Tag: lesson

Interview: Sesame Street

  • Elmo is surprised when he and Rosita find a baby bird as part of Sesame Street's 40th season. (Photo by Richard Termine, courtesy of Sesame Street)

Sesame Street is going green.
The children’s program will
focus on nature education during
its 40th season with the “My
World is Green and Growing”
project. Lester Graham talked
with Carol Lynn Parente.
She’s the Executive Producer
of Sesame Street:

Transcript

Sesame Street is going green.
The children’s program will
focus on nature education during
its 40th season with the “My
World is Green and Growing”
project. Lester Graham talked
with Carol Lynn Parente.
She’s the Executive Producer
of Sesame Street:

Lester: Letters, numbers, social interaction, all things we’d expect from Sesame Street. Why nature?

Parente: We learned by having our academic research advisors that by giving love and exposure to the environment was the best way to hopefully create citizens that will want to take care of it.

Lester: What kind of things will kids be able to pick up from this effort?
Parente: Well, we want to just get them out and exploring the environment and nature in general. And that can be in whatever their environment is. So nature doesn’t necessarily have to be a camping trip, although Elmo does go on one of those in our season 40, but it can be out experiencing what is in their environment, whether it be urban or rural and –

Lester: yeah, I wanted to note that. I mean, Sesame Street is an urban setting for kids whose lives are more about concrete and asphalt than flowers and grass. How will you relate to them?

Parente: Well, when you talk about noticing your environment, those environments and habitats are all around us. So, grass for a child in a suburban big wonderful meadow or field might be what their version of grass is, but there is also grass that pops up between the concrete of the sidewalks in an urban setting. And there are habits of wildlife in every environment you’re in and getting kids to understand that is part of the fun.

[Clip from Sesame Street Episode]

Lester: Some of these environmental issues are complicated, a little scary, take global warming for example. So where do you draw the line on Sesame Street?

Parente: When we talked about how the environment affects our audience, some of the messages that are common with environmental conservationist messages like “Save the Earth” and that’s a really scary concept for very young children because it implies something is wrong and something is going to happen and you don’t what that is and what needs saving. So we really stayed away from those kinds of messages. It’s really about having fun interacting with the environment and I think for our audience, that’s where we really put the focus.

[Clip from Sesame Street Episode]

Lester: So, how often in a typical show will we hear about nature and how long will this nature education effort last on Sesame Street?

Parente: It’s definitely has a presence in every single show in season 40, which is great because it’s a really thorough, um, jump into the curriculum. We’re definitely dealing with it through all of season 40 and the science part of the environment, which it really what it is, a science and nature curriculum, will extent into season 41 as well.

Lester: Carol Lynn Parente is the executive producer of Sesame Street. Have a sunny day!

Parente: Thank you, you as well!

[Clip of Theme Song]

Related Links

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

Teachers Rap for Energy Conservation

  • Compact fluorescent light bulbs can save energy and money. (Photo courtesy of National Renewable Energy Laboratory)

They say that charity begins at home. So does energy conservation. At least, that’s the idea behind a new program designed to get children interested in saving energy, one light bulb at a time. The Great Lakes Radio Consortium’s Chris Lehman reports:

Transcript

They say that charity begins at home. So does energy conservation. At least,
that’s the idea behind a new program designed to get children interested in
saving energy, one light bulb at a time. The Great Lakes Radio Consortium’s
Chris Lehman reports:


All of German Valley Elementary School’s 100 students are gathered in the
gymnasium to learn about saving the world…


“You guys are the ones who are going to have to worry about this stuff down
the road as you become adults and go out into the world. We always want to
plan, don’t we fifth grade.”


“Yes.”


These kids are about to get a lesson in saving the planet. Although German
Valley Elementary is surrounded by farmland, the students are going to be
treated to a rap concert as part of that lesson. Their teachers are the rap stars,
trying to drive the message home…


(Sound of teacher rap skit)


The unusual school assembly is the kick-off event in a program called PEAK,
which stands for Preserving Energy for All Kids. It’s funded by a legal
settlement against one of the biggest power companies in Illinois: ComEd.
An audit found ComEd under funded its infrastructure. As part of a court
settlement, money was set aside to encourage energy conservation.


David Kolata is Executive Director of the Citizen’s Utility Board. The
consumer advocacy group is one of the agencies charged by the courts with
dispersing the 16 million dollar ComEd settlement.


“The mandate is simply to use that money to reduce our energy usage as
much as we can. We’ve taken the approach that there are multiple programs
out there that makes sense and we’re trying to see…basically pilot programs
to see what works and what doesn’t.”


So, German Valley Elementary is a testing ground. The school was
recommended by State Representative Jim Sacia. Sacia says educational
programs such as PEAK are crucial as younger generations face growing
questions about energy shortages in the future.


“I think it’s just so important that they learn at a young age the importance of
conserving energy and to consider alternative energy sources so that they can
make the world a far more energy-efficient place in years to come.”


The PEAK program includes more than school assemblies and teachers
mimicking rappers. The bulk of the lessons take place in the classroom…


(Sound of classroom presentation)


Teachers at schools participating in the PEAK program use teaching
materials generated by a California-based organization. One of the first
lessons is about the difference between standard light bulbs and compact
fluorescent light bulbs. Those bulbs use about one-third of the energy of a
standard incandescent light bulb, and can last up to ten years.


Students are given an assignment: to go home and count all of the light bulbs
in their house. Then they’ll figure out how much money their parents could
save by switching to compact fluorescents.


The PEAK program is in its beginning stages at German Valley Elementary,
but the message of energy conservation seemed to be hitting home with fifth
grader Brian Kraft:


“Because if we’re older and we don’t have any energy there will be nothing
to do and see.”


“How do you want to save energy yourself?”


“Turn lights off, play outside more than play inside.”


Playing outside means less TV watching and video game playing… and that
saves energy too.


Fifth grade science teacher Robert Nelson says the initial phase of the PEAK
program has generated positive feedback from children and their parents.


The school intends to sell compact fluorescent bulbs as a fundraiser later in
the school year.


For the GLRC, I’m Chris Lehman.

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

Neighborhood Science Lessons for Teachers

Some teachers say today’s students know very little about where their food comes from, or why they should worry about the health of local fish and wildlife. And they say that makes subjects like biology and ecology boring. It also reduces students’ interest in protecting the environment. These teachers are finding a way to bring science home. The Great Lakes Radio Consortium’s Linda Stephan reports:

Transcript

Some teachers say today’s students know very little about where their food comes from, or why they should worry about the health of local fish and wildlife, and they say that makes subjects like biology and ecology boring. It also reduces students’ interest in protecting the environment. These teachers are finding a way to bring science home. The Great Lakes Radio Consortium’s Linda Stephan reports:


(waves)


In the Great Lakes region, home is never far from the water…


(teachers yelling to each other)


And these science teachers aren’t far from home either. They’re at the Lake Michigan shoreline pulling out a 150 foot net to catch fish. The teachers are getting an in-depth look at environmental issues near their homes in Michigan. And in return, they’ll weave those topics into their lessons this fall.


Today, their task is to catch a sample of fish, identify them by species, and to figure out whether those types of fish can survive in polluted waters. In the end, they’ll decide whether to let a hypothetical development group build a marina here. Michigan Department of Natural Resources biologist Todd Kalish built the scenario based on proposals he’s seen.


“This is a diagram of the proposed marina. They’re going to have to dredge about eighty cubic yards of sediment, and they’re also going to construct seawalls.”


Kalish says dredging will stir up sediment that can hurt some types of fish. Simply labeling fish will get some students’ attention, but Kalish says teachers can get more interest from more students by combining that lesson with his marina proposal. And it will also teach students how the environment is affected when we build things.


This training is the brainchild of Mary Whitmore, a curriculum developer. She’s using students’ local communities to inspire them to care about science, and she’s using science to inspire students to care about their communities. Whitmore’s setting up similar trainings in a lot of towns. She says investigating each community separately is a lot of work, but it’s necessary.


“My attitude has shifted completely from focusing solely on teachers – which I did for many, many years – to suddenly realizing that unless communities become meaningfully engaged with their schools, educating young people is going to become an increasingly difficult problem.”


Whitmore says that’s particularly true with life sciences. She says the subject’s ultimately about diagnosing and solving problems. And just talking about what some scientist has already figured out or simply labeling a fish misses the critical point for students. Who cares?


Whitmore says that’s especially true today when fresh water seems to come from bottles, instead of from a stream or a creek and produce at the grocery store rarely comes from a local farm. She says these days we’re not really connected with the environment that keeps us alive. But Whitmore says with the help of local environmental groups and other community partners, teachers can fit those lessons into the standard curriculum.


“As a high school teacher, I know I have to teach about, let’s say, ecology. And so, what I’m going to do is use water as a theme for my teaching about ecology. And I’m going to still be teaching the state standards and benchmarks in science. But I’m going to be doing it in a way that is much more meaningful for my students.”


Whitmore says teachers who attended her first training last year changed how they teach. They’re doing projects that mean something to students. One’s working with students to build rain gardens, others are raising salmon.


Teachers here today say it was already their goal to incorporate local issues in the classroom, but some say they couldn’t effectively teach on local issues because they didn’t understand those issues themselves. Christie Jenemabi Johnston teaches seventh through twelfth grade. She was impacted by a tour of the local wastewater treatment plant.


“Yes, I know how water treatment is done, and the essentials and the mechanics of it. But I never really took it to heart as far as what it meant in my immediate surroundings. And it just – it makes a big difference now.”


And she says knowing those things can help her students to get involved in their community. Of course in the end, if this model is to be truly successful it has to grab the attention of students, not just teachers. While the teachers were taking fish from the nets, a couple elementary-aged children were swimming nearby and they came over to see what was caught.


“Come on and look!”


“Wanna see ’em?”


“How big?”


“Oh, just little baby ones.”


“I don’t know are they all baby fish just because they’re little?”


If these kids are any indication of student response in the classroom, the programs just might work.


For the GLRC, I’m Linda Stephan.

Related Links

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.

Related Links

4-H Kids Learn to Let Go

Fair season is in full swing in counties around the Midwest, and for kids in 4-H it’s the culmination of months of work. Many have been raising animals to show and sell at the fair. The Great Lakes Radio Consortium’s Julie Grant spent time with one farm family and reports that the experience can be rewarding and difficult for children:

Transcript

Fair season is in full swing in counties around the Midwest and for kids in 4-H it’s the
culmination of months of work. Many have been raising animals to show and sell at the
fair. The Great Lakes Radio Consortium’s Julie Grant spent time with one farm family
and reports that the experience can be rewarding and difficult for children:


(sound of auction: “Okay, next coming in we’ve got…”)


Today’s the day they’re auctioning off animals at the Randolph Fair in Portage County.


(more auction sound)


Sarah Allen is only 12 years old. But she stands confidently at the front of the show ring
with her pig Orlando…


(sound fades out)


For many young people, these projects started nearly a year ago…


(farm sound up)


When we first met Sarah at her farm a month ago, she’d already been working with
Orlando for quite a while….


She and her older brothers have been raising farm animals for the fair since last fall.
Aaron and Lucas are standing in the barn behind their house…


JG: “Would you guys mind showing me your animals?” Aaron: “No… these are Lucas’s
cows.” Lucas: “Yeah, these are my steers for fair. I’ve got three of ’em. Their names are
Mrs. Anderson, Andy, and Josh.”

JG: “What do you have to do today to take care of them?” Lucas: “I rinse ’em off, cold
water until they’re real wet. Bring ’em here. I brush ’em down, I blow ’em out, then I
spray hair conditioning on ’em, then I blow them out again. And then I do that at night
too.”

JG: “Why do you have to do that?” Lucas: “It grows the hair out on ’em, so they look
nice and pretty. It’s just like an appearance thing. The judges like you to have the hair
and that… I think it shows have much dedication you have to your project cause you’re
always out here doing something with ’em.”

These kids are serious about raising their animals for fair. Lucas has a special mix of
feed made for the steer and works nearly every day to break them into a halter and get
them ready.

(sound of Sarah patting pigs with a stick… and pig sounds)

Sarah and Aaron direct their hogs with sticks…to practice keeping them in line when
they’re in the fair arena…

Sarah: “This one’s mine. This one’s Orlando. I don’t know what you call yours.”

Aaron: “I don’t name mine usually. Because if you name them, you start getting
attached.”

Sarah is tough as any farm boy, but she also smiles a lot and shares her feelings easily.
Last year it was tough for her to give up the pig she raised for the fair…

Sarah: “I was so sad. I just get attached to ’em so much. Because I like coming out here
and like brushing ’em. And sometimes we give ’em baths whenever we like clean out the
pen we spray them down and give them baths and stuff. So, you get pretty attached.”

(sound fades to black)

(fair sound fades up: “Well, good evening. It’s a nice night to be back here to judge your
2004 Portage County fair. This our first class of lightweight hogs…”

After months of working with the animals, this is the week the kids have been waiting
for…

Aaron Allen is back in the pen where the kids keep their animals.

JG: “How are you feeling? It’s been awhile since I saw you.”

Aaron: “Yeah, I’m not really that nervous, at all. Actually, I’m going up right now…”

Aaron and seven other kids lead their hogs from the back pen into the arena. They use
sticks to direct them around for the judge to see. Sometimes the pigs go wild and just run
around.

But for the most part, the kids and the animals perform well.

By the end of the fair the Allen kids win a handful of ribbons for their showmanship.

(auction sounds)

And they did okay at auction. Both Aaron and Sarah got decent prices for their pigs.

(sound of rain)

The weather’s been holding out all week, but it’s the last night of the fair and the rain has
let loose. It seems to fit the mood. It’s time for the kids to give up their animals.

(hog sounds)

JG: “How long have you had that pig? “Since May.” JG: “What’s its name?”
“I can’t do this… (crying)”

Many are hanging around the barns hugging their sheep, steers, and hogs for the last time.

(sound inside barn)

Teenagers take their cattle from stalls and lead them single file through a large empty
barn up a ramp onto a trailer to be sent for slaughter. These kids understand the sacrifice
that’s made to make sure the meat counter is full.

(sound of loading steer into trailer)

Some of the cattle bawl and buck against the men trying to load them. Many of the kids
are crying. Charles Harner and his teenage daughter lean against the railing of an empty
stall in the steer barn. She’s a little teary-eyed. Harner says the kids are learning an
important lesson.

“It’s a good teaching for when they lose a parent or if they lose a grandpa or grandma.
That, life does go on, we know that. That’s just part of the process of life, you know.
You’re here for a reason, and you go on, so…”

On the other side of the fairgrounds, Sarah Allen sits with her mom getting ready to say
goodbye to her pig, Orlando.

JG: “So is your pig still here?”


Sarah: “Yep. It goes with Aaron’s, so that’s good. I’m not sad. Nope, I’m not sad.
Maybe just a little bit, not a lot.”

Her brother Lucas says it was hard to put his steer on the truck…

Lucas: “It was kind of hard because you work with them, you bought them and you raised
them throughout the year then you put ’em on the truck and you’re like, ‘oh shoot, they’re
gone now.’ You got to go home and have nothing around. It’s kind of hard. But you get
used to it.”

Lucas plans to use most of the money he got for his steers to buy another one in a few
weeks. And then the process starts all over again. But next year, he’ll have some
competition from his little sister. Sarah’s also planning to show cattle at the fair next
summer.

For the Great Lakes Radio Consortium, I’m Julie Grant.

Related Links

Science Center Brings Lessons Home

In school when kids learn about the environment… they often learn
about the devastation of the rain forests in South America; they learn
about lemurs in Madagascar…. and about the melting of the polar ice
caps. They don’t often learn about the environment in their own
hometowns. The Great Lakes Radio Consortium’s Lester Graham reports…
some school children are getting a chance to learn about the environment
around them and what they can do to protect it: