MSM, PodcastBy Troy Patterson

MSM 680: Fight the Good Fight, But There Will Be Losses

Summary:

Shawn and Troy talk about AI, Youth in Government, and more. Dave gets the gravity of the situation. 

Jokes:

My son told me he was awarded the Leslie Neilson badge at school. I asked “What’s that?” He said, “It’s a big building with lots of kids, but that’s not important right now.”

There are pop tarts but not mom tarts

(because of the pastryarchy)

It’s November, so I won’t be vembering for 30 days. Thank you for your support.

I was at the cemetery today, laying some flowers down. As soon as I began to walk away, a lady came up to me and said, “Hey, how are you today?” I replied, “Oh wow! You can see me?” She was freaked out and ran off.

What do you get when Spider-Man and Wonder Woman get together and start a business?

  • Amazon Web Services.

Since pure thallium can be poisonous to the touch…does that make it death metal?

I just found out that Albert Einstein was a real person! … Mind Blown!!!

All this time I just thought he was a theoretical physicist

Do you know where Engagement, Ohio is?

it is between Dayton, Ohio and Marion, Ohio!

I’m taking steps to overcome my hiking addiction but I’m not out of the woods yet.

Middle School Science Minute  

by Dave Bydlowski (k12science or davidbydlowski@mac.com)

Gravity

I was recently reading the September-October 2025 issue of “Science and Children’” a publication of the National Science Teaching Association. 

In this issue, I read the section, “Science 101” written by Matt Bobrowsky. He wrote an article entitled, “Q: Is There Gravity in Space? Is There Gravity on the Moon?” 

Gravity is a fundamental force that attracts two masses toward each other. The Moon, having mass, exerts a gravitational force. This force is sufficient to keep objects anchored to its surface and to influence tides in the Earth’s oceans.

https://k12science.net/gravity

Reports from the Front Lines

The Social Web

Susie Dent  @susie_dent

Word of the Day is ‘catchfart’ (17th century): an obsequious individual who sucks up to the boss and always follows the political wind.

Todd Bloch  @blocht574

When motivated students can accomplish anything. Sadly many don’t have any motivation in school. Might be tired, hungry, uninterested, distracted or more focused on phone. No matter how engaging the lesson, unmotivated students remind a frustration to this teacher

Strategies:  

Assigning Homework That Actually Works

The most effective homework reinforces what students have already learned in class. 

And remember—more isn’t necessarily better. Five carefully chosen problems that stretch students’ thinking are more valuable than fifty repetitive ones. 

https://www.middleweb.com/52799/assigning-homework-that-actually-works/

Resources:  

EduGems

https://www.edugems.ai

AXIS:  The Cuture Translator

Not the One

What it is: A “proof of concept” from AI and robotics company 1X featuring a helpful robot named NEO took over the internet last week. The robot can, in theory, do chores like cleaning dishes, watering plants, vacuuming, and more.  

Why it’s all just a theory right now: Autonomous robot companions have long been the dream of futurists, and for just $20,000, this dream could be yours. Sort of. In tech YouTuber Marques Brownlee’s dive into the announcement, he rightly points out that almost all of what Neo is doing is not autonomous. The actions are instead controlled remotely, by a human, the whole time. 

Practice Legislation – Youth in Government / Civic Engagement

Some practice bills to work on committee procedures and parli pro language

https://docs.google.com/document/d/11BvnimyNjkQdpUB6X7YHjF1Xaypp5kw0whgVy2GFeFY/copy?usp=sharing

AMLE Artificial Intelligence – Guiding Principles Statement

Young adolescents are navigating the rapid emergence of generative artificial intelligence, (GenAI) prompting educators, policymakers, and families to ask urgent questions about its place in schools. While national organizations such as ISTE, Digital Promise, and CoSN have developed important frameworks for AI Literacy, technology integration strategies, and professional learning, the Association for Middle Level Education (AMLE) recognizes that young adolescents require a distinct lens. This paper is not intended as a technical manual or a guide to the mechanics of AI tools. Rather, it advances AMLE’s longstanding role: to ground educational decisions in the developmental realities of young adolescents, ensuring that innovation serves their growth rather than undermining it.  

https://www.amle.org/artificial-intelligence-in-middle-level-education-guiding-principles-for-developmentally-responsive-policies/

Web Spotlight: 

The Coming AI Teaching Assistant Boom (And Cheating)

https://curmudgucation.blogspot.com/2025/11/the-coming-ai-teaching-assistant-boom.html

The MDSTA website is now back online:

mdsta.org

https://mdsta.wildapricot.org/events

Will be posting conference pics on it soon.

Principal of the Year

This is terrific news. The Michigan Association of Secondary School Principals has recognized two Middle School administrators from Dearborn. For the first time in history, the Middle School Principal of the Year (Mark Rummel) and the Middle School Assistant Principal of the Year (Maha Fayad) are from the same school. Both are currently serving at O.L. Smith Middle School.

I had the pleasure of knowing and working with Mark Rummel. He was always a terrific person and leader. He was always positive and willing to learn. I’m not surprised that he has developed into an award winning leader.

https://massp.com/2025/10/o-l-smith-leaders-capture-mi-2026-middle-school-principal-assistant-principal-of-the-year-honors

Random Thoughts . . .  

Click the Play button below to listen to the show!

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MSM, PodcastBy Troy Patterson

MSM 679: Finding the Right Cudgel

Summary:

Shawn and Troy discuss AI options, presentations and more. Dave doesn’t cross the stream, but enlightens us on the ecology. 

Jokes:

Not many people know this but I actually studied Dad Jokes in college.

I majored in sighchology

Why are jack o’lanterns more clever than other pumpkins?

  • The candle makes them brighter.

The other day I ran into a friend I hadn’t seen in years.

  • It got really awkward when we had to exchange insurance info.

I asked the librarian if they had any books on amplifiers.

  • She said, “Yes, what volume would you like?”

Strange I know but I decided to lock myself in a cage to cure my acne.

  • I haven’t broken out yet.

What’s the worst season of the year for tightrope walkers?

  • Fall.

Fun fact of the day: Ironing is decreasing.

What is the most difficult train to catch?

  • The 12:50, because it’s 10 to one if you catch it.

Did you hear about the badly written book about graveyards.

  • It had no plot
A graphic titled "Coffees of the World". The cups get larger with each country. The countries are "French, Italian, Irish, American". The American cup is HUGE.
Two TV style remotes. One has all the keys covered except "On, Off, Channels". The other is completed covered except for the on button (with "Sound On" written out and an arrow pointing the button) and a plus, and minus button (labeled "Volume")

Middle School Science Minute  

by Dave Bydlowski (k12science or davidbydlowski@mac.com)

K12Science Podcast: Stream Ecology

I was recently reading the September-October 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.

In this issue, I read the section, “Citizen Science” written by Jill Nugent.  She wrote an article entitled, “Study Stream Ecology This Season!”

The Leaf Pack Network citizen science project was developed by the Stroud Water Research Center, a global leader in freshwater ecosystem research, education, and restoration.  To learn more about the project and how to get your students involved, visit their website at:

https://leafpacknetwork.org

https://k12science.net/stream-ecology/

Reports from the Front Lines

The Social Web

Susie Dent @susie_dent

Very happy to read that ‘hurkle-durkle’, meaning to stay in bed *long* after it’s time to get up, is being revived in current US slang, having lain dormant for 150 years! It’s about time.

The etymology of the word ‘thrill’ may surprise you. Originally applied to making a ‘thirl’ – ‘hole’ – in someone with a sword, it thankfully moved on to piercing someone with excitement. That ‘thirl’ survives in the word ‘nostril’, originally a ‘nose-thirl’, nose-hole.

H5P@H5PTechnology

 The H5P Matrix discussion platform is open to everyone! Matrix is an open-source communication space where educators, developers, and creators can connect, collaborate, and share ideas in real time.  Join the public Matrix channels here:https://h5p.org/node/1536211 

AMLE  @AMLE

Calling all passionate middle grades educators! Applications are now open for AMLE’s 2026 Constituent Committee appointments. AMLE relies on volunteer committee members to guide the work of our association. Make your mark on the future of the profession. Learn more and apply by January 16: https://amle.org/get-involved/

Resources:  

Slang Dictionary

https://www.merriam-webster.com/slang

AXIS The Culture Translator

What it is: As weed becomes part of everyday life for many teens and young adults, doctors are seeing a painful side effect they didn’t expect: Cannabinoid Hyperemesis Syndrome (CHS).

Why it’s alarming: Many teens see marijuana as safe, especially with how commonplace (and in many states, legal) use of it has become. But higher-strength products and daily use are sending more young people to the ER with painful side effects that doctors are only beginning to understand. In an article by The Free Press, emergency medicine doctor Dr. Chris Colwell said, “There’s no question that as higher potency products have been available, incidents of CHS in emergency departments have gone up.”

Day of AI

Our middle school curriculum expands students’ understanding with deeper AI concepts, including machine learning, neural networks, and real-world applications. Interactive projects encourage experimentation with AI tools and help students grasp both the capabilities and limitations of AI systems. An optional AI ethics debate provides opportunities for deeper reflection.

https://www.dayofaiusa.org/curriculum/grades-6-8

Web Spotlight: 

Why Even Basic A.I. Use Is So Bad for Students

A.I. is hardly the first technology to threaten our cognitive competence. Long before ChatGPT, the smartphone and the calculator, Plato warned against writing itself. Literate human beings, he foresaw, would “not use their memories.” He was not entirely wrong. 

https://archive.is/Zvsxg

Random Thoughts . . .  

Click the Play button below to listen to the show!

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MSM, PodcastBy Troy Patterson

MSM 678: Socratic Mentorship

Summary:

Shawn and Troy go through the process of using AI to create a chatbot for special education students. Dave gets the picture of storybooks. 

Jokes:

Time flies like an arrow, Fruit flies like a banana

Them: Name as many animals as you can in one minute

Me: (Pointing at the squirrels out the window) Gerald, Billie, Andrew, Jon—

Them: No that’s not what I meant

Me: Well maybe you should have said what you meant

Ordered “How to Accept Rejection” online. 

  • They never shipped it.

I just bought a new television remote control with fifty buttons.

I was quite surprised they allowed me to pay with buttons.

I threw away a permanent marker the other day. Today it showed up on my desk again with the word “permanent” slightly bigger and underlined

I give respect to everyone that I meet.

It’s up to them to keep it.

Middle School Science Minute  

by Dave Bydlowski (k12science or davidbydlowski@mac.com)

K12Science Podcast:  Middle School Picture – Books

I was recently reading the September-October 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.

In this issue, I read the section, “Interdisciplinary Ideas” written by Katie Coppens.  She wrote an article entitled, “Enhancing Understanding Through Science-Themed Picture Books.”

Embedding a high-interest, science-themed picture book into a unit enhances students’ ability to learn vocabulary and visualize scientific concepts.  The approachable style and ability to convey information visually makes picture books an engaging learning tool for students of all ages.

https://k12science.net/middle-school-picture-books/

Reports from the Front Lines 

The Social Web

National Park Service  @NatlParkService

When hiking, the early bird gets the face full of spider webs. Bring a tall friend and let them lead.

Susie Dent  @susie_dent

Word of the Day is ‘tandsmør’, from Danish. It describes bread that is buttered so thickly you can see tooth marks in it after every bite. Its literal translation? ‘Tooth butter’.

Resources:  

Angel Studios – Somebody’s Gotta Do It

“Mike Rowe’s Somebody’s Gotta Do It brings viewers face-to-face with men and women who march to the beat of a different drum. In each episode, Rowe visits unique individuals and joins them in their respective undertakings, paying tribute to innovators, do-gooders, entrepreneurs, collectors, fanatics-people who simply have to do it. This show is about passion, purpose, and occasionally, hobbies that get a little out of hand.”

https://www.angel.com/shows/somebodys-gotta-do-it

Google’s Gemini Platforms for Kids and Teens Pose Risks Despite Added Filters, Common Sense Media Reports Find

https://www.commonsensemedia.org/press-releases/googles-gemini-platforms-for-kids-and-teens-pose-risks-despite-added-filters-common-sense-media-reports

Portrait of a Graduate

Web Spotlight: 

Shade Map

https://shademap.app/@42.33102,-83.04605,16.84972z,1760044344044t,0b,0p,0m!1760009963956!1760050901341,qRGV0cm9pdCwgbWk=!42.3314!-83.04622

How to Get Kids to Give Up Social Media on Their Own

https://www.wsj.com/tech/personal-tech/how-to-get-kids-to-give-up-social-media-on-their-own-dc863027

OR

https://archive.is/MQSh0

Photos celebrate the glory of girls on ‘International Day of the Girl’

https://www.npr.org/sections/goats-and-soda/2025/10/11/g-s1-92962/photos-celebrate-the-glory-of-girls-on-international-day-of-the-girl

Random Thoughts . . .  

Click the Play button below to listen to the show!

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MSM, PodcastBy Troy Patterson

MSM 677: You, Hallway, Now.

Summary:

Shawn and Troy talk about AI, and more AI. Dave Engineers another great segment.

Jokes:

Every machine in the coin factory broke down all of a sudden without explanation. It just doesn’t make any cents.

People snapping daily selfies with one of those sticks need to take a good, long look at themselves,

We need more things that come in the opposite of a childproof container.

During the times I lived on a farm or visited one, I have never seen anyone look for a needle in a haystack.

Why couldn’t the sailor find their playing cards?

  • They were standing on the deck.
Cartoon professor in front of a class (wearing glasses and a suit and tie), holds up a sign that says "garage sale". "Ancient History 101" is written on the board behind him. His speech bubble states: "Archaelogists discovered these signs that display an ancient form of communication called "cursive" - Someday, we hope to be able to decipher it...Now let's discuss how early civilizations used to include two spaces after a period."

Middle School Science Minute  

by Dave Bydlowski (k12science or davidbydlowski@mac.com)

Engineering in Middle School 

I was recently reading the September-October 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.

In this issue, I read the section, “From the Editor’s Desk” written by Patty McGinnis.  She wrote an article entitled, “Engineering in the Middle School Science Classroom”

If you are looking for engineering ideas for your classroom, you can peruse sites such as:

teachingengineering.org     or        tryengineering.org

both of which contain a searchable database of Next Generation Science Standards aligned activities.

Engineering in Middle School

Reports from the Front Lines

  • Addressing AI with students
    • AI is wrong about 38% of the time. I don’t want you to embarrass yourself.

The Social Web

Susie Dent  @susie_dent

Today I offer a reminder of the word ‘forswunk’ (13th century): exhausted from too much work. To be ‘foreswunk’ (my own version) is to be exhausted before you even begin.

Lucy Worsley  @Lucy_Worsley

ANNOUNCEMENT! Coming next year to  @bbctwo @bbciplayer and @pbs from @bbcarts and @bbcstudios!!! A palatial new series for you 

MiddleWeb  @middleweb

NEW: How to Grow a Culture of Thinkers in Our Classrooms. When teachers build classrooms around how students think, they unlock a learning environment where curiosity replaces compliance & excitement replaces dread, writes @Kathie_Palmieri #edutwitter  https://middleweb.com/52628/how-to-g

https://middleweb.substack.com/about

Strategies:  

Strategies for Adopting Transformative Technology:  A Brainstorming Session

  1. Balance Tradition with Innovation
    1. Problem: Students may prefer shortcuts (copy-paste answers, TikTok summaries) over deeper learning.
    2. Historical Parallel: Roman educators saw youth over-relying on rote memorization of written texts instead of oratory practice.
    3. Response Principle: Schools doubled down on oratory, discussion, and memory work to balance over-dependence on books.
    4. Modern Application: Use technology with tradition—have students debate, speak, and write without screens sometimes, so tech becomes a supplement, not a crutch.
  2. Ethical Framing of Use
    1. Problem: Students use tech impulsively—plagiarism, inappropriate sharing, unkind comments.
    2. Historical Parallel: With the printing press, pamphlets spread gossip and heresy; educators stressed the moral weight of words.
    3. Response Principle: Anchor use of tools in community values and ethics.
      Modern Application: Teach “digital character”—every click, post, and share has moral weight, just as every word spoken in public did in earlier eras.  
  3. Critical Evaluation and Discernment
    1. Problem: Students binge screens at home without guidance.
    2. Historical Parallel: Early mass-literacy worried adults—so schools restricted texts to religious or civic works before opening wider access.
    3. Response Principle: Provide guided exposure—curated apps, sandboxed platforms, structured time limits.
    4. Modern Application: Train “responsible release”: scaffold school tech use in stages (safe search → guided research → independent inquiry).
  4. Practical Skill Building
    1. Problem: Students bring conspiracy videos, fake news, or AI-generated answers into class.
    2. Historical Parallel: During the telegraph/newspaper explosion, educators pushed source evaluation and civic literacy.
    3. Response Principle: Turn “bad habits” into teachable moments by comparing sources, debunking fakes, and evaluating credibility.
    4. Modern Application: Have students fact-check viral content in class—showing that responsible use means slowing down and asking questions.
  5. Community & Civic Responsibility
    1. Problem: Students often misuse technology because they never learned its real power—typing with two fingers, sloppy searches, over-reliance on copy/paste.
    2. Historical Parallel: The calculator panic of the 1970s—kids “lost” math fluency until schools explicitly taught calculator literacy.
    3. Response Principle: Teach technical proficiency so misuse becomes less attractive.
    4. Modern Application: Show how AI or search engines work best with good prompts, or how social media can be used for civic projects rather than endless scrolling.
  6. Lifelong Learning & Adaptability
    1. Problem: Students lock into bad habits (“this is how I always use TikTok/AI/YouTube”).
    2. Historical Parallel: Every era stressed adaptability (e.g., monks adapting to codices, teachers shifting to films, etc.).
    3. Response Principle: Teach that habits aren’t permanent—responsible use is a skill you can relearn.
    4. Modern Application: Frame mistakes (plagiarism, oversharing, distraction) not as shameful failures but as practice opportunities for course-correction.

Resources:  

Teachable Machine

A fast, easy way to create machine learning models for your sites, apps, and more – no expertise or coding required.

https://teachablemachine.withgoogle.com

Social Media and Mental Health: Considerations from experts this Mental Health Awareness Month

https://news.ufl.edu/2023/05/social-media-mental-health

Social Media Shortens Your Life. Here’s How to Get Time Back.

https://www.thefp.com/p/social-media-shortens-your-life-heres-how-to-get-time-back

Google Gemini 101

https://ditchthattextbook.com/google-gemini

Learn Your Way

Learn Your Way transforms content into a dynamic and engaging learning experience tailored for you.

https://learnyourway.withgoogle.com

AXIS:  The Culture Translator

Enter:  The Wilted Rose

What it is: Teens are swapping out the classic heartbreak emoji (💔) for its moodier cousin: the wilted rose (🥀)

Why it’s trending: The heartbreak emoji  is apparently so overused that it’s lost its edge. For a lot of teens, it feels too basic and obvious now. That’s where the wilted rose comes in. The wilted rose started as a way to say “I’m damaged, I’m heartbroken, I’m tragic,” but with a wink. 

Web Spotlight: 

“The Atlantic” Announces That Every U.S. High School Get Get Free Subscription For All Students & Staff

Key details about eligibility and how to request access are below and at our high-school access page:

  • Open to all U.S. public high schools or districts (includes comprehensive, magnet, charter, and specialized schools).
  • Schools may register for access at The Atlantic. The request must be submitted by either an administrator, librarian, or IT professional at the school.
  • Access will be authenticated by IP address, giving students and staff access on browsers connected to a school’s Wi-Fi network. No individual accounts are required.

Clues by Sam

https://cluesbysam.com

Random Thoughts . . .  

Click the Play button below to listen to the show!

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MSM, PodcastBy Troy Patterson

MSM 676: Forty Kids In The Club

Summary:

Shawn and Troy talk about Government, AI, and more. Dave has AI Assessment in Science.

Jokes:  

Becoming a parent is realizing you’ve gone from main character to backstory

Accidentally paid attention for a few seconds. 

  • It was terrible.

I accidentally spilled a teapot on a friend’s face while he was carrying a plate of burgers.

I guess brewed tea is in the eye of the beef holder.

I asked my wife how her day was. She said she wouldn’t tell me unless I make bread with her.

  • Guess we’re on a knead to know basis.

Middle School Science Minute  

by Dave Bydlowski (k12science or davidbydlowski@mac.com)

K12Science Podcast:  Assessment in the Age of AI

I was recently reading the NSTA Blog, dated July 15, 2025, a publication of the National Science Teaching Association.

In this issue, I read the blog entry “Rethinking Science Assessment in the Age of AI,” written by Christine Anne Royce and Valerie Bennett.

Recent questions about how students are using AI in their classes have included questions focusing on how much of students’ work is their own and how much is generated by AI.  How do we ensure that assessment still reflects what students know, understand, and can do?

https://k12science.net/assessment-in-the-age-of-ai/

Reports from the Front Lines

The Social Web

AMLE  @AMLE

DYK: AMLE has created a new series of community one-pagers that explain core middle school structures, and their benefits to staff, students, and families? Each is available free to members and can be found under the “About Middle School” menu on http://amle.org.

Susie Dent  @susie_dent

Word of the Day is ‘snerdle’ (19th century): to lie warm and still beneath the covers for as long as humanly possible.

cyborgneticz@Cyborgneticz

Be super nice to your kids k12 teachers
I have been seizing way more lately 

Strategies:  

Students Can Get Fired From Group Projects

Trevor Muir talks about improving the quality of group work.

https://www.facebook.com/share/r/15ynEUH8R7

Resources:  

Using a Screen Reader

Hadi Rangin is an expert user of screen reader software. In this video, he demonstrates the elements of a well designed web page and how they sound to someone who is blind. Issues discussed include ARIA landmarks, headings, and text content.

AMLE and the Ronald Reagan Presidential Foundation and Institute

New civics curriculum designed for Advisory periods.  8 lessons for free.  You can find them at:  https://reaganeducation.matrixlms.com/visitor_catalog_class/show/1733024  

Web Spotlight: 

Education report calling for ethical AI use contains over 15 fake sources

CBC News reported that a major education reform document prepared for the Canadian province of Newfoundland and Labrador contains at least 15 fabricated citations that academics suspect were generated by an AI language model—despite the same report calling for “ethical” AI use in schools.

One of the fake citations references a 2008 National Film Board movie called “Schoolyard Games” that does not exist, according to a board spokesperson. The exact citation reportedly appears in a University of Victoria style guide, a document that teaches students how to format references using fictional examples. The style guide warns on its first page that “Many citations in this guide are fictitious,” meaning they are made-up examples used only to demonstrate proper formatting. Yet someone (or some AI chatbot) copied the fake example directly into the Education Accord report as if it were a real source.

AI language models like the kind that power ChatGPT, Gemini, and Claude excel at producing exactly this kind of believable fiction because they first and foremost produce plausible outputs, not accurate ones.

The presence of potentially AI-generated fake citations becomes especially awkward given that one of the report’s 110 recommendations specifically states the provincial government should “provide learners and educators with essential AI knowledge, including ethics, data privacy, and responsible technology use.”

https://arstechnica.com/ai/2025/09/education-report-calling-for-ethical-ai-use-contains-over-15-fake-sources

Random Thoughts . . .  

Click the Play button below to listen to the show!

Podcast: Play in new window | Download

MSM, PodcastBy Troy Patterson

MSM 675: Personality vs. AI

Summary:

Shawn and Troy talk about AI, education, GEMs and more. Dave discusses “Lady Edison”. 

Jokes:

A college student is helping me edge the garden beds, using a half-moon lawn edger.

They’ve only used power edgers in the past. 

I commented to them about a specific area that looked very good. 

They replied, “It took some practice, but I finally found my groove.” 

My wife gave me an envelope with, “Not to be opened until 2027” on it.

  • Inside was a list of reasons I cannot be trusted to follow simple instructions.

I only took this job in sales for a global prosthetics company so i could tell everyone that i was an international arms dealer

Why are people so secretive when asked, “What’s the lowest rank in the Army?”

I think the scariest part of that song, “Born To Be Wild” is when they find a head out on the highway.

Last year I joined a support group for antisocial people.

  • We haven’t met yet.

What do you call a zombie who doesn’t joke around?

  • Dead serious.

I know Geddy Lee’s voice is an acquired taste, but keep an open mind, Captain!

A boat by a dock. The name of the boat is "NO RUSH"
Image of a large vacuum cleaner in the sky, surrounded by clouds, with "Cloud" written on it. Humans are walking around looking at phones with the top of their heads open and brains moving toward the vacuum cleaner end.

Middle School Science Minute  

by Dave Bydlowski (k12science or davidbydlowski@mac.com)

Lady Edison

I was recently reading the July-August 2025 issue of “The Science Teacher”, a publication of the National Science Teaching Association.

In this issue, I read the section, “Right to Source” written by Jessica Fries-Gaither.  She wrote an article entitled, “Exploring Everyday Inventions with “Lady Edison”.”

Beulah Louse Henry (1887-1973) was a self-taught inventor, earning 49 patents and creating over 100 inventions over a 50 year period, including a vacuum ice-cream freezer, a bobbinless sewing machine, and an umbrella with color-coordinated snap-on covers.

https://directory.libsyn.com/episode/index/show/k12science/id/38075525

Reports from the Front Lines

  • First Week Back
  • Teacher Support Personnel
  • Apple Accessibility
  • Playdough Activity

The Social Web

"Classroom observation with feedback is surveillance."

Bossjock  @bossjockapp

BOSSJOCK JR is on Sale 50% Off the Pro Unlock Thru Labor Day – Have Fun, Make Podcasts! Free to Download https://apps.apple.com/us/app/bossjoc  

John R. Sowash  @jrsowash

A gem is a custom AI agent that is trained to perform a specific task. Gems are GREAT for classroom teachers! You can use gems to develop custom lesson plans, rubrics, coloring pages and more! Learn more: https://youtu.be/bPwAB2uUtaU

@GeminiApp

#googleEDU #edTech #AIinEDU

Midwest vs. Everybody  @midwestern_ope

Labor Day weekend marks the unofficial end of summer and the official start to soup season

John R. Sowash  @jrsowash

Want to rock your classroom with tech?  Wednesday webinars are packed with practical tips and tricks for using technology to engage students and enhance learning. Registration is open for individuals and districts: https://chrmbook.com/ww/?utm_source=xtwitter&utm_medium=social&utm_campaign=jrsowash&utm_content=wednesdaywebinarpromo

#GoogleEDU #AIinEDU

National Park Service  @NatlParkService

One day you’ll find someone obsessed with you. It’s probably going to be a squirrel.

Susie Dent @susie_dent

Word of the day is ‘tamalou’: a French name for an older person who no longer greets their friends with ‘how was your holiday?, but with ‘t’as mal où ?’, ‘where does it hurt?’. There follows an enthusiastic account of aches and pains and doctor’s appointments.

Strategies:  

Fact-Checking 101: A Professor Teaches Students About Misinformation

Evans had watched his students over the years show up with fewer facts and more conspiracy theories. Gone were the days when students arrived on campus with dim memories of high school civics. Now they came armed with bold, often misleading beliefs shaped by hours spent each day on TikTok, YouTube and Instagram.

Across six hours of instruction – two hours less than the average teen spends online each day – students nearly doubled in their ability to locate quality information compared to a control group. We thought it wouldn’t be a huge leap to extend our approach to college classrooms.

These lessons took just 150 minutes in total over the semester, and instructors didn’t need to change a thing; they just listed the lessons on the course schedule.

https://www.civilbeat.org/2025/08/fact-checking-101-a-professor-teaches-students-about-misinformation/

https://cor.inquirygroup.org/curriculum/?tab=collections

Resources:  

AXIS The Culture Translator

AI-Gainst AI

What it is: As research about how AI rewires our brains continues to come out, some high school and college students are deciding they’ll opt out of using AI altogether. 

Why we can’t stop thinking about it: The young adults interviewed for this piece describe what it’s like to be total outliers amongst their peers—and they acknowledge that their efforts to retain their critical thinking skills might not earn them any earthly reward. A few say that their decision is based on self-respect, a love of learning, and a desire to preserve their own curiosity. 

Dia:  AI Web Browser

Dia is an AI-first web browser from The Browser Company (makers of Arc) that lets you chat with your tabs—using on-page context to write, learn, plan, and shop right inside the sites you already use. Its built-in assistant can summarize pages, generate and edit text inline, and even pull useful info from sites you’re logged into so you don’t have to hop to separate AI tools. Dia launched in beta in June 2025.  

Video:  https://www.youtube.com/watch?v=W0m-Qnb7r7Q 

https://www.diabrowser.com/download

H5P:  Personality Quiz – Periodic Table of Elements

https://drive.google.com/file/d/1Z9COo_wypSTNawMFjt_TKpxepn3bzj98/view?usp=sharing

H5P:  Dihydrogen Monoxide Project

https://drive.google.com/file/d/1_AKhgciae_QgQ_sWO69aEiUsuR92N-RA/view?usp=sharing

AMLE:  Survey of Middle School Interdisciplinary Team Practices  

  • 91%: Discussing individual students
  • 84%: Establishing consistent policies and procedures
  • 72%: Team culture building (planning team-wide activities, celebrations, etc.)
  • 68%: Reviewing holistic student academic performance
  • 59%: Making phone calls home
  • 56%: Planning interdisciplinary units/discussing curricular connections
  • 51%: Ensuring every student has an adult advocate
  • 49%: Discussing weekly homework/assignments
  • 36%: Professional learning (reading articles together, book studies, etc.)

https://www.amle.org/a-survey-of-middle-school-interdisciplinary-teaming-practices-members-only/?Token=10a1c757-eb45-4326-8872-20c2ad0a687e

SimulateAI

SimulateAI is an immersive educational platform designed to bring the complex world of artificial intelligence ethics to life. Our mission is to empower educators, students, researchers, and lifelong learners through open-ended, consequence-driven simulations that develop critical thinking, ethical reasoning, and systems awareness in an AI-driven world.

https://simulateai.io/app

Web Spotlight: 

I’m a High Schooler. AI Is Demolishing My Education.

During a lesson on the Narrative of the Life of Frederick Douglass, I watched a classmate discreetly shift in their seat, prop their laptop up on a crossed leg, and highlight the entirety of the chapter under discussion. In seconds, they had pulled up ChatGPT and dropped the text into the prompt box, which spat out an AI-generated annotation of the chapter. These annotations are used for discussions; we turn them in to our teacher at the end of class, and many of them are graded as part of our class participation. What was meant to be a reflective, thought-provoking discussion on slavery and human resilience was flattened into copy-paste commentary. 

In Algebra II, after homework worksheets were passed around, I witnessed a peer use their phone to take a quick snapshot, which they then uploaded to ChatGPT. The AI quickly painted my classmate’s screen with what it asserted to be a step-by-step solution and relevant graphs.

Many homework assignments are due by 11:59 p.m., to be submitted online via Google Classroom. We used to share memes about pounding away at the keyboard at 11:57, anxiously rushing to complete our work on time. These moments were not fun, exactly, but they did draw students together in a shared academic experience. Many of us were propelled by a kind of frantic productivity as we approached midnight, putting the finishing touches on our ideas and work. Now the deadline has been sapped of all meaning. AI has softened the consequences of procrastination and led many students to avoid doing any work at all. As a result, these programs have destroyed much of what tied us together as students. 

The technology has also led students to focus on external results at the expense of internal growth. The dominant worldview seems to be: Why worry about actually learning anything when you can get an A for outsourcing your thinking to a machine?

https://www.theatlantic.com/technology/archive/2025/09/high-school-student-ai-education/684088/?gift=201cWZnM2XBz2eP81zy0pOohS5StCtJZK3mwHSf-8vk&utm_source=copy-link&utm_medium=social&utm_campaign=share

Random Thoughts . . .  

Think you actually own all those movies you’ve been buying digitally? Think again

https://www.theguardian.com/film/2025/aug/27/movie-buying-owning-amazon-prime-lawsuit

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PodcastBy Troy Patterson

MSM 674: Can’t Catfish With A Calculator

Summary:

Shawn and Troy talk about AI, professional development, and more. Dave goes through the ups and downs, riding the rollercoaster of knowledge.  

Jokes:

Yes, this movie is pirated. 

  • I gave it 3.14159 stars 

Don’t You Dare

Vs

Do not you dare

As dogs age, they may not get around as well as they used to because of arfritis.

it’s weird that if you need to be louder, you can choose between a microphone and a megaphone

heard a pun about a potato

  • eye wont tell you the pun but it was very a peeling…

Someone told me that if you hold a Shell up you can hear the sea.

  • All I got was 6 years for armed robbery.

Middle School Science Minute  

by Dave Bydlowski (k12science or davidbydlowski@mac.com)

K12Science Podcast: Rollercoaster Engineer

I was recently reading the July-August 2025 issue of “The Science Teacher”, a publication of the National Science Teaching Association.

In this issue, I read the section, “Career of the Month” written by Luba Vangelova.  She wrote an article entitled, “Rollercoaster Engineer Greg Lewis.”

Rollercoaster engineers design and maintain amusement park rides.  The largest parks have staff engineers; the rest contract out such work to companies that specialize in this field.  Greg Lewis works for Skyline Attractions, based in Orlando, Florida.

https://k12science.net/rollercoaster-engineer/

Reports from the Front Lines

  • Computer Settings
  • Kids Back
  • Exit Tickets

The Social Web

cyborgneticz@Cyborgneticz

The no phones policy has been in place for a week, and since my students can only use laptops when I explicitly allow them, I have more kids reading than ever before

We are gonna set up reading nooks around campus

MiddleWeb  @middleweb

REVIEW: A Research-Based, Easy Read for New Teachers You’re a Teacher Now: What’s Next? is an easy, well-organized read sharing a wide range of proven practices for new teachers, says teacher educator Michelle Schwartze. #edutwitter #newteacher #educoach https://middleweb.com/52544/research

AMLE@AMLE

We’re excited to announce a new virtual opportunity for the AMLE community, the Middle School Leadership Roundtable! Hosted by edu leaders from AMLE Schools of Distinction, these sessions will serve as a platform for school leaders to engage in meaningful conversations on critical topics of the day. Join us https://amle.org/roundtable

John R. Sowash  @jrsowash

Type the @ symbol in the #Gemini chat box to connect to Google services like YouTube. This lets you pull in content from other places…a great way to find videos for your next lesson! #GoogleEDU

National Park Service  @NatlParkService

You could also read aloud the passive aggressive email you wrote to Carol after she scheduled a meeting at 4:30 on Friday. The bear may come closer or stand on its hind legs to better understand Carol’s audacity. However, a standing bear is usually curious, not threatening.⁣⁣

AMLE  @AMLE

“You get three free vents…then it’s time for solutions.” Jack joins us with one final tip to close out our month-long celebration of middle school teaming. Don’t forget to grab Successful Middle School Teaming while it’s still on sale through Sunday!  https://amle.org/smsteaming

Video:  https://x.com/i/status/1961407258870321340  

Susie Dent@susie_dent

Word of the Day is ‘theic’ (19th century), defined in the Oxford English Dictionary as ‘one given to immoderate tea-drinking; a tea drunkard’. 

Resources:  

AXIS The Culture Translator

Laufey, Out Loud

What it is: Jazz-forward pop songstress Laufey released a new studio album, A Matter of Time, on August 22.  

Why it’s right on trend: Laufey’s music is weird, but in a vividly imagined, not-a-single-note-wrong kind of way. Singles from her new album include “Snow White,” a vulnerable acoustic ballad about struggling with self-worth in a world that emphasizes physical beauty. She criticizes the hypocrisy of the “sick world” that pretends to value other things, singing, “beauty always wins, and I don’t have enough of it… I’ll never have enough of it.” Icelandic by birth, Laufey’s music feels like Björk with a side of European Billie Eilish. The songs are epically arranged and memorably performed, and Laufey’s intentional and deeply personal relationship with her fans has made her a big success with younger listeners. Her previous album, Bewitched, was the most listened-to jazz album to ever hit Spotify. Some of Laufey’s music does feature profanity.

What A.I. Really Means for Learning

https://archive.is/M8QPR

Cell Phone Bans

Michigan Cell Phone Ban is stuck in the House, but passes in the Senate.  Is your state considering a cell phone ban?

https://www.legislature.mi.gov/Bills/Bill?ObjectName=2025-SB-0234

Web Spotlight: 

AI Is a Mass-Delusion Event

https://removepaywalls.com/https://www.theatlantic.com/technology/archive/2025/08/ai-mass-delusion-event/683909/ 

Why A.I. Should Make Parents Rethink Posting Photos of Their Children Online

https://archive.is/jvHYk

Teens say they are turning to AI for friendship

https://apnews.com/article/ai-companion-generative-teens-mental-health-9ce59a2b250f3bd0187a717ffa2ad21f

Social Media Shortens Your Life. Here’s How to Get Time Back.

https://www.thefp.com/p/social-media-shortens-your-life-heres-how-to-get-time-back

The troubling decline in conscientiousness

https://archive.is/aeax9

‘The Worst Rule I Ever Had to Live With …’: The Policies Teachers Hate

  • No to Zero-Tolerance Policies – In one high school where I worked, the administration decided to instill a zero-tolerance policy for wearing baseball caps because it was seen as a way for students who were in gangs to show their gang affiliations. Students were told that if they wore a cap, it would equate to an immediate three-day suspension.
  • Using ‘Retakes’ – The worst rule I ever had to live with was that if I were giving a retake of a test or quiz that I must average the two together. 
  • The Need for Flexibility – The worst directive that I have experienced as a teacher was being told that I could not continue using a lesson-classification system in my classroom. The classification consisted of naming assignments according to must-do, should-do, and aspire-to-do in my classroom.

https://www.edweek.org/teaching-learning/opinion-the-worst-rule-i-ever-had-to-live-with-the-policies-teachers-hate/2025/07

Random Thoughts . . .  

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MSM, PodcastBy Troy Patterson

MSM 673: Problems vs. Puzzles

Summary:

Shawn and Troy talk AI, project-based learning, and more. Dave communicates with parents. 

Jokes:  

What do you feel when you accidentally send out the same Morse Code twice

Remorse

How do you get the farmer’s daughter to fall in love with you?

A tractor.

Just finished a novel about an immortal cat. 

  • It was impossible to put down.

My complimentary hotel breakfast did not tell me I looked nice even once.

Proctologist: Today I looked up an old friend from school.

It’s only a murder of crows if there’s probable caws.

Somebody threw a bottle of omega-3 pills at my head. 

  • Luckily my injuries are only super fish oil.

It’s only August and I’ve already crossed nine out of ten things off my 2025 todo list!

I didn’t do any of them. I just wanted them off the list.

Middle School Science Minute  

by Dave Bydlowski (k12science or davidbydlowski@mac.com)

K12Science Podcast:  Parent Newsletters

I was recently reading the July-August 2025 issue of “The Science Teacher”, a publication of the National Science Teaching Association.

In this issue, I read the section, “Idea Bank” written by Alexander Eden.  He wrote an article entitled, “The Power of Newsletters: Welcoming Parents into the Biology Classroom Community.”

When leveraged correctly, engaging parents and families can have a positive impact on students and the classroom.  It is critical to maintain a line of communication with families that is not solely based on when student concerns arise.  One method of maintaining consistent communication with families involves the construction of a parent newsletter.

https://k12science.net/parent-newsletters/

Reports from the Front Lines

  • Last Hurrah of Summer
  • The Summer of My “Glow Up”

The Social Web

Thomas@thomasfuchs@hachyderm.io

Fun fact, ~64% of Americans use assistive technology to overcome a disability.

And that’s just one single type of disability: issues with eyesight.

John R. Sowash  @jrsowash

Type the @ symbol in the #Gemini chat box to connect to Google services like YouTube. This lets you pull in content from other places…a great way to find videos for your next lesson! #GoogleEDU  https://x.com/jrsowash/status/1956026875559432513/photo/1  

National Park Service  @NatlParkService

Keep at least 25 yards from bison at all times and never approach a bison to take a photo. If they want a photo with you, they will let you know. Boundaries. Not just lines on a map.  

Susie Dent  @susie_dent

Word of the Day is ‘copemate’ (16th century): the friend in life who gets you through.

 

Resources:  

The Tech Exit

“In the last week or so, you may have seen a startling picture of data put together by an analyst for Financial Times. The graph shows changes in personality traits over the last 8 years. Starkly down: conscientiousness, agreeableness, and extroversion—particularly for young people. These are traits that positively affect career, marriages and life expectancy. On the rise, neuroticism. People are more anxious, tense, and emotional. The author of the article blames it on distraction. He points the finger directly at the digital world.” 

https://wng.org/podcasts/the-tech-exit-1755288004

America 250

Merch is now available:  https://ctrk.klclick3.com/l/01K2PRWRTFTJF1Q0XFJP6A4DQE_11  

Embracing the Change:  Middle School 101 for Parents and Families

Embracing the Change: Middle School 101 for Families is a concise brochure designed to support parents and families as they guide their middle schooler through a transformative phase of life.

https://my.amle.org/Shop/Store/Product-Details?productid={354C6C66-E960-F011-BEC2-000D3A4DB114}

Zavala

A good, simple outliner for macOS and iOS.

https://zavala.vincode.io

AXIS The Culture Translator

AI Blues

What it is: OpenAI released “GPT-5,” a new version of their AI that touts better processing, more efficiency, and fewer “hallucinations.” Yet, ChatGPT users are not happy.  

Why they’ve turned: With this new update, OpenAI consolidated all of its models into a single experience, and now just routes a user’s request through whatever tool it deems best for the job (for example, photo requests get sent through the photo generator). However, this means users can no longer access those individual models, which felt to many like losing features. The backlash signals a growing normalization of AI, as users now have their own expectations and preferences about the technology.  

Striking a Pose

What it is: “The Nicki Minaj stiletto challenge” is a TikTok trend where participants balance on one foot in sky-high heels, often on unstable objects like cans or bottles—mimicking a pose from Nicki Minaj’s 2013 “High School” music video

Why it’s risky: A few seconds of internet fame can cost a lot. One influencer fractured her spine just weeks after giving birth, and Mikayla Matthews, star of The Secret Lives of Mormon Wives, faced major backlash after trying the trend blindfolded while holding her newborn. Media outlets estimate that #nickiminajchallenge has racked up more than 1.3 billion views on TikTok, with over 130,000 hashtagged videos posted.

In Search of Lost Time

What it is: A long-form piece in The Free Press explores why time flies by when we’re using social media platforms. (Hint: It’s not because we’re having fun.)  

Google Has Often Failed At AI, But They Have Hit It Out Of The Park – For ELLs, At Least – With New “Storybook”

https://larryferlazzo.edublogs.org/2025/08/05/google-often-failed-at-ai-but-they-have-hit-it-out-of-the-park-for-ells-at-least-with-new-storybook/

The biggest mistakes in mapmaking history – Kayla Wolf

Travel through the history of mapmaking and discover what big mistakes cartographers made about the world’s geography.

Here Be The Dragons!

https://www.youtube.com/watch?v=77hLX8jO6e4

Web Spotlight: 

GIFT Validator

https://fuhrmanator.github.io/GIFT-grammar-PEG.js/editor/editor.html

FBI and NSPCC alarmed at ‘shocking’ rise in online sextortion of children

Snapchat logged about 20,000 cases last year of adults grooming children online, more than other social media platforms combined

The NCA said: “Sextortion is a heartless crime, which can have devastating consequences for victims. Sadly, teenagers in the UK and around the world have taken their own lives because of it.”

Tech companies including Snapchat and Facebook reported more than 9,600 cases of adults grooming children online in the UK in just six months last year – the equivalent of about 400 a week.

The children’s charity, NSPCC, described the figures as “shocking” and said they were likely an underestimate.

https://www.theguardian.com/society/2025/aug/09/fbi-nspcc-alarmed-shocking-rise-online-sextortion-children

Behaviorism as Cognitive Science

In his July 24th article, “‘Cognitive Science,’ All the Rage in British Schools, Fails to Register in U.S”, he did not even attempt to be objective as he lionized a form of ‘Cognitive Science’ that is a euphemism for behaviorism.

A cognitive science subset, Cognitive load theory, was developed in mid-1980s by Australian education psychologist John Sweller. His theory pays attention to human cognitive architecture: characteristics and relations between long-term memory and short term memory, and how load on memory affects learning.

As Kohn stated, in the debate between behaviorism and “constuctivism”, Hirch comes down squarely on the side of behaviorism. 

https://tultican.com/2025/08/10/behaviorism-as-cognitive-science/

Random Thoughts . . .  

Grammarian vs. Errorist

Get the English teacher on your team ready for school this year:  https://www.facebook.com/share/v/19aHhX68Ce/  

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MSM, PodcastBy Troy Patterson

MSM 672: Starting With Something Tangible

Summary:

Shawn and Troy discuss using AI to make up lesson plans, develop parent newsletters, and more. Dave has some disciplinary science tips. 

Jokes:  

Just ordered a takeaway from the local Chinese. I ordered a 7, a 13, a 21, and a 33, unfortunately, I had to take them all back, though.

  • They tasted odd.

You can only “ran” through a campsite as it’s past tents.

My new thesaurus is terrible. In fact, it’s so bad, I’d say it’s terrible.

The biggest knight at King Arthur’s round table was Sir Cumference. He acquired his size from eating too much pi.

I was in New Mexico and a cowboy asked me if I could help round up 18 cows. I said: Yes, of course, that’d be 20 cows.

I was on the Oreo website and I clicked Accept All Cookies.

  • Now we wait…

If it’s not related to elephants…

  • It’s irrelephant.

Walking into solid objects can be painful, according to a recent pole.

Two adults stand in the doorway of a classroom. On the board at the front of the class are the word: "Welcome to 9th Grade! Mrs. Heintzleman. Four students are shown sitting in desks. All are starring at their hand raised to chest level with the palm facing up. Caption: "If you're wondering why they're all staring at their palms, this is the first time they've been without their phones in two months.
Woman wearing camouflage. When you see someone wearing camouflage, be sure to walk into them so they know it's working.
(Newman from Seinfeld sweating) students in 2040 when the teacher asks what their name is but chatgpt servers are down
Picture of a guillotine from a stock image page, with the part of the description saying "Royalty free" highlighted.

Middle School Science Minute  

by Dave Bydlowski (k12science or davidbydlowski@mac.com)

K12Science Podcast:  Disciplinary Literacy

I was recently reading the July-August 2025 issue of “The Science Teacher”, a publication of the National Science Teaching Association.

In this issue, I read the section, “Editor’s Corner” written by Brooke A Whitworth.  She wrote an article entitled, “Developing Disciplinary Literacy.”

We can think of disciplinary literacy in two ways, when it comes to science:

1.  Broadly, in terms of how science compares to other content areas.

2.  Specifically, in terms of how the subdiscipline of chemistry differs from biology or physics or earth science.

https://k12science.net/disciplinary-literacy/

Reports from the Front Lines

  • What I Did With AI This Week:
    • Team/Building Newsletter for Parents (Sora)
    • First Quarter English & Social Studies Integration 10 Day Unit.
      • Prompt Process:
        • What are the commonalities of these Michigan GLCE standards: RL: 7.1* RL: 7.2* RL: 7.3* RL: 7.4* RL: 7.5* RL: 7.10* W: 7.3a* W: 7.3b* W: 7.3c* W: 7.3d* W: 7.3e* W: 7.4* W: 7.10* SL: 7.1a* SL: 7.1b* SL: 7.1c* SL: 7.1d* SL: 7.6* L: 7.6*
        • Ok. How do these Michigan GLCE standards intersect with those English standards and what are 5 interdisciplinary projects I could propose to the English teacher? Standards: H1.1.1, H1.2.1, H1.2.2, H1.2.5, H1.4.2, H1.4.3 H1.1.1, H1.2.1, H1.2.2, H1.4.2, H1.4.3, W1.1.2, G4.3.2 
        • Please take option 3 and turn it into a two week mini-unit with day-by-day tasks, text sets, and a co-grading rubric with content and language objectives. 
        • Ok. Give me 2 complete versions of Lesson 1. Include student readings, formative and summative assessment questions.
        • Ok. Do the same thing for Lesson 2 in the Unit Plan.  
      • Unit Plan Published
  • Results of Last Week’s Poll:  Should Troy do the podcast in a Maine accent?  
  • Posted the updated Michigan History Day course to MoodleNet.  

The Social Web

AMLE  @AMLE

Take a bite out of B2S classroom management! @beyond_the_desk shares a favorite boredom buster that’s perfect for building relationships and getting kids moving at the start of the year.  https://x.com/i/status/1953531658579193978  

Will Berard @MrBerard@mastodon.acm.org

I’ve separated the Male and Female voices in a #NotebookLM audio overview (the one backing this video).

The top track is the male voice, the bottom the female voice.

Unsurprisingly reproducing biases of the training data, etc…
#AI #LLM #Podcasts #Sexism #AIBias

two tracks in an Audacity timeline, showing blocks of audio for each turn-taking in the audio overview exchange. The M voice has got significantly more airtime than the F one.

https://scholar.social/deck/@MrBerard@mastodon.acm.org/114987255586821177

Laura McFarren  @lauramcfarren

Set your clocks social studies peeps. @CarlAzuz. Is. Back.

Quote

Carl Azuz  @CarlAzuz

BE THERE— Monday, August 18th— When The World from A to Z returns!

John R. Sowash  @jrsowash

Before you can use technology as an instructional tool, there are some basic technology skills students MUST master. Download my free tech skills checklist: https://chrmbook.com/student-technology-skills-checklist/  #GoogleEDU #chromebookEDU

Eric Curts  @ericcurts

 Gemini’s Guided Learning: https://controlaltachieve.com/2025/08/guided-learning.html

 Instead of Gemini giving the answer  Gemini guides students through the learning process  Great for HW, essays, review, learning & more!  Watch my demo video #edtech #GoogleEDU #earlyaccess  @GeminiApp  @GoogleForEdu

Alice Keeler  @alicekeeler

The NotebookLM about @waygroundai  https://notebooklm.google.com/notebook/9d88860c-78a0-4f4b-b541-41ca9dade2c5

Check it out, try the chat!

I uploaded almost the entire help center from http://wayground.com to NotebookLM It was a LOT OF PAGES. No way to read them all individually, Google NotebookLM to the rescue!!  

https://twitter.com/alicekeeler/status/1952852131456672227/photo/1

Resources:  

AXIS The Culture Translator

The Third Summer of Turning Pretty

What it is: Popular teen romantic drama The Summer I Turned Pretty is back for a third season, and teens are eating up the melodrama and love triangles.  

Why audiences love it: As of this writing, there are five episodes (about half of the season) available on Amazon Prime, and they’re packed full of soap-opera-esque drama, poor communication skills, cheating, a marriage proposal, and a not insignificant amount of sex and sensuality. It’s also full of themes of responsibility, familial conflict, and yearning. The show often feels cheesy, but it’s also escapism in the purest sense; it’s easy to forget your own troubles when you’re caught up in the drama of fictional characters figuring out their own feelings.  

Getting the News From TikTok

What it is: A recent poll from Pew Research Center found that 39% of 18- to 29-year-olds say they regularly get their news from TikTok.  

Web Spotlight: 

Maybe It’s Time to Make Peace With Your Smartphone

This much we know: Smartphones are making us dumber.

https://archive.is/UaaX0

What Kids Told Us About How to Get Them Off Their Phones

https://www.theatlantic.com/ideas/archive/2025/08/kids-smartphones-play-freedom/683742

Random Thoughts . . .  

Dial-up Internet to be discontinued AOL routinely evaluates its products and services and has decided to discontinue Dial-up Internet. This service will no longer be available in AOL plans. As a result, on September 30, 2025 this service and the associated software, the AOL Dialer software and AOL Shield browser, which are optimized for older operating systems and dial-up internet connections, will be discontinued. This change will not affect any other benefits in your AOL plan, which you can access any time on your AOL plan dashboard. To manage or cancel your account, visit MyAccount.

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AI, Lesson PlanBy Troy Patterson

BONUS: Mini‑Unit: From Foragers to Farmers (Grade 7 ELA × Social Studies) — 2 Weeks (10 class days)

Driving Question: Why did some communities shift from foraging to farming, and what did they gain and lose?

Culminating Products:

  • RAFT narrative (e.g., Young farmer persuading clan elder to adopt irrigation).
  • Two‑Voice Poem or short dialogue (forager vs. farmer) performed for peers.
  • Gallery walk with curator labels and an oral defense (60–90 sec).

Standards Alignment

Michigan Social Studies GLCEs

  • W1.1.2 Explain what archaeologists and other investigators have learned about early humans.
  • W1.2.2 Explain how environmental changes and new technologies influenced the Agricultural Revolution.
  • H1.1.1 Use calendars/periodization (for context in timelines).
  • H1.2.1, H1.2.2, H1.2.3 Use multiple sources; comprehend historical texts; identify point of view/bias.
  • H1.2.5 Explain cause and effect.
  • H1.4.2, H1.4.3 Use historical themes (change/continuity); connect past issues to present.
  • G4.3.2 Explain patterns of human settlement.

Michigan ELA (Grade 7) — core set

  • RL.7.1–5, 7.10 Close reading, theme, structure, word choice.
  • W.7.3a–e, W.7.4, W.7.10 Narrative techniques; clear organization; routine writing.
  • SL.7.1a–d, SL.7.6 Collaborative discussion; adapt speech.
  • L.7.6 Academic and domain vocabulary.

Materials & Text Set (teacher‑curated; provide print & audio where possible)

  1. Archaeologist’s Field Notes (200–300 words, ~750L): short description of charred grains, sickle blades, grinding stones.
  2. Overview Article: “The Agricultural Revolution” (500–700 words, ~950–1050L).
  3. Counterpoint Excerpt (teacher‑selected, e.g., an adapted excerpt from an essay arguing that farming brought inequality/health costs) (~1100–1200L).
  4. Infographic: Timeline of domestication (wheat, barley, goats, sheep).
  5. Map Set: Fertile Crescent & Nile; precipitation, soil, floodplain; settlement dots.
  6. Data Table: Health indicators before/after farming (stature, tooth enamel defects, diet diversity).
  7. Fictionalized Primary (700–900L): a teen voice vignette from a river‑valley hamlet.
  8. Technology Cards: irrigation canal, plow, sickle, storage jar, granary, clay tablet.
  9. Vocabulary Deck: surplus, domestication, irrigation, sedentary, specialization, yield, barter, stratification, granary, cultivation, pestle, forager, pastoral, drought, harvest.

Accessibility: Provide a 2‑page “lite” article (~600–700L) and a picture‑walk version of the map. Offer read‑aloud, bilingual glossaries, and sentence frames.

Assessment Overview

  • Formative: exit tickets (claim‑evidence), source annotations, cause/effect T‑charts, peer feedback notes, quick‑writes.
  • Summative: RAFT narrative (70%), Dialogue/Two‑Voice performance (20%), Oral defense during gallery (10%). Co‑graded by SS & ELA using the shared rubric below.

Day‑by‑Day Plan (10 days)

Week 1

Day 1 — Launch: Why Farm?
Content Obj. (SS): Identify at least two hypothesized causes for the shift to farming and two possible effects (W1.2.2, H1.2.5).
Language Obj.: Orally state and write a claim using because/so/therefore sentence frames.
ELA Focus: RL.7.1 (cite evidence); L.7.6 (vocab).
Activities: Anticipation guide; station picture‑walk (artifacts, maps) → See‑Think‑Wonder notecards; mini‑lesson on cause/effect signal words; introduce vocabulary.
Check for Learning: 3‑sentence claim with one cited detail from a station.
HW: Frayer models for 6 vocabulary terms.

Day 2 — Reading for Gist & Evidence
Content Obj. (SS): Summarize key ideas about domestication and surplus (W1.2.2).
Language Obj.: Annotate and paraphrase one paragraph using a Who/Did What/Why frame.
ELA Focus: RL.7.2 (central idea), RL.7.1.
Activities: Read Overview Article chunked; partner paraphrase; class T‑chart of causes (environment/technology) → effects (settlement, specialization).
Check: Exit ticket: identify one central idea and two supporting details.

Day 3 — Environment & Tech
Content Obj. (SS): Explain how rivers and rainfall shaped early settlements (G4.3.2).
Language Obj.: Use prepositional phrases to describe location (e.g., along the floodplain, near the delta).
ELA Focus: RL.7.3 (setting influences events).
Activities: Mini‑lesson on map reading; annotate Map Set; small‑group “If‑Then” cards (e.g., If rainfall drops, then…).
Check: 4‑box comic strip showing an environmental trigger and resulting choices.

Day 4 — Tradeoffs & Perspectives
Content Obj. (SS): Compare benefits/costs of farming vs. foraging (H1.4.2, H1.4.3).
Language Obj.: Use contrast transitions (however, on the other hand, while) in speech.
ELA Focus: RL.7.6/7.5 via POV & structure (by comparing two texts); SL.7.1a–c.
Activities: Read Counterpoint Excerpt + Data Table; fishbowl discussion with color‑coded speaking stems; class T‑chart of tradeoffs.
Check: Sticky‑note micro‑reflection: One benefit and one cost I can defend with evidence.

Day 5 — RAFT Launch: Modeling Narrative Craft
Content Obj. (SS): Use at least three concrete details from sources to ground a historical narrative (H1.2.1–2, H1.2.5).
Language Obj.: Write sensory details and dialogue with correct punctuation.
ELA Focus: W.7.3a–e (techniques), W.7.4.
Activities: Analyze a mentor RAFT (teacher‑written) for craft: opening hook, pacing, showing not telling, embedded facts; mini‑lesson on dialogue & beats; students choose a RAFT role/audience/format/topic from a menu (e.g., Apprentice scribe → Council of Elders → speech → argue for irrigation).
Check: RAFT planning graphic organizer completed; teacher confers and approves.

Week 2

Day 6 — Drafting I: Cause → Effect in Scenes
Content Obj. (SS): Accurately represent at least two cause→effect chains (e.g., surplus → specialization → trade) (H1.2.5).
Language Obj.: Use complex sentences with because, since, so that, as a result.
ELA Focus: W.7.3b–d; L.7.6.
Activities: Write first scene; mini‑lesson on temporal transitions (then, meanwhile, generations later); teacher small‑group for targeted support.
Check: Highlight and label two cause→effect sentences in draft.

Day 7 — Drafting II: Word Choice & POV
Content Obj. (SS): Maintain historical accuracy of tools/terms (W1.1.2; W1.2.2).
Language Obj.: Choose precise verbs/nouns from the vocabulary deck; avoid anachronisms.
ELA Focus: W.7.3; RL.7.4 (word choice).
Activities: Micro‑lesson on domain vocabulary in context; peer review using a Type 3 (Collins) checklist: 2 Stars & 1 Wish tied to rubric; revising for POV consistency.
Check: Submit revised page with tracked changes or revision notes.

Day 8 — Dialogue / Two‑Voice Poem & Speaking Skills
Content Obj. (SS): Contrast the viewpoints of a forager and a farmer using accurate claims (H1.2.3, H1.4.2).
Language Obj.: Perform using academic talk stems (agree/disagree, build on, concede).
ELA Focus: SL.7.1 & SL.7.6.
Activities: Draft a 20–30 line two‑voice poem or short dialogue; rehearse; quick performances with peer feedback using a speaking rubric.
Check: Performance + reflection slip (What evidence did you embed?).

Day 9 — Publish RAFT & Author’s Note
Content Obj. (SS): Cite sources in an author’s note explaining what details came from which texts/maps (H1.2.1–2).
Language Obj.: Write a coherent explanatory paragraph using for example, additionally, therefore.
ELA Focus: W.7.4; W.7.10.
Activities: Final revisions; compose a 1‑paragraph author’s note connecting scenes to evidence; self‑assessment with rubric.
Check: Turn in final RAFT + author’s note.

Day 10 — Gallery Walk & Oral Defense
Content Obj. (SS): Defend your settlement/farming choice with two pieces of evidence (G4.3.2, H1.4.3).
Language Obj.: Deliver a concise oral defense adapted to audience (peer reviewers).
ELA Focus: SL.7.6.
Activities: Gallery walk (curator labels under key scenes); 60–90 sec lightning talks; peers leave evidence‑based feedback.
Check: Teacher scoring with rubric + student exit slip (How did your thinking change?).

Co‑Grading Rubric (ELA × SS) — 100 points total

A. Social Studies Content & Historical Thinking (40 pts)

  • 4 (Exceeds): Accurately explains multiple cause→effect chains and change/continuity; integrates maps/data/artifacts; no anachronisms.
  • 3 (Proficient): Accurate cause→effect with some depth; uses at least two sources correctly.
  • 2 (Developing): Some inaccuracies or oversimplified links; limited or misused sources.
  • 1 (Beginning): Vague or incorrect content; evidence missing.

B. Use of Sources & Evidence (20 pts)

  • 4: Weaves at least three distinct sources into scenes; includes an author’s note that clearly attributes details.
  • 3: Uses two sources; attribution mostly clear.
  • 2: One source or unclear attribution.
  • 1: Claims not tied to sources.

C. Narrative Craft (20 pts) (W.7.3 a–e)

  • 4: Strong hook; purposeful pacing; dialogue, description, and sensory details reveal character and ideas; cohesive structure.
  • 3: Clear organization; several effective techniques; minor lapses.
  • 2: Basic sequence with limited techniques; abrupt pacing.
  • 1: Disorganized; few or no narrative techniques.

D. Language & Conventions (10 pts) (W.7.4; L.7.6)

  • 4: Precise domain vocabulary; varied sentences; minimal errors; correct dialogue punctuation.
  • 3: Appropriate vocabulary; some variety; errors do not impede meaning.
  • 2: Limited vocabulary; frequent errors that distract.
  • 1: Persistent errors; unclear meaning.

E. Speaking & Listening (10 pts) (SL.7.1; SL.7.6)

  • 4: Builds on others with academic stems; adapts tone; uses evidence while performing/defending.
  • 3: Participates appropriately; references evidence.
  • 2: Limited participation; evidence thin.
  • 1: Off‑task or no evidence.

Scoring: SS teacher leads A & B (with ELA input); ELA teacher leads C & D (with SS input); both score E. Confer to resolve 1–2 point discrepancies.

Daily Content & Language Objectives (Quick Reference)

  • D1: Identify causes/effects; state a claim with because/therefore.
  • D2: Summarize domestication/surplus; paraphrase with Who/Did What/Why.
  • D3: Explain settlement patterns; describe location with prepositional phrases.
  • D4: Compare tradeoffs; use contrast transitions in speech.
  • D5: Ground a narrative in evidence; write sensory details & punctuated dialogue.
  • D6: Embed cause→effect with complex sentences.
  • D7: Apply precise domain vocabulary; maintain consistent POV.
  • D8: Contrast viewpoints orally with academic stems.
  • D9: Attribute sources in an author’s note using cohesive devices.
  • D10: Deliver an adapted oral defense for a peer audience.

Differentiation & Teaming Moves (Middle Grades‑friendly)

  • Choice & Tiering (Wormeli): RAFT menus at three complexity levels; optional visuals/audio RAFT; scaffolded vs. open prompts.
  • Structures (Katie Powell): One‑Pager option for note synthesis; Gallery Walk; Taboo‑style vocab game; quick “Take‑a‑Stand” line debate.
  • Teaming (Berckemeyer): Cross‑team peer reviews; jobs (Historian, Cartographer, Editor, Speaker).
  • Literacy Moves (Baenan): Annotation codes; sentence combining mini‑lessons; talk stems posted.
  • Supports: Sentence frames, bilingual glossaries, audio texts, targeted small groups, mini‑conferences, exemplars with think‑alouds.

Resources & Handouts (to prepare)

  • RAFT planning organizer + rubric (student‑facing).
  • Two‑Voice Poem/Dialogue template with talk stems.
  • Cause/Effect T‑chart; Map annotation sheet.
  • Vocabulary deck + Frayer template.
  • Mentor RAFT (1–1.5 pages) with margin notes pointing to craft moves.
  • Gallery label template (Artifact/Evidence → What it shows → Why it matters).

Optional Extensions

  • Math/Science tie‑in: Yield estimation (area × yield/seed ratio); irrigation flow rate demo.
  • Local lens: Compare modern community gardening decisions to ancient tradeoffs; invite a local farmer or gardener.
  • Timeline literacy: Place key events on a class timeline using B.C./A.D. notation.

Quick Pacing Guide (At‑a‑Glance)

  • Week 1: Build background → analyze sources → debate tradeoffs → plan RAFT.
  • Week 2: Draft → revise → perform dialogue → publish → defend in gallery.

Lesson 1 — Two Complete Versions (Print & Go)

Use either Version A (inquiry stations + field notes) or Version B (paired voices + mini‑debate). Both hit the same objectives and standards; choose based on time and class needs.

Version A: Inquiry Stations + Field Notes (45–60 min)

Standards Alignment

  • SS GLCEs: W1.2.2 (environment/technology → agriculture), H1.2.5 (cause/effect), H1.2.1–2 (multiple sources & comprehension), G4.3.2 (settlement patterns).
  • ELA: RL.7.1, RL.7.2 (cite evidence; central idea), SL.7.1 (collaborative talk), L.7.6 (domain vocab).

Objectives

  • Content: Identify two causes and two effects related to the shift to farming, drawn from text and visual sources.
  • Language: Compose a 2–3 sentence claim using because/therefore and cite one detail correctly.

Materials

  • Station cards (artifact photos or descriptions), Map Set, sticky notes, T‑chart handout (Cause ↔ Effect), highlighters.
  • Student Readings A1 & A2 (below), printed.

Agenda

  1. Hook (5 min) – Would You Rather? Always be moving camp vs. always weed the fields. Quick pair share using because… so…
  2. Stations Walk (12–15 min) – Students rotate through 3 stations: Artifacts, Map, Data Snips (teacher‑made). At each, they complete a See–Think–Wonder sticky.
  3. Mini‑Lesson (5 min) – Signal words for cause/effect; model one with a station detail.
  4. Guided Reading (12–15 min) – Read A1: Field Notes at Site 14B aloud (teacher), then students annotate for evidence of domestication/settlement.
  5. Pair Synthesis (5–7 min) – Partners use A2 lines to confirm/contrast what they saw at stations; complete T‑chart (two causes, two effects).
  6. Share & Close (5 min) – Collect one Claim–Evidence exit ticket.

Student Reading A1: Field Notes at Site 14B (≈280 words)

Excavation Day 17, River Bend Plain

We opened a shallow pit just east of the old riverbank and found a stain in the soil the size of a campfire ring. Inside the stain were hundreds of tiny black seeds. Under the hand lens, many look swollen and cracked the same way barley kernels do after a fire. Mixed in were three smooth stone pieces: two fit together like a bowl and a rounder stone—likely a quern and handstone for grinding. Six inches away, a curved flint blade still held a line of glossy polish along its edge, the kind that forms when people cut tough plant stems. That pattern matches a sickle.

Near the pit, we uncovered a circle of small postholes. If these held wooden posts, they might outline a storage bin or a light shelter. One rodent gnaw mark appears on a kernel fragment. Rodents love stored grain. A deer shoulder bone shows cut marks angled the same way as skinning tools, but there are fewer animal bones here than at camps upstream.

Taken together, the seeds, grinding stones, and sickle polish suggest people were harvesting and processing cereals at this spot. The postholes and gnaw marks hint that food was kept in one place for more than a single night. If floods dropped new silt each spring, the soil here would have been easy to plant. The site may mark a season when families stayed longer to plant, weed, and grind, rather than moving on after a hunt.

— Field notebook of J. Hadley, Site 14B

Student Reading A2: The River Makes a Promise (≈220 words)

Rivers that flood gently leave behind a thin blanket of dark, crumbly soil called silt. Each year, that layer makes planting easier. People who once gathered wild grasses noticed that seeds dropped near their shelters sprouted into small patches of grain. With simple tools—digging sticks, woven baskets, and later sickles—families could collect more food in less time. Extra food, called a surplus, meant children and elders ate through the dry season.

But surplus changed daily life. If you want to keep grain dry, you build storage pits lined with clay or baskets coated in pitch. If you want to plant again, you must stay long enough to weed, chase birds, and water crops. Over time, staying put drew more families to the same bend in the river. Paths turned into foot‑worn lanes. Fire pits became hearths.

The river’s promise was not simple. Floods sometimes came too high, washing out fields. Drought sometimes came instead, cracking the ground. These risks pushed people to try new ideas: irrigation ditches to bring water where it was needed, and shared labor to pile stones into small walls that held the soil. The same river that offered easy soil also demanded planning.

Formative Assessment (during/exit)

  • During stations: Collect one See–Think–Wonder note from each station. Look for at least one evidence‑based “Think.”
  • Exit Ticket (CER, 3–4 sentences):Claim: One reason people began farming was… Evidence: From A1/A2 or a station card, include two details. Reasoning: Therefore…
    • Success criteria: Uses because/therefore; cites source (A1/A2/Map/Data); correct domain vocab once.

Summative Check for Lesson 1 (quizlet or Moodle)”

A. Multiple Choice (3)

  1. Which detail from A1 best supports the idea that people stored food?
    A. Cut marks on a deer bone
    B. Glossy polish on a flint blade
    C. Circle of small postholes
    D. Seeds cracked by fire
    Key: C
  2. In A2, what is the most direct effect of creating a surplus?
    A. More frequent hunting trips
    B. The need to build storage
    C. Less need for planning
    D. Fewer families by the river
    Key: B
  3. Which cause→effect chain is supported by today’s readings?
    A. Drought → easier planting → more surplus
    B. Silt → easier planting → families stay longer
    C. Irrigation → floods get higher → people move away
    D. Rodent gnawing → stronger baskets → no need to store grain
    Key: B

B. Short Constructed Response (1)
4. Using evidence from A1 or A2, explain one cause and one effect related to the shift toward farming. Include at least one domain term. (3–4 sentences)
Exemplary elements: accurate cause/effect; cites A1/A2; uses a term like surplus, irrigation, storage pit, silt.

Version B: Paired Voices + Mini‑Debate (45–60 min)

Standards Alignment

  • SS GLCEs: W1.2.2 (environment/technology → agriculture), H1.2.5 (cause/effect), H1.2.3 (point of view), H1.4.2–.3 (tradeoffs/issues then & now).
  • ELA: RL.7.1, RL.7.3, RL.7.6 (evidence; setting shapes events; POV), SL.7.1a–d, SL.7.6 (collab discussion & adapted speech), L.7.6 (vocab).

Objectives

  • Content: Compare benefits and costs of farming using two contrasting texts.
  • Language: Use contrast transitions (however, while, on the other hand) to state and defend a position.

Materials

  • Four‑corners signs (Strongly Agree → Strongly Disagree), T‑chart handout, talk stems.
  • Student Readings B1 & B2 (below), printed.

Agenda

  1. Hook (4 min) – Quick poll: “Farming was a step forward for everyone.” Students move to a corner; brief share of why.
  2. Close Reading #1 (10–12 min) – B1 annotate for benefits.
  3. Close Reading #2 (10–12 min) – B2 annotate for costs (health, labor, inequality).
  4. Partner Synthesis (8–10 min) – Build a T‑chart (benefits vs. costs) with one quoted phrase from each text.
  5. Mini‑Debate (8–10 min) – Return to corners; each student shares a one‑sentence claim using a contrast transition; one rebuttal round with talk stems.
  6. Close (3–4 min) – Silent quick‑write: Where do you stand now and why?

Student Reading B1: From the Camp by the River (≈260 words)

We used to count the days by how long the smoke hung in the valley after a storm. When the river dropped its mud, my mother showed me how to push seeds into the soft ground with a digging stick. We still gathered nuts and stalks in our baskets, but the patch near our shelter gave us fuller baskets faster. My little brother stopped waking up hungry.

By the next flood, we cleared a wider patch. My aunt tied sharp stones to bent branches; the new sickles sliced the grain in wide sweeps. We built a bin lined with clay so the mice would not spoil our food. My cousin says the bin is better than a traveling pack because it does not rub your shoulders raw. When the sun was too hot, we worked in the morning and evening and sat in shade shelters at noon.

We traded extra grain for a fine bone needle from people who came along the river. My grandmother says surplus makes friends out of strangers. At night, we roasted fish and ground seeds on the flat stone until the flour felt like sand between our fingers. We slept near the same fire two hands of moons in a row. My legs did not ache from walking.

The old trails are still there. We still go to the hills for berries. But the river keeps its promise: where it leaves silt, we can make the ground feed us.

Student Reading B2: The Costs We Didn’t See (≈300 words)

At first, farming seemed like freedom from empty bellies. But staying in one place brought new troubles. When families crowded together for many seasons, waste gathered near homes and water in ditches stood still after floods. People coughed through the night, and fevers moved from mat to mat. Fields near shelters held only a few kinds of food. Meals grew plain—more grains, fewer greens. Children’s teeth showed long, pale lines that healers said meant hunger or sickness long ago.

Work changed, too. The fields needed weeding and watering even when bodies were tired. A storm could flatten grain in a single afternoon, and drought cracked the ground like a pot left too long in the fire. To protect the harvest, some families stored grain behind strong doors and set rules for who could eat and when. Those with bigger fields asked others to work for a share. People argued about who decided where ditches should go and whose walls got repaired first. When groups from far away saw our full bins, they wanted them.

Farming gave us surplus and settled homes, but it also brought risk, harder labor, and new unfairness. A traveler who slips through the hills can leave behind bad water, failed crops, or a quarrel over grain. A farmer must face those problems or lose a year’s work. Some say the trade is still worth it. Others say we forgot the strengths of moving with the season and taking what the land offers.

Formative Assessment (discussion + write)

  • Partner T‑chart check: Each pair lists 2 benefits (B1) and 2 costs (B2) with one quoted phrase each.
  • Quick‑Write (4–5 sentences): *Although farming brought ____, it also ____. Overall, I (support/do not support) the shift because ____. * Use one contrast transition.

Summative Check for Lesson 1 (choose one)

Option 1 — Short Response Prompt

  • Prompt: Using evidence from both readings, explain one benefit and one cost of early farming and state your position on whether the change was worthwhile. Include two cited details (B1/B2) and one domain term. (6–8 sentences)
  • Scoring (10 pts): 4 pts evidence accuracy/citation; 3 pts reasoning & position; 2 pts academic language (contrast transitions/domain term); 1 pt conventions.

Option 2 — 5‑Item Quiz

  1. (MC) Which statement from B1 best shows an economic effect of surplus?
    A. “We slept near the same fire…”
    B. “We traded extra grain for a fine bone needle…”
    C. “My legs did not ache from walking.”
    D. “We still go to the hills for berries.”
    Key: B
  2. (MC) In B2, which problem is most directly linked to staying in one place?
    A. Plain meals
    B. Crowded homes and dirty water
    C. Arguments over stories
    D. Long trails
    Key: B
  3. (MC) Which cause→effect pair is supported by B2?
    A. Drought → easy planting
    B. Crowding → spread of illness
    C. Trade → fewer friends
    D. Silt → harder weeding
    Key: B
  4. (2‑pt Short Answer) Give one cost and one benefit of farming using a quoted word/phrase from the texts.
    Key: benefit examples: surplus, trade, settled homes (B1); cost examples: illness from waste/water, harder labor, unfairness, risk (B2).
  5. (1‑pt Vocabulary) Define surplus in your own words and use it in a sentence about early farmers.

Supports & Accommodations (both versions)

  • Sentence frames: One cause was __ because __. Therefore, __. / Although __, __.
  • Word wall: surplus, domestication, silt, irrigation, drought, storage pit, specialization.
  • Read‑aloud/audio of the passages; partner annotations; bilingual glossary; optional illustrated versions.
  • Extension: Map‑based “what if” card: If floods fail for three years, how might your community respond? Students write a 3‑sentence plan using at least one domain term.