-cutting landmark trees. These are decisions that are going to be with us for decades and the people
who are making the decisions will be gone when their terms are over.”


Pagliere says the school should preserve the existing wetland as a living
classroom instead of spending taxpayer money to destroy it and build a new
one.


The animal rescue has its skeptics too. Jim Harding is a wildlife biologist
with Michigan State University. He says moving amphibians and reptiles is
risky.


“An adult frog or adult salamander already has its idea of where home ought
to be; we have anecdotal reports of building new ponds for salamanders
and having them return in the spring to the old site which is now a parking
lot.”


(sound in, back with frogcatchers)


“Oh, I think that was mud.”


“It’s mud, it’s okay… if you’ve got the tadpoles, you can actually just dump them right on the edge.”


But herpetologist Dave Mifsud says he’s giving the frogs and toads a
fighting chance. He says the tadpoles he’s released will think of the new
pond as home. He’s also put up fences around the woods near the new pond. He
hopes they’ll direct the adults back to the new pond in the spring.


“Let’s start releasing the frogs along the edges…”


The frog-catchers’ buckets are loaded with baby frogs. Dave Mifsud’s taking
the cover off his bucket and coaxing frogs out into their new environment.


(Sound of tapping on bucket)


“Come on guys. You’ve been trying to get out of the bucket this whole time. Ah, this is the best part for me! Come on! You’re lucky if…in all my years I’ve seen maybe a handful of spring peeper babies. The fact that we were able to save these guys is incredible.”


Mifsud says it’ll be an uphill fight to make large-scale amphibian rescues
more common, but he says he isn’t known for keeping his mouth shut when it
comes to watching out for anything that leaps or slithers.


For the GLRC, I’m Rebecca Williams.

Related Links

Kids Get a Hands-On Outdoor Education

  • Instead of a traditional classroom, the students of Goodwillie Environmental School are learning outside. (Photo by Michel Collot)

Most 5th and 6th graders right now are enjoying outdoor activities during their summer vacation. But at one public school, the outdoors is part of the curriculum, year round. The school aims to turn kids who love the outdoors into lifelong stewards of the earth. The Great Lakes Radio Consortium’s Tracy Samilton reports:

Transcript

Most fifth and sixth graders right now are enjoying outdoor activities
during their summer vacation, but at one public school, the outdoors is
part of the curriculum, year-round. The school aims to turn kids who love
the outdoors into lifelong stewards of the earth. The Great Lakes Radio Consortium’s Tracy Samilton
reports.


(Sound of sawing wood)


Sawing logs is hard work, especially for fifth graders like Amelia, Leoni,
and Taylor. The results can be seen in this rustic, but sturdy log cabin
overlooking the Goodwillie Environmental School. The cabin was built almost
entirely by the fifth grade class in half hour shifts, because the work is
so demanding.


“We worked on the chinking, the floor inside here – I did that
chinking! And then we worked on the floor inside here – and
when we get enough bricks, that’s what the fireplace is going to look like.”


The students get most of their instruction in science, math, history, and
other subjects as they hike through the woods or work on an outdoor project
like the cabin. Of course, they spend some of their time in the classrooms
in the southwest Michigan school. But today, volunteer George Stegmeyer is
building a kiln, where he will fire raw bricks for the cabin’s fireplace. The
bricks were made by the students with mud they dug from the grounds.
Stegmeyer explains how the hot air will move through the kiln and then blast
through the chimney.


“Just like firing pottery, it reconfigures the molecules so that they are no longer water-soluble.”


The students call Stegmeyer “grandpa,” an example of the extended family
atmosphere of the school. Only about fifty children are selected each year:
the ones who show a passion for the outdoors. Parent Peter Chan says it’s
not for every kid, but he wishes all school districts had an option like
this.


“I spent from sunup to sundown, most of the time, I can remember playing outdoors, if not exploring

the fields, the farmer orchard, or the woods by my house. Unfortunately
today, children don’t have that experience.”


Chan went to a similar school when he was young. He’s now a meteorologist.
He’s enthusiastic about his son having the same opportunity. Some of the
parents might worry that their child could fall behind in traditional
coursework here. But fifth-grade teacher Rick Gillett says there’s nothing
to fear. Students consistently score one hundred on the state’s annual standardized
test, all without “teaching to the test.”


“For instance, in the science test, when you get into the physics, in inclined planes and pulleys,

when you’ve actually used them in building the log cabin, it makes sense. You really understand how

the physics work.”


Gillett says he doesn’t expect every student in the outdoor school to become
a biologist or forest ranger, but he does expect the school to make a
lasting difference. He says some of his former students have come back
to see him when they’ve reached college age. He says that’s when it really
seems to sink in how much they learned here.


“I really do… I think that once it’s in your heart you’re never going to get it out of
there.”


That already seems to be the case with most of the students. Fifth-graders
Spencer and Evan can’t wait until sixth grade, when they’ll have a chance to
tackle a project in the Native American village that’s tucked into the woods
below the log cabin. They show off the two buildings that previous sixth
graders built: an Ojibwa smokehouse and a winterhouse.


“This is the inner bark of basswood it basically ties whole thing together, holds it up. These go

down about five feet into the ground, these go down about ten feet into the ground, so as you can

see it’s very, very sturdy.”


This fall, a brand new group of fifth graders will arrive at Goodwillie
Environmental School. They’ll take up where the last class left off and
build the fireplace for the cabin. Along the way, they will also pick up
the knowledge, experience, and passion for the outdoors that will help them
be lifelong stewards of the earth in years to come.


For the GLRC, I’m Tracy Samilton.

Related Links

Lessons From Wildlife Photographers

  • Carl Sams and Jean Stoick have been photographing wildlife for more than two decades. (Photo by Charity Nebbe)

Wildlife photographers Carl Sams and Jean Stoick have been taking pictures of Michigan wildlife for more than twenty years. What started as a hobby has become a lucrative business and spawned two best-selling children’s books. But this year, the work has become about more than just taking beautiful pictures. The Great Lakes Radio Consortium’s Charity Nebbe has the story:

Transcript

Wildlife photographers Carl Sams and Jean Stoick have been taking pictures of Michigan wildlife for more than twenty years. What started as a hobby has become a lucrative business and spawned two best-selling children’s books. But this year, the work has become about more than just taking beautiful pictures. The Great Lakes Radio Consortium’s Charity Nebbe has the story:


(Sound of birds chirping)


It’s early morning, and Carl Sams and his wife and partner, Jean Stoick, have gotten up to take pictures of wildlife in the early morning light.


“Oh, look, we got a deer. Right out there in the water. Is that beautiful. This is incredible. The very doe – I worked here back in 1982 – she crossed this lake, just the lake here, and she was pregnant, and since then I’ve taken over a hundred thousand pictures. Now this doe, she’s actually out eating lily pads right now, and this is typical for deer at this time of year to do that.”


For Carl, taking pictures of wildlife came naturally; he’s always loved spending time outdoors.


“I grew up hunting and fishing, but I sold my guns and bows for a down payment on a lens and now I can shoot a hundred thousand deer and not be arrested, no seasons, no license, and I can be out here all the time. Not many people can make a living at something that they really love. This is a dream.”


When Carl started to make a living from his pictures, he and Jean bought a second camera so she could join him in the field. Most of their pictures are taken near their home at a park in southeast Michigan. And over the past twenty years, Carl and Jean seem to have developed a rapport with the creatures they photograph.


(Sound of camera)


“Okay, ready?”


Jean coaxes a wing-flap out of a female swan as if she was a fashion model.


“Okay, let’s do it.”


(Sound of camera snapping)


STOICK: “Wasn’t she perfect?”


NEBBE: “Exactly on cue.”


STOICK: “Exactly on cue.”


For many years, they sold prints of their work to magazines, calendars, greeting card companies, and on the art show circuit. Then recently, they decided to create a book about white-tailed deer. But as they were selecting their pictures, Jean’s imagination took them in another direction.


“I noticed that we had an awful lot of good images of the deer and birds interacting with a particular snowman that we had built three years earlier. So I mentioned to Carl, I says, ‘You know, why not do a children’s book? It would be a whole lot more fun.'”


That first book became the best-selling children’s book Stranger in the Woods. Their second book, Lost in the Woods, is the story of a fawn alone in the forest. All of the animals it encouters worry that the fawn is lost, but in the end, we learn its mother leaves the baby alone because it has no scent and won’t attract predators. She’s free to forage for food and come back later to take care of her fawn.


The pictures are meant to be beautiful and the book fun to read, but Carl and Jean are hoping the readers will remember what they learn.


“The lost fawn concept is a mistake that people make over and over every spring. They unintentionally rescue fawns that they think have been abandoned, and children are good messengers.”


The couple is working to spread their message with visits to elementary schools and libraries. That fills a lot of their days, but almost every morning and every evening, they can be found doing what they love to do most: taking pictures.


“It’s amazing how graceful she is. I think sometimes she likes to pose. Here she comes again.”


For the GLRC, I’m Charity Nebbe.

Related Links

Great Lakes Sloop Sails Into the Past

  • Bonnie Wilson, left, and Megan Blough, right, act as crewmembers on the Friends Good Will dressed in full period costume. (Photo by Tamar Charney)

This summer there’s a new ship plying the waters of the Great Lakes. The ship stretches 101 feet from end to end and is a replica of a sloop that did battle in the War of 1812. Those on board are hoping to provide a glimpse of what it was like to sail the lakes in the 1800’s. The Great Lakes Radio Consortium’s Tamar Charney takes us on board the “Friends Good
Will”:

Transcript

This summer there’s a new ship plying the waters of the Great
Lakes. The ship stretches 101 feet from end to end and is a replica of a
sloop that did battle in the War of 1812. Those on board are hoping to
provide a glimpse of what it was like to sail the lakes in the 1800’s.
The Great Lakes Radio Consortium’s Tamar Charney takes us on board the “Friends Good Will:”


There’s this famous phrase from the Battle of Lake Erie during the War of
1812. U.S. Commodore Perry sent a dispatch that read,
“We have met the enemy and they are ours.”
It goes on though, and reads “Two Ships, two brigs, one schooner and a
sloop.” That sloop was the Friend’s Good Will.


The sailboat looks like a pirate ship or something out of the movie Master
and Commander
. 19-year-old Megan Blough and 75-year-old Bonnie Wilson are
loosening ropes from wooden pins so the ships biggest sail can be raised.


(Sound of orders and talking)


WILSON: “Being a crewmember, you get to go out once or twice a week on it.”


CHARNEY: “Now, as a crewmember, what do you do?”


WILSON: “Whatever the captain tells me to do. I just generally help; I try to let all the heavy stuff go to the men. I have gone out in the bowsprit, but I prefer to let the younger ones do that.”


That’s because she’d have to climb out on that piece that sticks out over
the water in the front of a one of these tall ships while wearing period
clothing to boot.


WILSON: “This is supposedly a typical uniform from a sailor in 1812. Wore the
plants with the flap in front and they usually wore a striped shirt and a kerchief and a
straw hats.”


Replicating the Friends Good Will was Jim Spurr’s idea. He’s a lawyer and
an avid sailor. He worked with the Michigan Maritime Museum in South
Haven to research historic records and come up with a ship the Museum
could recreate and let people sail.


“It is the only ship sailing the Great Lakes as a tall ship that
served both as a merchant vessel, a Royal Naval vessel, and a United States
Naval vessel all in just three short seasons. She had penchant for being a
wrong place at wrong time, and it is really a great story. So it enables
the museum to educate visitors and school children about all three different
maritime traditions.”


But this isn’t a teacher and classroom sort of education. The idea is
that people onboard will experience what it was like to sail at that time
in history. Barbara Kruiser is the executive director of the Michigan
Maritime Museum.


“This will be a performance, and as the season goes on and we get
better at what we’re doing, it will be a performance and they will talk to
one another as they would have spoken 200 years ago, and we’ll try to be
using some of the same language of that day as well as just of this
particular occupation.”


She says Friends Good Will will take out school groups. There will be
sails for the general public including sunset cruises and overnight sails.
And while there are a number of places around the Great Lakes where you
can see a tall ship or even sail on one, Barbara Kruiser says Friends Good
Will is the only one where the crew is in costume.


Jim Spurr says he is thrilled his idea is now reality. But didn’t get to go
out on this sail. As Friends Good Will left the dock, he had to go back to
work. Which may be why he could best put his finger on what it is about
being out on the water in a ship at the mercy of the winds that so
captures our imagination.


SPURR: “Well perhaps all of us in our hearts wish we had more adventure in
our lives and there’s nothing more adventurous than setting out in a
historic tall ship for parts unknown going roving or exploring.”


And even if Friends Good Will will rarely sail out of view of its home
port, it’s still fun to pretend.


(Sound of singing)


For the GLRC, I’m Tamar Charney.

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Teachers Criticized for Evolution Lessons

  • Some teachers are struggling with teaching evolution because some disagree on religious grounds. (Photo by Elliot Jordan)

Science teachers in high schools and middle schools are on the front lines of the culture wars. Conservative Christians and others are confronting them about teaching evolution in the classroom. At the same time, teachers are learning about the growing body of evidence that supports the theory of evolution. The Great Lakes Radio Consortium’s Julie Grant reports:

Transcript

Science teachers in high schools and middle schools are on the front lines of the culture wars. Conservative Christians and others are confronting them about teaching evolution in the classroom. At the same time, teachers are learning about the growing body of evidence that supports the theory of evolution. The Great Lakes Radio Consortium’s Julie Grant reports:


Some science teachers got a chance to attend a major science conference recently. Researchers from around the world were in Akron, Ohio to present findings and learn about advances in evolutionary biology. The conference was organized by people studying the dramatic transition whales made when they moved from the land to the water.


It’s only been a few years since Ohio even allowed the concept of evolution into the state’s high school academic standards. Those standards are the basis for the state graduation test that students must pass to get a diploma.


Even though it’s part of the state curriculum, many science teachers get the brunt of complaints from students and parents who oppose teaching evolutionary theory.


THOMAS: “I did have a student come to me and literally say, ‘I cannot sit in this classroom and listen to what you’re talking about.’ And I said, ‘Why not?’ And she said, ‘Well, I’m a Christian, I can’t listen to this.’ I said, ‘Well, I’m a Christian too, so where’s the problem?’”


GRABERT: “Well, I’ve had a number whose fathers are ministers come in and tell me how I need to teach the class, and I have to talk about creationism and I just share with them what we have to teach and how the curriculum is.”


STONE: “There’s a point when you just sort of have to tell the kids, This is what you need to know to pass the test to get out of high school. So, sit down, listen, learn the facts you need to know. I’m not saying you have to believe what I say, but this is what the state says you need to know to get out of high school.”


These are teachers from rural, suburban, and city school districts but they are all dealing with this issue. They try to stay up to date on new scientific evidence to defend their classroom lessons. That’s part of the reason they’re at this science conference.


(Sound of lecture)


This day’s activities are geared toward schoolteachers. The world’s top researchers on whale evolution are explaining their latest findings. Ann Sowd teaches honors biology at Hoover High School in North Canton, Ohio.


“It’s important to be at workshops like this so that you can, as a high school teacher, be really accurate with your teachings and understand what the evidence for evolution is and why it’s really- what we do know about how organisms change over time. Because the worst thing that can happen is you’re inaccurate and then someone comes with the opposing argument and you don’t know what you’re talking about.”


The teachers are hearing from scientists from all kinds of disciplines from anatomy, to functional morphology, to geo-chemistry. The scientists are showing how their discoveries and analyses fit together and provide a picture of the evolution of the whale as it moved from land back to the ocean.


But one leading researcher says the schoolteachers need more than just new scientific research to defend their lessons in the classroom. Howard University anatomist Daryl Domning says students who question evolutionary evidence are often looking for answers that lie beyond the realm of science. But Domning says teachers often respond with the latest research and recent fossil discoveries.


“And then they’re amazed that it doesn’t convince them. Because even though they’re raising questions about scientific evidence, they’re really not passionate about the scientific evidence. They’re passionate about ‘what is the meaning of my existence?’ and until you get down to that level and surface those concerns and show that hey, evolution doesn’t mean there’s no meaning to your existence, on the contrary, it can mean all these things, it means there’s more meaning then you thought there was maybe, only then is there a way of breaking through this pattern of talking past each other, which is what we’ve been doing for thirty years here.”


Domning says teachers can help students and parents understand that accepting the evidence of evolutionary theory doesn’t have to undermine religious faith.
He encourages teachers to tell students they can believe both at the same time, to point them to places where they can get more information, and to quickly get back to the science lesson.


For the GLRC, I’m Julie Grant.

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Artist Teaches Kids Environmental Awareness

  • Gijsbert van Frankenhuysen helps kids not only appreciate art, but nature as well. (Photo by Chris McCarus)

A children’s book illustrator is taking his art to schools around the region. Through his illustrations, he’s teaching students about respecting the environment. But they also get excited about learning in general. The Great Lakes Radio Consortium’s Chris McCarus reports:

Transcript

A children’s book illustrator is taking his art to schools
around the region. Through his illustrations, he’s teaching students
about respecting the environment. But they also get excited about
learning in general. The Great Lakes Radio Consortium’s Chris McCarus
reports:


30 children are sitting on the floor with sketch pads in their elementary school classroom. They’re watching artist Gijsbert van Frankenhuysen. He’s standing at an easel, drawing animal shapes.


(Sound of magic marker)


“So we’re gonna make an oval shape right here, with 2 ears on it. And then you can color it black and you give him 4 short black legs. Make sure you make em black. That’s what they have. Look at that. One sheep.”


The children look up at the easel, then back down at their sketch pads, then up at the easel again. They’re comparing drawings to see whose come closest to the artist’s drawing, and they want Van Frankenhuysen to show them how to add body parts to the sheep.


“What do you want me to show?”


“Tails!”


“Hooves!”


Van Frankenhuysen has spent the whole day at this school.


(Sound of applause)


He gets this kind of response everywhere he goes, and he visits about a hundred schools a year. This student, Emily has just seen, step by step, how the artist turned blank pages into the beginnings of a book. He’s already illustrated childrens favorites like Adopted by an Owl, the Legend of Sleeping Bear and 16 other books.


Child: “I learned about aminals.”


McCarus: “What about them?”


Child: “That they’re cool to make.”


McCarus: “Do you ever see any of the animals out in nature outside?”


Child: “I see horses and cows and owls at night. And I hear ’em by my house.”


(Sound of sheep)


Back at his home on a farm in central Michigan, Van Frankenhuysen’s wife Robin walks through the barnyard past the sheep and horse the artist uses for painting. She roams the property trying to call him in to the house for dinner.


(Sound of whistling)


But he doesn’t hear her. Since they bought this farm 25 years ago they planted thousands of trees and made 3 ponds. There are lots of places to hide. But it’s not like the couple is trying to get away from people and be alone in nature. They’re happy putting them into one big mix.


It wasn’t until a couple days later that we finally caught up with van Frankenhuysen. He doesn’t miss the chance to show kids the wonders of nature. He says learning about it can make classroom lessons easy.


“I have boys, young boys, that normally don’t do any journaling, because they thing it’s for girls. And then they see what I do. And I write down the stuff that happens on the land. If I find a birdnest, I make a drawing of it, I put it in my book, I write it in. A deer, a fox, anything that I see. And now those stories are kind of turning in to books that we sell. And I’ve had several kids that now they’re doing it. And I don’t know if in the back of their mind, they’re thinking maybe I can make a book out of this when I grow up. It doesn’t matter! They’re paying attention. They’re writing this stuff down. I think it’s all good stuff.”


Many states are cutting education budgets. Often art is the first program to go. But state education association spokeswoman Margaret Trimer-Hartley says parents demand art. Learning it creates interest in science, literature and even math. She says van Frankenhuysen makes children better students overall. He supplements what regular teachers might not be able to provide.


“His work has given all of us an appreciation for nature and the flora and the fauna around us. Now his lessons can give us all a greater appreciation for the issues of conservation and protection of that environment.”


The warm, playful illustrations in his books touch both children and parents. In person, van Frankenhuysen is just as disarming. He’s modest when he explains why he goes into classrooms to teach kids to draw year after year.


“It’s the only thing I know how to do. I don’t know anything else. It’s painting. It’s fun.”


It really isn’t the only thing he knows how to do. His drawings are just the beginning. The trick he’s mastered is to get kids to start thinking about themselves and their environment.


For the GLRC, I’m Chris McCarus.

School Choice Complicates Land-Use Choice

  • School districts are building huge, palatial schools far outside suburban cities to attract school choice students. Okemos High School in Michigan is an example, with its turrets and sprawling athletic fields. The school is actually facing a dearth of students in coming years. (Photo by Corbin Sullivan)

Parents want to send their kids to the best schools, but those schools aren’t always in their neighborhood. Lawmakers in most states say school choice is the answer. Giving students a choice is supposed to make all schools better, but an unintended consequence of school choice is bad choices for land use. The Great Lakes Radio Consortium’s Corbin Sullivan reports:

Transcript

Parents want to send their kids to the best schools, but those schools aren’t always in the neighborhood. Lawmakers in most states say school choice is the answer. Giving students a choice is supposed to make all schools better. But an unintended consequence of school choice is bad choices for land use. The Great
Lakes Radio Consortium’s Corbin Sullivan reports:


Ken Brock lives in the heart of Michigan’s capital city, and he works just a mile away. He and his family live in a quaint neighborhood of homes built in the 1920s and 30s, with interesting neighbors and light traffic, but when Brock started looking at the Lansing schools, he didn’t find what he wanted for his then fourth grade daughter, and neither did she.


“We actually took her to the urban school. And it was an eye opening experience for her. She said to my wife at one point during the visit, ‘Mom, these kids don’t know how to behave.'”


After shopping around, Brock and his daughter decided on a suburban school a few miles outside the city. The school is 20 minutes from the Brock’s home, and no bus runs from downtown Lansing to the school. Brock’s daughter is going into ninth grade and she’ll be behind the wheel soon. But for now, Brock and his wife are willing to make the 40-minute round trip drive, sometimes three times a day, to make sure their daughter’s getting what they feel is a better education.


“I don’t think we’re unique that the number one priority in our life is our daughter, and we’re going to do what it takes to make sure she has the best education and the greatest opportunities available to her.”


Forty-one states have school choice laws. They’re supposed to make schools compete for students and the government money that’s tied to them. The idea is that competition will force schools to up the ante on education, and in the end, all the choices will be better, but suburban school districts are trying to lure students in other ways.


“Those communities often respond by building very large, wonderful schools. But they feel pressure to build these schools farther and farther outside the city.”


Mac McClelland is with the Michigan Land Use Institute. The institute is a non-profit that promotes smart growth. He says instead of just spending the school choice dollars only to improve education, suburban school districts are building huge, palace-like schools to attract students. These schools are too big to be built near city centers. Instead they’re popping up in the middle of cornfields. McLelland says that’s bad land use.


“Folks are putting pressure on land use and opening up new areas by these new schools, extending sewer lines, extending roads and opening up new areas to development.”


McLelland says the goal of school choice legislation was better education. But instead they’ve ended up with a lot of giant, shiny new schools, and once they’re built, the communities gravitate toward them, following the new roads and sewers. McLelland says it’s a gamble — spending money on a new school to get more students and therefore more money. The gamble doesn’t always pay off, so McLelland says schools should worry more about spending money on their teachers and classes – and try to save money on the actual building.


“In every situation that we looked at, it was cheaper to remodel than it was to build new. Even though there might be some sacrifices, some other changes that may not be necessarily, might not be ideal for all people in the school system, that it was less expensive, provided more value, and also decreased the additional cost to that community in terms of extending sewer, water and roads out to that particular area.”


McLelland says putting the emphasis solely on education would give urban schools a more level playing field with schools in the suburbs. He says there’s no need to keep expanding out, because there’s still space for more kids in urban schools.


Ken Brock took his daughter out of the city schools, but he says he’ s not adding to the urban sprawl that often follows the new schools. He says if it weren’t for school choice, his family would have moved to the suburbs to support his daughter’s educational needs. He thinks school choice might be keeping families like his in cities.


“What I want to say and be very specific is I think middle and upper class families would be a smaller percentage of the city population if there weren’t educational options available.”


Brock is arguing that school choice might actually slow sprawl because families can live where they want and still send their kids to the school they want. But not everyone can manage the 40-minute commute two and three times a day to take their kids from the city out to the school in the suburbs, so many families end up moving closer and new subdivisions pop up in the fields around the big, new schools.


For the Great Lakes Radio Consortium, I’m Corbin Sullivan.

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