Science 12-14-10

SCIENCE 5A UNIT 5 LESSON 5
ONLINE LESSON
PORTFOLIO ITEM

Today's science lesson is teaching my kid
that DDT is the reason the Bald Eagle population declined.

"Today you will complete an Inquiry Skill activity
about the effects that dangerous chemicals, called insecticides,
had on bald eagles in the United States.
In this lesson, you will be asked to interpret bald eagle data
that was collected from 1966 to 1980.
Interpreting the data will help you understand
how the insecticide, DDT, drastically reduced the population
of bald eagles in the United States.
Be sure that you take your time when creating graphs
with the data you are asked to interpret."

Then she is provided worksheets to interpret the data herself,
all leading to the preconceived notion that DDT
adversely affected the Bald Eagle population before it was banned.

CONCLUSION:
This assignment just flat out lies to my student. Way back in 2006, an article by junk science debunker Steven Malloy (www.junkscience.com) details the actual reasons behind the fluctuations in Bald Eagle population. And it had nothing to do with DDT. Most telling is the statement, "'The use of DDT under the regulations involved here does not have a deleterious effect on freshwater fish, estuarine organisms, wild birds or other wildlife.' Yet it’s the myths, not the facts that endure. Why? The answer is endless repetition."

http://www.foxnews.com/story/0,2933,202447,00.html

WATCH YOU KID'S SCHOOLING LIKE A HAWK AND SEEK THE TRUTH FOR YOURSELF. THEY ARE LYING TO YOUR KIDS.

Social Studies 10-21-2010

FROM THE ONLINE MOVIE:
Portuguese Explorers:
Exploration of the African Coast

"With their improved ships and navigational skills,
Portuguese navigators began exploring and
mapping the west coast of Africa,
developing trade, searching for gold,
and spreading their religion
to people they encountered."

FROM THE ONLINE MOVIE:
Prince Henry of Portugal
and the Exploration of Africa

"The religion of Islam had spread throughout
the Northeastern portions of Africa."

CONCLUSION:
The Discovery Education streaming movie says the Portuguese navigators were "spreading their religion." They never actually mention that it was Christianity. However, in the next movie shown, entitled: ""Prince Henry of Portugal and the Exploration of Africa," Discovery Education makes it very explicit that it is Islam that is being propagated in Africa, by having on on-screen expert say "The religion of Islam had spread throughout the Northeastern portions of Africa..."

Why use the general term "religion" when it is obviously Christianity, and then get real specific about Islam later in the video? Another carefully placed OMMISION.

Science 09-24-2010

FROM THE ONLINE MOVIE

BrainPOP - Bacteria

"Bacteria are among the oldest organisms...

it's thought that early bacteria

evolved about 3.5 billion years ago..."

"... gives scientists a peek at

what life was like billions of years ago."

CONCLUSION:

HERE THEY GO AGAIN. TALKING ABOUT THE AGE OF BACTERIA, THEY COULD HAVE JUST SAID THEY ARE "among the oldest organisms," AND LEFT IT AT THAT. BUT NO. THEY TELL US BACTERIA "evolved about 3.5 billion years ago." LATER ON, THE VIDEO REPEATS THIS ASSUMPTION BY SAYING, "what life was like billions of years ago." AGAIN, THE THEORY OF EVOLUTION IS BEING PROMOTED HERE WITHOUT PROVIDING ANY OTHER EXPLANATION FOR THE ORIGIN OF LIFE OR THE AGE OF THE EARTH. AS EXPECTED.

Social Studies 09-17-10

ONLINE LESSON:

Constitution Day

No homework, workbook activities, or assessment.

The "review" question is as follows,

"Discuss the importance of the Declaration of Independence.

How would our lives be different if the colonies

had not declared their independence?"

CONCLUSION:

THIS LESSON COMMITS THE SIN OF OMISSION. AN INCREDIBLY BRIEF DISCUSSION OF THE CONSTITUTION IS PRESENTED AND THE STUDENT WATCHES A SHORT (3 MINUTE) VIDEO ABOUT IT. WHILE THE INFORMATION IS FACTUAL, NOWHERE IN THE LESSON DOES THE CONSTITUTION ITSELF ACTUALLY APPEAR. THERE IS NO SCHOOLWORK OR HOMEWORK FOR THE STUDENT TO PERSONALLY READ ALL OR PART OF THE CONSTITUTION. THERE ARE NO WORKBOOK ACTIVITIES PROVIDED ABOUT IT. THE ONLY REVIEW QUESTION IS, ODDLY ENOUGH, ABOUT THE Declaration of Independence! WHILE THIS IS AN EQUALLY IMPORTANT DOCUMENT, THE NAME OF THE LESSON IS "CONSTITUTION DAY"! MOST TELLINGLY, THERE IS NO QUIZ AT THE END OF THE LESSON ASSESSING WHAT THE STUDENT KNOWS ABOUT THE CONSTITUTION. SHOULDN'T THIS FOUNDATIONAL DOCUMENT REQUIRE AT LEAST SOME STUDY?

Science 09-15-2010

FROM THE TEXTBOOK

Science: A Closer Look
Macmillan / McGraw-Hill

PAGE 22
"Where do cells come from?
The simple answer is that cells come from other cells!
Every cell in every living thing on Earth
originally came from another cell.
A cell divided, or split into two new cells,
and so did the cell before that, and so on."

CONCLUSION:
"Cells come from other cells." THAT'S QUITE A "simple answer!" SO SIMPLE IN FACT THAT IT COMPLETELY AVOIDS DISCUSSING CAUSATION (THE ORIGIN OF LIFE). WHERE DID THE FIRST CELL COME FROM? OOPS! FORGOT TO MENTION THAT! DON'T WORRY, THOUGH. APPARENTLY, SOMETHING CAN COME FROM NOTHING IF YOU JUST WAIT LONG ENOUGH. SIMPLY ADD A FEW ZEROES. NO REALLY. AND DON'T EVEN ADDRESS ANY SORT OF DIVINE CREATOR. WOULDN'T WANT TO ACKNOWLEDGE, ER, UM, I MEAN OFFEND.

Social Studies 09-13-2010

FROM THE ONLINE MOVIE
(about the Aztecs)
Narrator: "...had huge pyramids topped with temples,
where sacrifices:
anmials, vegetables, minerals, and humans
were offered to the Aztec gods.
The Aztecs were a very religious people..."

FROM THE ONLINE LESSON
After you watch the movie
(about the Mayans),
answer the following questions.

1. How did religion benefit the Maya?

2. Why was the Mayan civilization considered advanced?

1. The Maya's religious beliefs helped establish order in their lives and explained the forces of nature.

2. The Maya recorded astronomical data, created a hieroplyphic writing system, and used a
complex system of mathematics.

CONCLUSION:
THANKFULLY, THE LESSON DOES MENTION THAT THE AZTECS PERFORMED HUMAN SACRIFICES, BUT IT IS TROUBLING THE WAY IT'S PRESENTED SORT OF AFTER THE FACT. "animals, vegetables, minerals, and humans." BUT SHOULDN'T SOMETHING AS HORRIFYING AND DESPICABLE AS OH, I DON'T KNOW, HUMAN SACRIFICE BE THE FIRST THING MENTIONED? YA THINK? I ALSO LOVE THE VAGUE GENERALIZATION THAT FOLLOWS, "The Aztecs were a very religious people." MIGHT THAT POSSIBLY PLACE THEM IN THE SAME LEAGUE AS OTHER "VERY RELIGIOUS PEOPLE." LIKE ORTHODOX JEWS, AND CHRISTIANS? A LITTLE DISCERNMENT, PLEASE?

AND A FOLLOW-UP QUESTION IN THE ONLINE LESSON ABOUT THE MAYANS ONLY ASKS, "How did religion benefit the Maya?" ANSWER: IT "helped the Maya establish order in their lives." YEAH, MURDERING PEOPLE SURE ESTABLISHES ORDER, NOW DOESN'T IT? NO QUESTIONS ABOUT THEIR BRUTALITY? REALLY? SHEESH.

Social Studies 09-09-2010

FROM THE TEXTBOOK

Social Studies - The United States
by Scott Foresman

PAGE 61
(regarding the natives at Cahokia)
"Many of the mounds had platforms where
religious or other ceremonies were held.
A ceremony is an activity done for a
special purpose or event, such as a birth,
wedding, or death."

CONCLUSION:
A SEEMINGLY INNOCUOUS DESCRIPTION OF WHAT WENT ON AT CAHOKIA: "religious or other ceremonies... for a special purpose or event." SOME OF THOSE INVOLVED HUMAN SACRIFICE! BUT WE DON'T WANT THE KIDS TO LEARN THAT ABOUT THOSE FRIENDLY NATIVES, NOW DO WE? LET'S JUST BLANKET IT UNDER "religious" or "ceremonies." TELL THE WHOLE TRUTH, PLEASE!