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

Shut Off That School Bus!

  • There are still a lot of states that don't have any restrictions on diesel idling. (Photo courtesy of the National Park Service)

Diesel exhaust has been linked
to a lot of health problems –
asthma, heart disease, and cancer.
That’s why so many states and cities
across the country have anti-idling
laws for diesels. Mark Brush reports
some bus companies are being caught
with their engines running:

Transcript

Diesel exhaust has been linked
to a lot of health problems –
asthma, heart disease, and cancer.
That’s why so many states and cities
across the country have anti-idling
laws for diesels. Mark Brush reports
some bus companies are being caught
with their engines running:

In Connecticut and Rhode Island , the Environmental Protection Agency caught a bus company called First Student breaking anti-idling laws. In some cases, they found bus drivers idling their engines for up to two and a half hours.

The government just reached a settlement with First Student. Tim Conway is an enforcement lawyer for the EPA.

“First Student really stepped up to the plate once we’d identified the violations. And they helped us look for solutions that would protect children’s health and protect the health of people around the diesel vehicle.”

First Student is now retraining their drivers and cleaning up their emissions. The company operates buses in 40 states.

There are still a lot of states that don’t have any restrictions on diesel idling. So, on any given school day, you can find long lines of buses polluting the air in front of schools, waiting for the kids to come out.

For The Environment Report, I’m Mark Brush.

Related Links

Portable Classrooms Get a Makeover

  • When schools run out of room, they often have to put students in portable buildings (Source: Motown31 at Wikimedia Commons)

When schools get too crowded, they often resort to sticking students in modular classrooms – cheap trailers, essentially. But Sheryl Rich-Kern reports some innovative architects are saying that the energy savings and efficiency of modulars make them an ideal, and often, permanent solution:

Transcript

When schools get too crowded, they often resort to sticking students in modular classrooms – cheap trailers, essentially. But Sheryl Rich-Kern reports some innovative architects are saying that the energy savings and efficiency of modulars make them an ideal, and often, permanent solution:

I’ve actually taught a class in one of those temporary, portable classrooms. It was in the early morning at a community college.

Students would walk in droopy-eyed. My job was to keep them engaged and awake.

Not an easy task – the room was either too hot or too cold. And the ventilation system made weird noises.

But, some experts say portables don’t have to be that way. They can be the kind of room that educators actually prefer.

Michelle Gould is a teacher and parent at the Carroll School in Lincoln, Massachusetts. And she teaches in a new kind of portable classroom.

“The air is very clean in here. It smells like the outside. It doesn’t smell like air conditioning or heating. The lighting is very good for not working under natural light. It seems like you’re outside. And it makes a big difference tutoring kids.”

Tutor: “Did you write your last name, Will? No? Very good, nice spacing. Close your books and put your pencil down.”

(sound of kids playing outdoors)

The Carroll School’s main building is a brick mansion from the early 1900s.

It is stately, elegant. The portable next to it is not. It’s boxy, and has a flat, white roof. Kind of ugly.

But, when you walk in to the portable you feel a change. It’s comfortable!

Cliff Cort is president of Triumph Modular, the firm that leases the country’s first green portable classroom.

“This is a vestibule, we think is a necessary ingredient to almost all buildings, because it controls the weather from the outside to the inside.”

Vestibules aren’t typically found in modular classrooms. Neither is the paperless drywall that eliminates mold, or the sensors that “learn” the best way to control the heating.

“If the teacher tends to come in early on Mondays, the building will begin to learn her habits, and then turn on the heating or A-C just before she gets here. And if they start to take off half a day on Wednesdays, the building would start to learn that no one is here in the afternoons, and then they can shut down. So it helps manage the use of the HVAC system.”

Cort points to the domed skylights known as sun tunnels, which bring in daylight.

“But they don’t bring it in a way that’s too harsh. As you can see, this is screened a bit. So it’s diffused light.”

Triumph Modular is just one of the companies making these more environmentally friendly modular classrooms.

Tom Hardiman is director of the Modular Building Institute, a trade association for dealers and manufacturers of commercial modular buildings.

“Improved acoustics. Improved daylighting. There are countless studies out there that show that it does improve the learning environment.”

Hardiman says many of the old-style portable classrooms end up being used for 20 or 30 years. The problem is they weren’t meant to.

But higher-end portables, like the one in Lincoln, Massachusetts, are built to last.

And, because of the modular construction, they’re greener.

“We typically produce much less construction waste material than site-built construction. Because our factories buy in bulk, they can resuse smaller pieces of material. If you’ve been on a construction site, you’ve seen dumpster after dumpster of two-by-fours and drywall and siding sticking out of the dumpster. There’s just not that much waste with modular construction.”

Hardiman says that green portables are the wave of the future.

They’re not the cheapest solution. But Hardiman says they do provide the best learning spaces on campus.

For The Environment Report, I’m Sheryl Rich-Kern.

Related Links

Part Three: Kicking Gas to the Curb

  • Reporter Rene Gutel gets tips from Mike Speck, a master eco-drive trainer at Pro-Formance Group of Phoenix (Photo courtesy of Rene Gutel)

We’ve all heard we can improve our
gas mileage by changing our driving habits.
And you might think you already know what
that means – coast more, for example, or check your tires’ air pressure. But according to Ford Motor Company, if you really want to get better mileage, you need a trained coach in the passenger’s seat teaching you how to do
it. In the final part of our series
on saving gas, we sent reporter Rene Gutel out to learn how to eco-drive:

Transcript

We’ve all heard we can improve our
gas mileage by changing our driving habits.
And you might think you already know what
that means – coast more, for example, or check
your tires’ air pressure. But according to
Ford Motor Company, if you really want to get
better mileage, you need a trained coach in
the passenger’s seat teaching you how to do
it. In the final part of our series
on saving gas, we sent reporter Rene Gutel
out to learn how to eco-drive:

(sound of car)

So I’m behind the wheel of my silver Mini Cooper and eco-driving instructor Mike Speck
is coaching me on how to get the best gas mileage I can, as safely as possible.

“Try to keep just a steady throttle input. You can see you are on and off the gas quite a
bit.”

We’re on suburban Phoenix roads at the beginning of rush hour. I drive a stick-shift and
one of the first lessons Speck teaches me is to shift gears a lot more quickly than I’m used
to.

Mike Speck: “And upshift.”

Rene Gutel: “Already?”

Speck: “And upshift.”

Gutel: “Oh! But we’re only going 30 miles an hour in fourth gear?”

Speck: “Yeah, it’s below 2000 RPM. The car is perfectly fine doing it.”

Speck is what they call a master eco-drive trainer at Pro-Formance Group of Phoenix.

Ford Motor Company recently teamed up with Pro-Formance to offer nearly 50 eco-
driving tests in Arizona. They studied the results which showed that by working with a
coach like Speck for just a few hours, drivers can improve their fuel economy by 24%.

The nuts and bolts of eco-driving are simple enough: Accelerate and break smoothly.
Slow down and watch your speed. Also, anticipate traffic signals as you’re going down
the road. But all this sounds way easier than it really is.

Speck: “Now we know there’s another slow left-hander coming up so off the gas.”

Gutel: “Okay, I’m off the gas.”

Speck: “And just let it coast around the corner.”

Gutel: Okay, I feel like you’re teaching me to drive my car all over again.

Speck: “I’m trying to do it as mellow as I can.”

That feeling – of going back to driver’s ed – is actually part of the experience of learning
to eco-drive.

Curt Magleby is the Director of Government Relations at Ford and he says to learn how
to do it right, you do need a coach.

“It’s not about tips and that’s what you’ll see on many websites throughout the US: tips
on how to be a better eco-driver. It’s got to be the hands-on coaching experience that
changes behavior.”

Ford is part of a new nationwide effort to encourage eco-driving. Magleby says there’s
talk of putting trained coaches at Ford dealerships.

“So when a person comes into a dealership and they’re considering the purchase of a
vehicle and we can talk to them about not only, here is the technology vehicle, here’s
what you can do, but you are a part of that equation.”

And down the line, Magleby says Ford might be pushing to have these techniques
become a part driver’s ed classes.

(sound of driving)

Speck: “You are accelerating very smoothly… very linearly. It’s very good!”

Gutel: “This is a different feel to driving. I feel like I’m coasting everywhere.”

Speck: “You are, and most people freak out about how much time they’re going to take.
When we validated the study, the average time increase was only 10%.”

Speck and I drive the same route three times during my eco-driving lessons. The first run
was the control, no tips from him at all, and I averaged 27 miles a gallon. But by the end
of the third run, we boosted that to 36 miles a gallon. Not bad, huh? Now if I can only do
that well on my own.

For The Environment Report, I’m Rene Gutel.

“Now try second. Well done! Go to third and just let it coast. Very well done.”

Related Links

Hi-Ho, Hi-Ho, on a Singing Hike We Go

  • Music teacher Maura Volante leading students on her "Woods Walk Singing", a singing hike (Photo by Karen Kelly)

In many cultures, people sing as
they work or as they travel. But in North
America, most of us aren’t comfortable
singing out loud in public. Karen Kelly
reports on a music teacher who’s trying
to change that – by taking her students
into the woods:

Transcript

In many cultures, people sing as
they work or as they travel. But in North
America, most of us aren’t comfortable
singing out loud in public. Karen Kelly
reports on a music teacher who’s trying
to change that – by taking her students
into the woods:


“Ooh, ah. Ooh ah. Here’s another part: aay-oh”

Maura Volante is leading a troupe of six students through a path in the forest.

It’s rainy, buggy and muddy. But everyone quickly gets into a groove – both with their
feet and with their voice.

(sound of walking song)

“There’s lots to look at all the time: the green and the shadows, the lake, the sky and all
the different vegetation. And when I’m feeling relaxed and I’m in my body and I’m
walking along and I’m in nature like that, it just makes me want to sing. It inspires me to
let my voice out.”

Volante teaches singing in Ottawa, Canada. For her, people don’t need a good voice to be
able to sing. Instead, she says singing just comes naturally to humans, like breathing and
walking. Which is why she tries to get people outside where they can experiment and
make mistakes.

“It’s kind of like recreational softball. It doesn’t matter if someone sucks at it. They can
still play. It’s for fun.”

(sound of more singing)

We spend about two hours hiking around the heavily-wooded Mud Lake.

I did some research to see if I could find any other organized singing hikes. I found one
at a bible camp in Virginia. And there’s one at a kibbutz in Israel. And, at Yellowstone
National Park? They recommend singing loudly – or shouting – to scare the bears away.

Of course, lots of people like to sing when they hike. On this walk, Kathy Woodgold
says she sings differently when she’s walking in nature.

“When we’re in the woods, it brings sort of a primitive spirit. Like, I’m thinking, let’s
pretend we’re not civilized, instincts, and so on. And maybe that opens up a creative
spirit. It frees us to sing random notes, instead of having to feel like we have to do a
predefined melody.”

This isn’t really a conservationist group. But teacher Maura Volante says, in some small
way, doing this helps the planet.

“I think there is a benefit to the environment for people to sing more because that gets
them to appreciate nature more and appreciating nature helps you be committed to
preserving it.”

(sound of singing “O Canada”)

The small group stops at a dock overlooking Mud Lake for their only performance of the
day. The audience? Ducks, frogs and mosquitoes.

But they give it their all.

For The Environment Report, I’m Karen Kelly.

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

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.

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Alpaca Farming Becoming Next Livestock Trend

  • Sienna Sue, an alpaca on A.L. Paca Farms. Photo by Doug Caldwell.

There’s an up-and-coming livestock trend in the region. Alpacas are common in the high plains of Peru, Chile and Bolivia, where people have used their fleece for clothes and their dung as fuel for centuries. They haven’t even been in the U.S. 20 years, but their low environmental impact, cold weather tolerance and high-priced fleece make them an increasingly popular choice for farmers. The Great Lakes Radio Consortium’s Skye Rohde reports:

Transcript

There’s an up-and-coming livestock trend in the Great Lakes region.
Alpacas are
common in the high plains of Peru, Chile and Bolivia, where people have
used their
fleece for clothes and their dung as fuel for centuries. They haven’t
even been in the U.S.
20 years, but their low environmental impact, cold weather tolerance
and high-priced
fleece make them an increasingly popular choice for farmers. The Great
Lakes Radio
Consortium’s Skye Rohde reports:


(ambient sound of barn)


Alpacas stand about five feet from head-to-toe. Fluffier and smaller
than their llama
cousins, they have long thin necks, big eyes and four bottom teeth.
Pack animals with
their own pecking orders, they communicate by humming.


(sound of alpacas humming)


Bob and Ellen Chamberlain have eight animals at River Bend Alpacas,
their farm in
Croghan, New York. They’ve done a lot of research into alpacas, but
it’s a side business
for them right now. He teaches physics at the local school and she
substitute teaches, in
addition to raising three kids.


Ellen Chamberlain coos at Jambalaya, one of the three original alpacas,
who took a year
to warm up to her.


“Just gorgeous…”


She scratches Cyrus’ neck as he leans into her shoulder. She kisses
Valentine, whose cria
– or baby alpaca – should be born any day.


“People say they have bad breath, but I don’t think so.”


Skye Rohde, to Bob Chamberlain: “Do you agree?”


Bob Chamberlain, laughing, “Bad breath.”


Ellen Chamberlain: “Oh, Cyrus, you’ve got a bug bite on your eye
though.”


Breeders and owners love alpacas’ curiosity and easygoing
personalities. They say it
doesn’t cost much more to care for an alpaca than a dog. An acre of
land can easily
support seven to 10 of them, and alpacas’ hooves are padded, so they
don’t dig up the
ground as much as other livestock.


Marilyn Otteson is a veterinarian who treats alpacas in Auburn, New
York.


“They’re easy to take care of. They don’t require a lot of special
things in the way of
feed, for instance. And right now, this time of year, a lot of them
are out on pasture.
They get supplemented with a small amount of grain. They’re also very
neat animals. As
a group, they usually choose one or two spots in the barn or outside to
use as their dung
pile, they call it. You worm them periodically. You trim their nails
and watch their
teeth, and that’s about it.”


There are around 45,000 alpacas in the U.S. right now. Ohio has more
alpaca farms than
any other state, and there are more than 800 farms in the Great Lakes
region.


Right now, alpaca owners make most of their money selling animals to
other owners and
breeders. A pregnant female sells for around $15,000. A stud male
goes for between $15
and $30,000.


Alpacas are shorn every spring. Their fleece – said to be warmer than
wool and as soft as
cashmere – sells for 3 to 5 dollars per ounce. Some owners sell it to
the Alpaca Fiber
Cooperative of North America. Others spin it into yarn themselves to
knit hats and
gloves.


Skeptics say alpaca farming is still a bit of a risky proposition
because it’s so new. They
worry that fleece prices may fall if production exceeds demand. They
say with three
million alpacas worldwide, the U.S. can’t compete with South American
countries in a
limited market.


Duncan Hilchey, of Cornell University’s Department of Rural Sociology,
says potential
buyers must keep tabs on the market for alternative livestock products
before jumping
into the business.


“It’s possible to get those prices. But in a very narrow market, you
know, if it’s a niche,
suddenly you get a lot of people producing the product and the value
goes down –
dramatically – and it’s not profitable at all.”


This isn’t the first time exotic livestock have become popular, but in
the past they’ve
fizzled. Hilchey says the ostrich and emu fads failed because owners
didn’t promote the
animals’ meat, feathers and oil enough to shift from a breeders’ market
to a viable
commercial market.


Alpaca owners say the industry is still growing, since alpacas have
only been in the U.S.
since 1984. They like the relaxing lifestyle and collaboration that
come with raising
alpacas.


But Ellen Chamberlain says the learning curve has been sort of steep.


“It was just a real learning experience for me. Because I had had dogs
and cats and that
sort of thing, but never any major kind of livestock before, and
certainly had never filled
a syringe, let alone given a shot to anybody. Maybe my dad once with
his insulin, but
besides that… so that was all really new.”


And the Chamberlains say they’ve had a little “bad luck” – although
they’ve been hoping
for females, five of the six crias born to their alpacas have been
males. They say they
don’t want more than 20 animals – the most their pastures can hold.
Only now are they
ready to sell their alpacas.


Sorting fleeces in her barn, Ellen Chamberlain says even with the risk,
she’s excited about
raising alpacas.


“I think everybody knows that the future success of this whole thing is
in learning and
growing and that. And the more people you get involved in it with, and
work together,
the stronger it’s going to be.”


The next big challenge for the Chamberlains might be shearing the
alpacas themselves
next spring, something Ellen has a little experience doing. But first
they’ll focus on
taking care of their three new crias.


For the Great Lakes Radio Consortium, this is Skye Rohde.

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