A World in Motion!

This program is one of the best kept secrets. Teachers this is a must for your classroom learning. Receive a free kit and start teaching now.

http://www.sae.org/exdomains/awim/

The A World in Motion® curriculum joins together teachers, students, and industry volunteers in an exploration of physical science while addressing essential mathematics and scientific concepts and skills. Industry volunteers play an essential role in motivating the next generation to pursue careers in science, technology, engineering and math by bringing their everyday experiences into an AWIM classroom.

Each of the AWIM activities is designed around current math, science, and technology standards. SAE International provides the AWIM curriculum and materials at no cost to classroom teachers who complete a Statement of Partnership.

The program consists of hands-on physical science curricula designed for a variety of grade levels.
Elementary (3-6) Skimmer JetToy Electricity & Electronics

Fall

You can take the teacher out of the classroom but you can't take the classroom out of the teacher. It's fall and I miss the challenge of coming up with wonderful lessons to inspire children. So here is a science lesson that meets the needs of Halloween- which is no longer allowed in school. Enjoy

Pumpkin Science

Scientific Discovery and Investigation with Pumpkins

1. Predict how much your pumpkin weighs. Then weigh it on a bathroom scales.
2. Name the properties of the pumpkin.
3. How does the pumpkin feel?
4. How does the pumpkin smell?
5. How does the pumpkin taste?
6. What does the pumpkin look like on the inside?
7. Does the pumpkin have seeds?
8. To get inside the pumpkin, cut off the top.
9. Does a pumpkin grow underground--or on top?
10. Does a pumpkin grow on a vine, a bush, or where?
11. Are all seeds inside a pumpkin the same size?
12. Will a small pumpkin have small seeds in it as compared to a large pumpkin?
13. What could you do with the insides of a pumpkin?
14. What could you do with the seeds?
15. Predict how many seeds are in your pumpkin. Count your seeds. How close did you come?
16. Now cook your seeds. Be sure to taste the seeds before you cook them, then taste them after you cook them. Is there any difference in taste? [Cook the seeds in a popcorn popper with butter or oil.]
17. Plant your seeds. Plant some of the cooked seeds to see what will happen. Are the seeds scattered randomly within a pumpkin or arranged in some sort of pattern?
18. Do big pumpkins have larger seeds than small pumpkins?
19. Is there anything in a pumpkin which lines up with the creases on the outside?
20. What does a pumpkin seed weigh?
21. How many seeds does a pumpkin contain?
22. Do all pumpkins have the same number of seeds?
23. Can you tell which side of a pumpkin was against the ground? How? Does the stem help you figure it out?
24. Will pumpkins float in water? If they do, do they float stem up, stem down, or stem sideways?
25. Can pumpkin seeds be sorted into groups?
26. How thick is the skin of a pumpkin? How far in is the meat?
27. Place an empty wastebasket in a dishpan. Fill the wastebasket to the rim with water. Place a pumpkin into the water. Measure the volume of water displaced. This will be the volume of the pumpkin. Find the volume of several pumpkins. What relationship is there between weight and volume?
28. Do birds eat pumpkin seeds?
29. Make a list of the properties of a pumpkin and give it to someone. Can they guess what the object is?
30. Will pumpkin seeds grow if planted right away?
31. What folklore can you find about pumpkins?
32. Where did pumpkins come from originally?
33. What other plants do we eat which are related to pumpkins?
34. What is a pepo?
35. If every seed in a pumpkin grew into a plant which produced one pumpkin and each of the seeds produced a plant which did the same, how many seeds would be produced?
36. What other pumpkin investigations can you think up?

Physical science: Investigation and experimentation: sink/float, color, shapes, sizes, textures, # seeds, line up with ribs?, and much more

Sink or Float: Divide students into small groups. Provide a water-filled container large enough to hold pumpkins, a pumpkin or the students’ individual pumpkins, paper towels, crayons or markers, and pencils. Ask students to turn to a blank page in their pumpkin journals and answer the following questions: Do you think a pumpkin will sink or float in water? Why? Next have them rest their pumpkins on top of the water while holding onto the stems. On the count of 3, have them release their pumpkins. Discuss the results of the experiment as a class. Then ask each student to remove his/her pumpkin from the water and dry it off. Then have each child summarize and illustrate the activity in the remaining space on his/her journal page.

Great Resources!!

Welcome to Maps4Kids.com! - a fun and free educational site. NEW for 2008-2009! Maps4Kids en Español. Also, we continue to add content like Seven Wonders and Outline Maps.

Many pages are now GoogleMaps enabled to add another dimension to Maps4Kids.
Our mission is to help children gain a greater understanding of the world through maps, geographic information and geography games.

Maps4Kids.com has maps and data on all of the 50 states, as well as for over 200 countries around the world. There are map puzzles and links to quizzes to help kids learn where states and countries are, and what their capitals are.

Are your students struggling with the metric system? Our Calculator page will help them find the answer ! - and our Weather page will let them link to weather forecasts for their zip code or city.

Our latest addition is a Top 10 List page loaded with useful geo-facts, and don't miss our popular GeoNews page, which is updated daily with interesting geographic news from around the globe.
If you find this website useful, please inform your students and link to us from your classroom home page.

Regards,
Tony Kehlhoferhttp://www.maps4kids.com

PBwiki Program for Educators

Offers $25 Million in Web 2.0 Tools
PBwiki, the leading provider of business and educational wiki's, has announced that they are offering educators who sign up as part of the 2008 PBwiki Program for Educators a free premium wiki (regular price: $250/year). This program is also open to homeschool parents as well.

Setting up a PBwiki is as easy as making a peanut butter and jelly sandwich! You can learn more about all the ways you can use a wiki in your classroom to enhance and support student learning over on the PBWiki Education page, or the PBwiki Educator Community. PBwiki's are 100% ad-free and totally private.

Educators can also use PBwiki Plugins to add multimedia content with a few clicks, including spreadsheets, calendars, chat rooms, videos, maps, photo slideshows, and more. If you have other embeddable widgets (like Google Gadgets), you can also insert them in your PBwiki.
To claim your free wiki, simply sign up using the following URL where you will be automatically be guided through the process of creating your free premium educational wiki:
http://pbwiki.com/?special=87937&refwiki=wawiki

Once you create your wiki, you will also be eligible to participate in PBwiki's Back-To-School Challenge, which will offer teachers like you a chance to win free school supplies and other prizes by sharing lesson plans, blogging, and offering tips on creating a collaborative classroom or library.

WASL Scores!! 87.7%

WASL Scores are out!!!

The unofficial WASL scores have been released for the 2007-08 school year.
Once again Cedar Wood science is among the highest in the state. This year the score is 87.7% passing. Congratulations scientists of Cedar Wood. All of the students deserve kudos!!!!

The Parties, Recognitions, Tears & Gratitude

It was all a bit overwhelming and it seemed to never end, all of the parties, recognition and the gratitude from past and present students and parents. How wonderful to be told you have made a difference in the lives of others. All of that said none of it would have been possible without the support of fantastic principals. Jim McNally was the first to have a profound impact on my teaching and then Dr. David Jones in my last year of teaching. I feel so very fortunate to have had the opportunity to work with both of these men before I left the profession. Then there are the quality colleagues that I have had the opportunity to work side by side with.

So much of the school climate is directly related to the administrator but that is a topic for another posting.

On June 16th a speech was requested by the audience for which believe it or not I was not fond of doing. So instead of a speech I made what I hope to be a fun tribute to those I have worked with over the years.

At all times find joy and laughter in your days.

One last email to my class!!

Good Evening Everyone,
I must begin by saying there are no adequate words to explain my feelings. Each and every single one of you has a special place in my heart and a special memory I will carry with me.

This entire week has been filled with nonstop events.
Our field trip Monday took us to the EMP for science fiction and music. After school was a staff event for both Mrs. McKissik and I that was unbelievable with the help of Jeanni Thomas.

Tuesday we had Field Day, filled with games, fun and then on to square dancing and the Awards Assembly- where many of our classmates were recognized for their accomplishments.

Wednesday was the 5th Grade Celebration- a time to reflect and be proud of the growth that has taken place over the years at Cedar Wood.

Thursday brought tears, surprises and special memories for a life time. Thank you most of all for the kind letters. I will cherish them forever. The Memory Book is wonderful. Jim and I both will enjoy the Passport Card and will use it often -each time thinking and thanking the class of 07-08. I love the Bead Book and will get into the projects during the cold Alaskan winter. Not to forget the special meals made by Jeanni- what a treat especially for someone who does not cook!!!!!! You are an amazing person.

Each and every single child in this classroom holds a special spot in my heart. I wish you all the very best in life. Hold on to the moments they are what makes a life. Enjoy the challenges that life throws at you for that is what makes you strong and stop long enough to realize when you are happy.

Boys and girls many of you wrote "please don't forget me"- I promise I won't. Keep in touch with me through our blog. I look forward to hearing about your accomplishments in life. Continue to make me proud. Thank you for being wonderful people.

All of my love, hugs and of course Slugs!!

Fran Hartman
Cedar Wood ~ 5th Grade
425.385.7734
http://blogs.everettsd.org/fhartman/
http://allthingsfrommyhart.blogspot.com/

Setting sail in Sept. ~ follow our adventures@ http://capestjames.blogspot.com/

Looking at Retirement

Cedar Wood’s Fran Hartman was described by Principal David Jones as a “core educator who has worked for five different superintendents “and been an inspiration to every one of them.” Her science students have the top WASL scores in the state because of her creativity, flexibility, energy, innovation and student-centered attitude. She teaches children not only how to answer questions but to explain where those answers came from and is “absolutely brilliant” in the way she pulls in resources.

Fran thanked many in the audience for inspiring her. “Carol, YOU were the principal who opened the door to my teaching imagination by telling me that students needed a ‘hook’ for learning. That simple suggestion of adding music to my punctuation lessons was the beginning for me. Jim McNally, it was you who supported my work with NASA, and I know you went home worried some days. Dr. Jones, little did I know that you would challenge, support, encourage and help me to keep learning alive, even more so in this last year. Thank you.”

Teacher, adventurer sails off into the sunset

Published: Friday, May 16, 2008

Teacher, adventurer sails off into the sunset

By Sarah KoenigEnterprise reporter
Teacher Fran Hartman had just wrapped up a lesson on global warming for her fifth-graders at Cedar Wood Elementary, and as students filed out, one paused to run an idea by her."Could they make a giant vacuum to suck carbon dioxide out of the atmosphere?" a boy asked.Hartman paused for a second."Do you think 100 years ago someone sat in a classroom and said: 'Do you think someday people will be able to fly?'" she replied.The "anything is possible" answer seems to sum up Hartman's approach to life.

For a start, she lives on a boat. A decade ago, she took two years off teaching to sail around the world. Until recently, she drove a Harley motorcycle. Her lessons, which stem from slugs and bubble gum to a giant space shuttle replica that made headlines, are similarly "out of the box."And when she retires in June, she plans to sail to Alaska to "winter" there.Hartman now lives on a sailboat at Shilshole Bay in Seattle. But in 1997, the boat was also her home for two years. That's when she sailed around the world with her husband, an experienced sailor.

Hartman hasn't read "The Perfect Storm," the sailing disaster account by Sebastian Junger."I don't read any of those things about sailing," she said. Nevertheless, the first night on the water, she was terrified. She and her husband took turns driving the boat for four hours at a time."When morning came it was like, 'I'm still alive!'" she said. "Then I realized it was no big deal."She was also seasick on every leg of the trip.

But the voyage brought them to amazing places, including French Polynesia, Fiji, the Kokos Keeling atoll, where the water is an intense turquoise, and one island that was like walking into National Geographic, Hartman said."They're still naked!" she exclaimed, referring to the children there. "They fished, grew their own food."As if the trip weren't adventure enough, Hartman has been riding a Harley Davidson motorcycle for five years. On a sunny day, she'll commute to Mill Creek on it, and has motored to biker gatherings as far away as Sturgis, S.D.

But while riding in September of 2006, she hit a setback.Hartman was hit by a three-quarter ton truck and was bed ridden for four months in intense pain."I could not function," she said. "My husband was flipping me like a pancake."She's still recovering from the accident and has low-level pain. In February, she had surgery for a broken bone in her hand from the accident that doctors hadn't found.

She learned something from it, she said."In an instant life can be over, and you never, ever know when that's going to be," Hartman said. "I'd tell anyone with good health to do what you want to do now – don't wait for more money, don't wait for retirement. If it's important to you, do it."

She also recommends telling family and friends you love them every day.

Hartman's expansive approach to life is reflected in her 30 years of teaching.

Once a year from 1993 to 1997, Hartman and parent volunteers converted her classroom into a replica of the mid-deck of a space shuttle. The replica took up the whole room.For 24 hours, students wearing astronaut T-shirts did experiments about space and communicated with "mission control," located in the library. They programmed lessons about space for computers, which were less commonly used then. Parents wired the place so students could communicate with each other with white phones. Student "reporters" covered the event minute by minute, asking questions and writing articles. "It was huge," Hartman said. "Parents were here, senators, congressmen."Students had a live video conference with NASA (the real NASA), and the news channel CNN came out to cover it.As a result of the press coverage, Hartman got to have dinner with Buzz Aldrin and Neil Armstrong.

But that's only one of Hartman's teaching stories. Students also did a unit on Mars that included giving a "Mars Rover License" to Brian Cooper, the scientist who was controlling the Mars Rover robot at the time, in 1997. Cooper came to the school and did a test demonstration. The license the students made for him was signed by the governor and other politicians. It hung in the Smithsonian Museum in Washington, D.C., for a year. Then Hartman got Al Gore to sign it.

On a closer-to-the-ground note, Hartman has also done lessons where students try to lure slugs to the school with slug habitat, and discover the properties of chewing gum by chewing it, weighing it and doing other experiments. Hartman's most recent science lesson is on global warming. For that project, a nursery donated a tree for every student to take home and plant.

Hartman said her philosophy of teaching can be summed up in a quote from John Gardner, the U.S. Secretary of Health, Education and Welfare from 1965-1968."Much education today is monumentally ineffective," it reads. "All too often we are giving young people cut flowers when we should be teaching them to grow their own plants."

Hartman plans to keep teaching even after retirement.Her and her husband will set sail this summer, headed north, and spend the winter in Alaska, where Hartman hopes to teach at a school. The length of the trip is "indefinite," she said. From Alaska, Hartman and her husband will head south."Maybe Chile, maybe Antarctica," she said.

© 2008 The Enterprise Newspapers, Lynnwood, WA

Outstanding Educator Award

Every educator does what is necessary to help children succeed never expecting recognition. When it comes your way it is over whelming. thank you Cedar Wood PTA it has been my pleasure serving your children and your community.

Imagine my surprise when I received a call from a former student's parent telling me she had written an essay in this book about me. There is no greater joy in a teacher's life than to know that they made a difference in another life. Thank you Sharyn and Drew for the tribute to my life's work.

Synopsis

"The dream begins with a teacher who believes in you . . ." ~Dan Rather

Great teachers are the unsung heroes of our lives. More than mere educators, they don't just dictate facts and check spelling, they transform lives. In My Teacher Is My Hero, you'll meet more than fifty unforgettable teachers who go the extra mile so their students can go the extra mile as well-making an impact that lasts long after the classroom. From hard lessons learned on the playground to enlightening discussions in a professor's office, these are the tales of those lucky enough to learn from the best. In this moving collection, we celebrate the teachers who go above and beyond, enlightening not only our minds but our hearts, as well.

Biography

Susan Reynolds has been a professional writer, editor, and author for more than twenty-five years. She is the author of Change Your Shoes, Change Your Life; Everything Personal Finance for Single Mothers; and The Everything Enneagram Book. She credits her successful progression through life and art to several teachers who said the right words at the right time and vastly influenced her life in ways they have yet to know . . . until now.

NEA Today, Lift off to Learning

Lift off to Learning:NEA Today , September 1993

"Three, two, one, lift-off!" Last spring's rocket launch in Fran O'Rourke's Bothell Washington, classroom may have been a simulation, but to O'Rourke's third, fourth, and fifth graders, it was very real. At Cedar Wood Elementary, Launch 93 was underway.
Inside the space vehicle--actually a life sized model of a real NASA space rocket--were six appropriately dresses student "astronauts". For the next 24 hours, these kids lived in the model they'd built, performing experiments they and other students had designed.
Outside the deck station was the mission control area, staffed by 10 students. Their job: keep in contact with the astronauts and brief the press.
The press corps--10 more students--produced a newsletter for the school and community.
Each student had sought a chosen role by submitting a resume, including an essay on why the student was qualified for a certain position, and a letter of recommendation from a parent. The latter was a great self-esteem booster, notes O'Rourke.
Launch '93 was the culmination of a six-month, in-depth class study of the NASA launch process. During the semester, students had done everything from visiting a NASA research center to trying out elements of actual astronaut training to building their own miniature rockets and firing them under the guidance of an aerospace specialist.
O'Rourke had been chosen by the National Science Teachers Association to participate in two weeks of in-depth study at NASA Ames Research Center. It was this experience that motivated her to develop the space project. She credits much of the project's success to grants from the University of Washington and to NASA and to donations of money, supplies, and guidance from Boeing and others.
What does O'Rourke hope the kids will learn? More than information, she says: "An excitement about learning."
(Courtesy of Ellen Banner and NEA Today.)

Let's Do Launch

Overview

Let's Do Launch is a simulation of the launch process performed by NASA with the space shuttle project. Students participate in a launch from start to finish and develop an invigorated interest in language, math, science, and technology while they experience first hand the thrill, the challenge, and the unique adventure of simulated space travel.

Goals and Objectives

The goals of this project are to meet the challenges presented to our students in the 21st century by:
Promoting math and science across the content areas
Connecting exploration to science, social studies, language arts, mathematics, technology and the arts.
The measurable objectives of this project will be:
To increase awareness of the past, present, and future and relate how they impact exploration and our world.
To increase the use of math and science concepts in a real life situation.
To recognize the importance of math and science.
To work cooperatively for the best possible decision.
To strengthen reading for concepts, ideas and information, while language skills are being reinforced.

Let's do launch will stimulate critical and imaginative thinking, problem solving and effective decision making by individuals as well as groups.
Let's Do Launch is a total hands on activity. Students will construct full scale model (living quarters) of the Space shuttle, study all the aspects of planning and then SIMULATE a MISSION, provide news coverage of the mission, perform experiments while on the mission, gather data from the mission, and debrief the mission.
-

Methods Used

January: Rocketry
We will begin learning the basic principles of rocket propulsion and space craft guidance. Assembly and launch of individual rockets is a key component. The students will also look at past as well as future designs of craft.

February: Astronaut Training
Students will become aware of the extensive training NASA astronauts must undergo before a mission-from tasting space food to learning about life support systems.

March: Journalism Training

Each student will study and practice the elements of good journalism. They will then learn to use Publish It Easy on the Macintosh computer in preparing for the news paper they will publish covering events of the launch. They will also view CNN broadcast to emulate. (Students invited local press and television as well as CNN. One of the major local network affiliate stations turned the microphone over to the students who conducted a complete interview of the program participants. )

April: Scientist
Students will be asked to design experiments they would like to see performed during the launch (while in space). They will need to think about the effects of micro- gravity on their experiments. As we go through this process the students will be encouraged to send their experiments to NASA to use on the Teacher in Space project. Astronomy will be covered as well this month.

May: Flight Training/Shuttle Crew
All students will be given the opportunity to be trained in flight simulation. Trainees will then apply for crew positions that interest them. The applications will include a letter of interest, resume, two letters of reference one must be from a parent, application, and interview. The mission control, shuttle crew and news corps will then begin planning a time line for their simulated mission.

June: Mission
The goal is to run a 24 hour mission. Students will be at their stations the entire time. Crew members will be in the shuttle the full time. They will experience the close quarters and hardships involved in space as well as conduct experiments and record data. Mission control will need to be in constant contact with the shuttle crew. (Parent Volunteers put in an intercom system) The shuttle will be in my classroom, mission control will be in the computer lab and the news corps will be located in the library.

Evaluation
The evaluation of this project will be an ongoing process.
Observation and performance will be the main method of measurement.
Mission success and student evaluations will be a key factor as well.
Benefits
The benefit to students is overwhelming.
Students will be given the opportunity to see the wide range of jobs available at NASA, from artist to scientist.
The jobs available in the community for supporting NASA's shuttle project, from newscaster to electrician.
Students will experience first hand why math and science skills are necessary in every day life.
They will be turned on to subjects they once thought were dull and boring.
They will see the connection from one job to another and how they all are inter-webbed.

Italics indicate comment by J. Tillman

http://www-k12.atmos.washington.edu/k12/resources/cedar_wood/forourke.html

Fran O'Rourke- Hartman participated in the NEWEST Program (NASA Educational Workshops for Elementary Science Teachers)

Pathfinder: Mission to Mars

Description:
An engineer at NASA's Jet Propulsion Laboratory and leader of the robotic program offers an insider's view of the Mars Pathfinder mission that sent a small but sophisticated robot millions of miles through space to explore the rocky terrain of Mars, providing a human perspective on the project and assessing its meaning in terms of scientific discovery.


This book does a nice job of describing the impact a group of 2nd- 5th grade students had on NASA scientists and engineers. With imagination, support of NASA scientist, engineers, the community and my classroom parents, my students and I were able to create an experience of a life time. At all times the focus was on reaching high learning standards with a strong in math and science.

I could not have created this project with out the support of my principal Jim McNally who believed in my teaching ability. Nor would it have been possible without the finacal support of Boeing, University Of Washington, or Everett Public Schools Foundaton.

Cedarwood Elementary School works on Mars all year

Cedarwood Pathfinder Project

For more than 3000 years, Mars has captured the imagination of all. It has also been the subject of intensive scientific study. NASA began exploration of Mars with the Mariner IV mission in 1964-65, and will continue on July 4, 1997, when the Mars Pathfinder spacecraft will touch down on the Red Planet at the mouth of a giant flood channel,
Ares Vallis. This mission gave the Cedarwood Elementary School an opportunity to simulate a scientific expedition.

PROGRAM DESIGN

Pathfinder is a total hands-on activity. Students constructed the planet
Mars surface, designed a model of their own Pathfinder spacecraft, and
studied all aspects of planning and conducting a mission. This
included: providing news coverage, performing experiments, gathering
data, and conducting a debriefing.

October/November (1995): The design and engineering of the student
Pathfinder landing systems and rover vehicles from K'Nex. Boeing sent
two engineers into the room weekly for 8 weeks to help teach engineering
concepts.

Each step of the mission, students created HyperCard, HyperStudio stacks
and multi-media presentations to showcase their studies. These presentations
were displayed during the mission for everyone to view. The use of a
video spigot card allowed students to include video clips into their
computer presentations. By recording the trial and error of the vehicle
design and building process, the students reached a level of learning
far surpassing any book-based curriculum.

December/January: Design methods for vehicle protection. Tests were
conducted from a 75-foot ladder (fire truck) onto the student-made
Martian surface.

March 8th (Mission Day): Community, parents and other students were
invited to watch as students dropped their vehicles from a ladder,
then had to control them to make soil and rock collection. Guests were
given the opportunity to predict which designs would be successful.
All project methods were analyzed and data collected and recorded on the
best designs. The library was turned into Mission Control, where over
25 students designed lessons were conducted for other students not
directly involved.

Some other highlights were: A visit by the Governor of the State of
Washington, who invited some of the class back to the State Capital.
At the Capital, the State Seal was applied to the first official
Mars Driver's License, issued to Brian Cooper, chief rover operator
for NASA's JPL. Brian had to pass a test, of course, before the
license was issued.

Pictures and Text submitted by:

Fran O'Rourke/Hartman
2220 Chestnut St

Everett, WA 98210
Frommyhart@gmail.com

Page created - November, 1996, Alan N, Federman

http://quest.arc.nasa.gov/lfm/kids/cedarwood.html

Rover on Mars Hits Big Rock, But 'Driver' Keeps License

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By JOHN NOBLE WILFORD
Published: July 11, 1997

The roving vehicle Sojourner has had its first mishap on Mars. While trying to park snugly against a large rock, the rover pulled in a little too aggressively and wound up with the Martian equivalent of jumping the curb, leaving it tilted with one of its six metal wheels resting a few inches up the face of the rock.

As a result, Sojourner failed in its first effort to analyze the chemistry of the rock, dubbed Yogi. Another try is to begin late tonight.

Richard Cook, the mission manager at the Jet Propulsion Laboratory here, said today that Sojourner was undamaged and that such an accident was not unexpected. The delay in getting scientific data on the rock should not be a problem, he added, because the rover was showing every indication that it should be able to function far beyond the minimum seven days estimated by some conservative engineers.

''We are all at this point expecting it to live for a long time,'' Mr. Cook said at a news conference. ''We are confident that we can spend several days at Yogi and still have time to go to other rocks.''

So far, the 23-pound Sojourner, about the size of a microwave oven, has been on the Martian surface since late Saturday. Its principal scientific instrument, called an alpha proton X-ray spectrometer, has conducted an analysis of the chemical composition of soil at the landing site and one other rock, known as Barnacle Bill. Geologists said the data indicated that Barnacle Bill was a volcanic rock resembling andesite, a fine-grained rock that has the characteristics of granite.

One of the next destinations for Sojourner, after Yogi, may be a whitish rock nicknamed Scooby Doo.

After its accident, Sojourner could with justification fall back on the familiar excuse that it was someone else's fault. No, the rock did not jump out in front of the rover. Instead, the driver in the control center, Jack Morrison, apparently miscalculated Sojourner's distance to the rock and radioed commands that sent the vehicle bumping into and trying to climb Yogi.

''The driver here sent rover too far,'' Mr. Cook said, referring to Mr. Morrison. ''It was a fairly tricky traverse, so his driver's license is still valid.''

Indeed, mission officials were pleased with Sojourner's response to the mishap. When it found itself against an unexpected and insurmountable object, it stopped automatically to await further instructions from Earth. At any rate, it would have been difficult for the rover to injure itself, going at a speed of less than two feet a minute at the time.

Sojourner had been having difficulty with the dark Yogi rock, which is more than 15 feet from the Mars Pathfinder landing craft. The rock, about three feet long, somewhat resembles a sleeping bear. But close-up pictures show a low overhang on its side and other obstacles in the way of the rover's getting close enough for its spectrometer to take measurements. Before the mishap, Sojourner had to make several turns and try several places for the tests.

Project scientists today also showed new pictures of the landing site processed in the laboratory to look at the terrain at Ares Vallis from different perspectives: the rocks as seen from the lander, the rover, from high above and from different angles.

Dr. Carol Stoker, a scientist from the Ames Research Center in Mountain View, Calif., said these perspective images were being used in deciding which rocks to study next and in planning future rover traverses. In flashing different views of Yogi on the screen, she added, ''you can imagine we're having a lot of fun with these, too.''

Dr. Jens Martin Knudsen of the Niels Bohr Institute at the University of Copenhagen announced the first preliminary findings of tests with magnets embedded on top of Pathfinder. Their purpose is to collect windblown dust with magnetic properties as part of studies of the evolution of soil on the surface of Mars.

Although extremely small amounts of dust have adhered to the magnets so far, Dr. Knudsen said the early indication is that the particles contain significant amounts of the mineral maghemite, a weathering byproduct of iron.

Dr. Julio Magalhaes, a physicist at the Ames Research Center, reported on temperature measurements in the atmosphere that Pathfinder took as it descended toward its landing on the Fourth of July. He found that the upper atmosphere was considerably colder than when the two Viking spacecraft landed in 1976, but the temperatures in the lower atmosphere were about the same.

May 1997 Volume 6 Number 2
Back to...CONTENTS

Drivin' With Mr. Cooper: A July Sojourn on Mars
by Amalia Kingsbury, ASU College of Education and Arizona Mars K-12 Education Program

Red dust rises as a miniature vehicle roams the martian landscape. This rover is extraordinary. It has small cameras and lasers that guide it on its exploration of the dusty planet. These devices allow it to detect obstacles and go around them without having to radio for help. The lander, Mars Pathfinder relays daily instructions to the rover from the Rover Team back on Earth. This Fourth of July, the microrover, Sojourner, will be part of an awesome experiment. For the first time in history, a rover will explore the surface of Mars. This rover has an officially licensed driver; his name is Brian Cooper.

Sojourner has the ability to drive up to rocks and to determine their chemical composition using an Alpha Proton X-ray Spectrometer (APXS). The Mars Pathfinder team wanted to land somewhere that we might find a wide variety of rock types for Sojourner to examine. The team selected a flood channel site because floods carry and deposit rocks from far-away places. Mars Pathfinder is set to land on July 4, 1997, near 19.5 degrees North, 32.8 degrees West, in Ares Vallis.

Sojourner will be operated by an engineering team at the Jet Propulsion Laboratory (JPL) in Pasadena, California. Brian Cooper is the main driver for the rover. He wrote a program called "Rover Control Workstation" which allows the rover driver to create a sequence of commands that will tell the vehicle what to do. An image of the martian landscape obtained by Mars Pathfinder's IMP camera will appear on Brian's computer screen. (Note: IMP was built by the University of Arizona, Tucson). The IMP images are seen in stereo (3-dimensions) using special liquid crystal goggles.

The Mars Pathfinder science teams will meet and discuss where they want the rover to go, then share this information with the Rover Team. Using a joystick, Brian will move a little icon that resembles the rover. The icon can be placed anywhere on the IMP image of Mars, and a command sequence (computer program) will be automatically generated that tells the rover to go to the spot that Brian has indicated on his screen.

November 1995: Brian Cooper gets his license from Governor Lowry of Washington. Photo courtesy Fran O'Rourke, Cedar Wood Elementary School, Washington.

Once the command sequence is ready, there will be a short meeting to coordinate the schedules of both Sojourner and Mars Pathfinder, and to make sure there are no mistakes in the instructions. Then the information will be radioed up to Mars using NASA's Deep Space Network. The Deep Space Network is a set of three large communication dishes, spaced evenly around the Earth in Australia, Spain, and the United States. Mars Pathfinder will receive the instructions and relay them to the rover. Sojourner wil only receive one set of commands per day!

Brian Cooper is officially licensed to drive on the Red Planet! School teacher, Fran O'Rourke and her students at Cedar Wood Elementary in Everett, Washington, put together a driver's license for Brian. They flew him up to Washington and the then-governor Mike Lowry administered a "road test" using a model of Sojourner. The governor applied the state seal and signed the first official Martian Driver's License. Thanks to Mars scientist and ASU alumnus Robert Craddock, the license spent some time on display at the Smithsonian Air and Space Museum in Washington, D.C.

Brian Cooper not only has the first, offical martian driver's license, he also has a pilot's license and is currently building an airplane in his garage! He was also in the U.S. Air Force, where he developed his interest in robotics. So, get ready! On July 4th, he will help us all take our first ride on the Red Planet!

TES News is published quarterly by the Arizona Mars K-12 Education Program. This newsletter may be copied for EDUCATIONAL PURPOSES ONLY.
EDITED BY Kenneth S. Edgett, Arizona Mars K-12 Education Program, Arizona State University, Tempe, Arizona, USA.E-mail: mailto:marsed@asu.edu

A Teacher's Perspective on Mars Exploration

An eight-wheel engineering model of the Mars Pathfinder Microrover being driven across the surface of Washington State. From left: Mars Pathfinder engineers Tom Rivellini, and Howard Eisen, fellow teacher Keith Olive, and the author.

For more than three thousand years, Mars has captured the imagination of humankind. It has also been the subject of intensive scientific study. NASA began exploration of Mars with the Mariner 4 mission in 1964-65 and will continue on July 4, 1997, when the Mars Pathfinder spacecraft touches down on the Red Planet at the mouth of a giant flood channel, Ares Vallis. This mission will give me and teachers like me all over the country the opportunity to simulate the process with an interdisciplinary curriculum. Students will participate in a mission from start to finish. They will develop an invigorated interest in language, math, science, and technology while they experience first-hand the thrill, the challenge, and the unique adventure of simulated space travel.

PROGRAM DESIGN Mirroring the Mars Pathfinder mission is concieved to be a completely hands-on activity. Students will construct a simulated Mars surface, design a model of their own Pathfinder spacecraft, study all the aspects of planning, and then simulate a mission. During this simulated mission they will provide news coverage, perform experiments, gather data, and finally debrief the entire process.

Here is how it breaks down in a timeline: September/October: Students study Mars and its geographical characteristics. One focus will be on composition of Martian rocks and soils (as in the real mission). The re-creation of Mars is accomplished using papier mâché. October/November: Students design and engineer model Pathfinder landing systems and rover vehicles using a popular building system for children called K-Nex®. At each step of the mission students will be creating Hypercard®, HyperStudio® stacks, and multi-media presentations to showcase their studies. The computer presentations will then be on display during the mission for everyone to view. The use of a video spigot card will allow students to record the trials and errors they come across in creating their various vehicles and then put them into the computer as a part of their Hypercard stacks. This programming exercise will enable students to reach a level of learning surpassing anything they could learn from a book. They must use logic, planning, analytical thinking, and cooperative learning to complete the stacks. December/January: Students design a method of protecting their vehicle, as it will be dropped from a 25-foot (7.6-meter) ladder onto the student-made surface of Mars.

February: MISSION DAY: Community, parents, and other students are invited to watch as students drop their vehicles from a ladder, then have to control their vehicles to make soil and rock collections. Guests will be given the opportunity to predict which designs will be successful. All project methods will be analyzed and data collected and recorded from the best designs.

Sharing information is what I do, with not only students and colleagues, but the general public and community. On November 2, 1995, I spoke to the Everett, Washington, business community by invitation of the Everett Foundation, sharing my interactive Field Trip Week on Mars (see a report on this Field Trip in the previous issue of The Martian Chronicle). In addition, Viacom Cable, Boeing, the University of Washington, City University, and Western University have all asked me to speak for various public functions on the Pathfinder Field Trip.

Daily, I send e-mail to school with a Mars "Tip of the Day", facts about the upcoming missions, or some type of related information to staff. In services offered for my school and district, our staff give other teachers the opportunity to create "Monday Mars Madness," where we as a school offer some type of fun creative Mars activity each Monday. The day is filled with activities that stimulate and activate imagination.

For example:Martian Drivers License: my students created the first drivers license for the planet Mars. With the help of Washington state officials-Representative Dave Schmidt, Governor Mike Lowry, state trooper Brad Ray, Department of Transportation official Bill Stevens, and Washington Secretary of State Ralph Munro, my students and I hosted an all-school assembly. Brian Cooper (with the support of JPL/NASA) attended the assembly for the (surprise) purpose of taking a drivers test with the rover. With great excitement in the air, over 700 students, parents, and community members gathered in our cafeteria to learn about Pathfinder and see Brian take the test. He passed with flying colors, and all officials gladly signed the First Official Drivers License for Mars. We wouldn't want Brian to receive a ticket for driving on Mars without a license! And pride was added to the excitement as an invitation was extended by the Smithsonian Air and Space Museum to display the license, making it the first piece of student work from the state of Washington to be placed on display at any of the Smithsonian Institutions.

To date, the reception of information from the Pathfinder Field Trip has stimulated excitement and the search for more knowledge. Students, staff, and community members alike have a renewed interest and feel they have been personally touched by the upcoming mission. Much education today is monumentally ineffective. As John W. Gardner said: "All too often we are giving young people cut flowers when we should be teaching them to grow their own plants." This field trip gave me and my fellow teachers the tools, resources, and support to help our students grow their own learning.--

Fran O'Rourke Cheick Diarra,
Mars Exploration Program Education and Outreach Manager

Martian Drivers License

Mars Pathfinder Education And Outreach
Martian Drivers License
Students Create The First Drivers License For The Planet Mars
By Fran O'Rourke, Cedar Wood Elementary

http://mars.jpl.nasa.gov/MPF/mpf/education/drivlic.html

Captivating and intriguing every child regardless of skill level is one of the first keys to children loving science. I hooked my students with the promise of being the first in the universe to create something special. I kept the secret for a week, giving only hints about how cool it was. By the time I told them they were going to create the first drivers license for the planet Mars, they were so excited they didn't care how much hard work was involved.

We began by investigating the rules and regulations for a Washington State drivers license. What information was present on the license? Why was this particular information needed? We enlisted the help of parent and State Patrolman Brad Ray. Next we had to make some decisions for the planet Mars. Who might be traveling to Mars besides humans? What might the vehicles be like? What type of information should be on the license for Mars in particular?
With the help of Representative Dave Schmidt, the children discussed the steps involved for making this a real license. I called the department of transportation in Olympia, and received a warm and friendly reception. next I called Governor Mike Lowry. Would he sign the license? The answer was an enthusiastic "Yes!"

From here the project grew. Students were excited, they were creating a real, first-time license and very important people in our state were commending them for their work. At this point, the kids broke into cooperative teams and drew up a number of prototype licenses. The entire class then voted on the design, colors and information from each team and what should be included on the license.

Then, a team of six students worked during recess time compiling all of the ideas into one license. We decided as a class that it should be hand-written by 9-year-old Lindsey Johnson. As we progressed further towards completion of the assignment, the children decided we should give Brian Cooper, the JPL engineer who will be "driving" the rover, a driver's test with a prototype of the vehicle. With help from JPL, Mr. Cooper was flown to Washington state, unaware of what was in store for him.

Students now had to prepare a school-wide assembly to share this event. That meant having background information not only on Mars but the on the Solar System. So they went back to the books, the Internet and Encarta. Each student was required to design a computer program that would share information about a particular planet. They wrote a Solar System rap, designeda Mars T-shirt and studied topographical maps of Mars so they could recreate a section of Mars with paper mache and plywood, for the rover to drive on.
Finally, on November 28th, Brian Cooper arrived from JPL, Governor Lowry arrived from Portland, Representative Dave Schmidt from the 44th District, Bill Stevens from the Department of Licensing, and Brad Ray from the State Patrol. 680 students watched as 28 fellow students shared their research about Mars, the Pathfinder mission and the Solar System. For one full hour Cedar Wood Elementary students were captivated. The culminating activity was the administration of the drivers test. Along with students Tyler Mitchell and Taya Stenson they administered the test to Mr. Cooper. He passed with flying colors. All dignitaries signed the license, and students Tiffany Vanskaik, ashley Johnson and Lindsey Johnson presented the license to Mr. Cooper for display at JPL during the Pathfinder Mission to Mars.

And pride was added to the excitement as an invitation was extended by the Smithsonian Institution's National Air and Space Museum to display the license, making it the first piece of student work from the State of Washington to be placed on display at any of the Smithsonian Institutions.

In addition my students will create a landing license for the Russian lander. Working with the Russian Consulate in Seattle, we hope to find an elementary school in Russia to work with us in the creation via Internet and present the license to Ruslan Kuzmin.

Return to the Mars Pathfinder Home Page

Seattle Times

State Vs. Mars Landing: A Bit Of Poetic License
BOTHELL

As NASA scientist Brian Cooper guides the Sojourner, the 22-pound vehicle exploring the Martian landscape as part of the Pathfinder mission, Bothell students and the state Department of Licensing are closely watching his moves.

In 1995, the DOL issued a Martian driver's license to Cooper after he visited teacher Fran O'Rourke's fifth-grade class at Cedar Wood Elementary in Bothell and the Everett School District.

"We have an obligation to protect the safety of all citizens, even Martians," said state licensing director Evelyn Yenson in a prepared statement. "While we would certainly be excited to learn of intelligent life on Mars, I'd have to remind Mr. Cooper that, under Washington law, it is illegal to pick up hitchhikers on any limited-access highway."
Copyright (c) 1997 Seattle

The Martian Chronicle ~ How It All Began

This article was written on 8 October 1995 for the JPL Mars Exploration Project newsletter, The Martian Chronicle.

Mars Pathfinding in Eastern Washington:
The "Martians" Came, They Saw, and They Continue to Share
by Ken Edgett and Jim Rice
Arizona State University
Tempe, Arizona
"It is exciting that eastern Washington is like the Martian landscape!" exclaimed Rachel, an eighth-grader who came to "Mars Night," a public open house held at Chase Middle School in Spokane, Wash., on September 28, 1995. "Mars Night" was attended by 700 local parents and children who came to learn more about NASA's Mars Exploration Program. "Mars Night" was just one part of a week of investigation and exploration by Mars Pathfinder personnel and K-12 educators.

Between September 24 and 30, eastern Washington drew in a crowd of more than 50 Mars scientists and Mars Pathfinder project engineers eager to learn more about the kind of terrain that Mars Pathfinder may encounter when it lands on July 4, 1997.
The group was joined by thirteen K-12 educators from Washington and Idaho. The teachers shared in the experience as Mars Pathfinder engineers and scientists puzzled over the potential for landing on similar martian terrain. The educators were selected in April 1995 on the basis of their plans to relay their experiences and knowledge with students, teachers, and parents in their communities after they returned home.

About 13,000 years ago, massive catastrophic floods swept across eastern Washington, carving the Channeled Scabland. Mars Pathfinder will land in similar terrain-- although Ares Vallis is about 20 times larger than any of the flood channels in the Scabland. The Washington floods were caused by the breaking of an ice dam in northern Idaho, which had held back the Ice Age Lake Missoula. As many as forty floods may have poured through the Spokane Valley, across Washington, down the Columbia River Gorge, and out into the Pacific Ocean.

Participants spent Sept. 24-27 on a field trip through terrain near Moses Lake, Wash., that scientists believe is most similar to the Ares Vallis region. They visited streamlined islands, giant ripples caused by floods, and a huge deposit of gravel and boulders.
The bouldery deposit, known to geologists as the Ephrata Fan, was a major attraction. Indeed, Mars Pathfinder engineers were alarmed by the size of boulders (one as big as a house!) that they saw on the first day. This concern led the group to alter its field trip plans the next day, so they could examine other sites on the Ephrata Fan. They learned that the covering of boulders and rocks on the fan varies across its surface-- something new to consider as plans go forward for the 1997 landing. For the most part, what the Mars Pathfinder team saw in Washington helped alleviate any lingering fears they might have had about landing in Ares Vallis.

The Mars Pathfinder Landing Site Workshop and Field Trips in Washington were sponsored by Arizona State University (Tempe, AZ), the Jet Propulsion Laboratory (Pasadena, CA), the Lunar and Planetary Institute (Houston, TX), and NASA.

The plan for combining Mars education and science goals in the Channeled Scabland was hatched by Jim Rice and Ken Edgett of Arizona State University about a year ago. The science workshop was convened by Mars Pathfinder Project Scientist Matt Golombek. The Field Trips were led by Vic Baker of the University of Arizona. "Mars Night" was coordinated by Heather Cassidy of Chase Middle School. The format of combined science and outreach objectives will likely serve as a model for future science meetings.

Within days after getting home, one of the thirteen educators, Fran O'Rourke of Everett, Wash., reported, "My students are going nuts and their parents are excited, too!" Jo Dodds of O'Leary Junior High School in Twin Falls, Idaho, added, "You have really set in motion great folks armed with enthusiasm, energy, and ideas... All day, every class period, we talked about the field trip."

Over the next few months, the thirteen educators will conduct public events, classroom studies, and teacher workshops to share what they learned. The real-life experiences and contacts they developed will make them a valuable resource for students and educators around the world to learn more about Mars Pathfinder and its mission.
"You made learning fun, not only for the youngest of children, but for the oldest of adults," wrote Ashley, a girl who attended the "Mars Night" at Chase Middle School. Indeed, the exploration of Mars provides opportunities for everyone to learn and enjoy something new.

K-12 Educators Who Participated in Mars Pathfinder Week in Eastern Washington:
Thomas C. Campbell
Capital High School, Boise, ID
Heather H. Cassidy
Chase Middle School, Spokane, WA
Jo Dodds
O'Leary Junior High School, Twin Falls, ID
Louise Fayette
Toppenish Middle School, Toppenish, WA
Chris M. Flanagan
Centennial Middle School, Spokane, WA
John Gallagher
Port Angeles High School, Port Angeles, WA
Maureen Harder
Ritzville High School, Ritzville, WA
Sheri Klug
Marsing Middle School, Marsing, ID
Michael A. Murray
Alki Middle School, Vancouver, WA
Keith Olive
Wilson Middle School, Yakima, WA
Dr. Meredith B. Olson
Seattle Country Day School, Seattle, WA
Fran O'Rourke
Cedar Wood Elementary School, Bothell, WA
Linda Selvig
Centennial High School, Boise, ID
Arizona Mars K-12 Education Program edgett@elvis.mars.asu.edu

HOUSE RESOLUTION NO. 97-4660 ~AWARDED

HOUSE RESOLUTION NO. 97-4660, by Representatives D. Schmidt, Thompson and Johnson

WHEREAS, It is the policy of the Washington State Legislature to honor excellence in every field of endeavor; and
WHEREAS, Fran O'Rourke, a teacher at Cedar Wood Elementary School in Bothell, Washington, has demonstrated exceptional skills in the classroom, and has therefore been awarded the Presidential Award for Excellence in Science and Mathematics Teaching; and
WHEREAS, Fran O'Rourke's unique teaching style is replete with enriching opportunities for students, and includes hands-on learning activities, strong parental involvement, and interdisciplinary curricula design; and
WHEREAS, Fran O'Rourke and her students designed a driver's license for the Mars Rover Pathfinder mission, a copy of which is now on display at the Smithsonian Institute; and
WHEREAS, Fran O'Rourke has initiated or been involved with instructional technology projects such as simulated space shuttle launches, simulated journeys to the moon and Mars, a two-day wetlands curriculum, NASA's summer symposium in science curriculum, and a multitude of other creative learning opportunities for students; and
WHEREAS, Fran O'Rourke has exhibited boundless energy, unusual vision, and a commitment to her students that is worthy of emulation by teachers across the state;
NOW, THEREFORE, BE IT RESOLVED, That the House of Representatives honor Fran O'Rourke; and
BE IT FURTHER RESOLVED, That copies of this resolution be immediately transmitted by the Chief Clerk of the House of Representatives to Fran O'Rourke and the Principal of Cedar Wood Elementary School.

I hereby certify this to be a true and correct copy of
Resolution 4660 adopted by the House of Representatives
April 21, 1997.


________________________________
Timothy A. Martin, Chief Clerk


Seattle Times
TEACHER WITH A MISSION SHE MAKES SCIENCE COME ALIVE
BY JOHN IWASAKI P-I Reporter
Thursday, June 5, 1997
Section: News, Page: B1

Fran O'Rourke had a ``cartoon image" of chemists when she was the age of the fourth- and fifth-graders she now teaches in a multi-age classroom at Cedar Wood Elementary School.
Making bubbly concoctions in a laboratory, exploring the chemical unknown - all that seemed wonderfully intriguing to her.

``But I was never encouraged growing up. Girls didn't go into science," the 44-year-old ((age)) O'Rourke said yesterday. ``I never thought I was smart enough. So my mission is to make little girls and little boys interested in science."
Next week, her classroom crusade will be recognized when she travels to the White House to receive the Presidential Award for Excellence in Mathematics and Science Teaching. It is the nation's highest honor for kindergarten through 12th-grade science and math teachers.
Two hundred and fourteen educators will each receive a citation and a $7,500 school grant, including three other Washington teachers: Alonda Drege of Steilacoom High School, Mary Dengerud-Au of Pasco High School and Joe Ann Riedesel of Columbia Heights Elementary in Longview. Educators are chosen based on teaching performance, experience and background.
O'Rourke is known at Cedar Wood for making innovative connections between science - particularly space exploration - and other subjects. Among other things, her classes have featured space shuttle simulations and a demonstration of a Mars land rover.

Years ago a wise colleague told O'Rourke, ``Teach what's fun for you. If you love it, they'll love it."
She heeded his advice. ``He gave me permission to go outside the books and make something come alive," O'Rourke said.
Her students see it.

``We don't just read out of a book," said Maggie Ryan, an 11-year-old fifth-grader. ``We actually see what it is we're studying. It's like hands-on experiments and it makes it fun."
O'Rourke notes that some research shows that a child's initial decision to like or dislike science is made by the fourth grade.

O'Rourke brings in instructional resources beyond the classroom. Her special interest in Mars dates back to 1995, when she was one of 10 teachers from Washington and Idaho who participated in a field trip for NASA scientists, engineers and educators at the Missoula Flood Plains near Moses Lake. The terrain there is believed to be similar to the surface of Mars.
Some students in her class took a field trip to Cape Canaveral, Fla., in December 1996 to view the launch of NASA's Mars Pathfinder.

On July 4, the spaceship is scheduled to drop a remote-controlled rover onto the Red Planet for exploration.
Brian Cooper, the NASA official who will ``drive" the rover from a lab in Pasadena, Calif., visited Cedar Wood at O'Rourke's invitation two years ago. He demonstrated a less-sophisticated model on a Mars-scape made by students.
A mock ``Mars Rover License" made by her class was presented to Cooper and hung for a time in the Smithsonian's National Air and Space Museum.

O'Rourke's space exploration lessons have combined science with math (computing weights in Mars gravity, for instance), geography, topography, reading, writing and other subjects.
A 21-year teacher, she credits Cedar Wood Principal Jim McNally for the freedom to try new teaching approaches and her fellow staff members for participating in her demonstrations.

``The award shouldn't be just for me," O'Rourke said. ``It should be for the entire staff."
McNally said O'Rourke has ``boundless energy."
``She has the unique ability to make all the connections (between subjects)," he said.
Or, as 11-year-old Dustin Eney put it, ``She teaches us in a cool way."

In August, O'Rourke will begin a one-year leave to sail to Mexico, Hawaii and the South Pacific with her husband, Jim Hartman.

Even trip preparations have become lessons, with students studying about visas, international regulations, navigation and endangered species in the areas she will travel.
O'Rourke plans to stay in touch with her students via e-mail sent from the laptop computer she will receive for being named one of 570 ``Technology Mentor Teachers" by the Washington Education Association.

``My dream is to go to a little island in the South Pacific where kids have never seen a computer," she said, ``and get them online with Cedar Wood."
ip
This article contained at least one photo or illustration as described below:
Type: Color Photo
Description: ELLEN M. BANNER/P-I: Schoolteacher Fran O'Rourke will be at the White House next week to pick up her presidential award for math and science teaching.

Launch Of Pathfinder

Fran O'Rourke- Hartman and her students see the Pathfinder launch!

In July, the Mars Pathfinder will land on Mars at the mouth of an ancient outflow channel called Ares Vallis, near the site of the 1976 Viking 1 Lander. Upon landing, the Pathfinder will open up and allow a six-wheeled robotic rover to drive out and begin exploring the Martian terrain. This small, 22-pound rover will be the first rover ever to explore the surface of Mars, sending back thousands of images never before seen of the Martian landscape.

On December 4, 1996, with support from Washington NASA Space Grant and other sources, teacher Fran O'Rourke and eight of her students and their parents were on hand to witness the historic launch of the Pathfinder from the Kennedy Space Center. Awestruck, they watched as the Pathfinder was launched aboard a Delta rocket. The following is the first-hand account from four fifth-graders at Cedar Wood Elementary.

December 2nd was the official launch date of the Delta 2 rocket. It was scrubbed (delayed) due to a hurricane passing through Texas. The storm was going to hit Florida at the same time the rocket was to be launched.

December 3rd, the launch was scrubbed again due to difficulties in the ground computers.

On the 4th, the rocket was launched!

At Jetty Park, where we viewed the launch, it was pitch black and the only light was the rusty orange moon, the shooting stars and the blue and white glowing rocket on the launchpad. Standing with us, our teacher and our parents, were Brian Cooper, who will drive the Pathfinder rover in July, Dr. Edgett, who provides education for teachers, Dr. Joy Crisp, a geologist, Dr. Dave Crisp, a meteorologist, and other scientists and engineers from NASA's JPL.

We were all excitingly waiting for the launch.

Suddenly, a blinding light and a booming sound filled Jetty Park! Cheers filled the air as the Delta II curved and sailed towards the moon. Halfway to the moon, the rocket boosters were released. They looked like sparkling stars falling from the Delta rocket. The rocket continued on and as it tore through the atmosphere, it looked like it was going right over the middle of the moon. All you could see was a bright dot fade into the darkness."

http://www.waspacegrant.org/expfront.html#anchor354313

Fran O'Rourke- Hartman and her students see the Pathfinder launch!

Hello everyone and happy Holidays,
Well, we are back to Earth, after no sleep and a breathtaking view of the launch. Because of the delays, there was very little sleep on the trip. Then having students along, we had to do Disney World, Epcot, etc., so it has taken me a while to catch up.

The launch was unreal. Ken Edgett is right-- do try and attend one. We were treated like Kings and Queens. The tour of Kennedy Space Center was great. We got to go on the space shuttle runway, to the launch pad, and see many behind-the-scenes things. Of course, many scientists and engineers were there to help with explanations and talk to students.

Brian Cooper, the rover driver, spent the day at Disney World with my students. We all had great fun and learned about the new rover in the works. It is about the size of a Match Box car. Dr. Joy Crisp and her husband Dr. Dave Crisp have agreed to work on a children's book with my students. We sent it to publishers in January (it's cool).
Howard Eisen (rover designer) brought a mockup of the rover and pulled it out to play with the students. Great fun for everyone. Parents who attended were in awe, kids were so excited, and I will never forget the whole thing. Oh, we spent several evenings with Peter Smith, (IMP camera-lead) and got some inside news about what's next.

My students were treated as equals and learned so much. We went to the VIP viewing area the first night. It was actually north of the rocket. Then Brian, Ken and Peter walked us into Jetty Park. Much better, not to mention: that's where all the folks from JPL were. The rocket seemed to go over our heads. As I look at photos of when the rocket took off, it became so bright that my kids in class asked if it was daytime. Below is a newspaper article the kids wrote. Much more is being done in Arizona by a former student. As I get copies I'll post them as well.

Again, Happy Holidays all
Fran

Newspaper article written by students

To Infinity and Beyond
By:Jenny, Katie, Lindsey & Maggie
5th graders in Ms. O'Rourke's Class Cedar Wood Elementary

December 2nd was the official launch date of the Delta 2 rocket. It was delayed (scrubbed) due to a hurricane passing through Texas. It was going to hit Florida the same time as the rocket was to be launched.

December 3rd the launch was scrubbed again for difficulties on the ground computers. On the 4th it launched! This is our point of view of what happened on launch night:
It was pitch black and the only light at Jetty Park (where we viewed the launch) was the rusty orange moon, the shooting stars and the blue and white glowing rocket on the launchpad. Along with us, our teacher Fran O'Rourke and our parents at Jetty Park were Brian Cooper (the rover driver), Dr. Edgett (provides education for teachers), Dr. Joy Crisp (geologist), Dr. Dave Crisp (works with weather) and other scientists and engineers from NASA's JPL who were excitingly waiting for the launch.

Suddenly a blinding light and a booming sound filled Jetty Park while cheers filled the air as the Delta II curved and sailed towards the moon. Half way to the moon the rocket boosters were released and looked like sparkling stars as they fell from the Delta rocket. The rocket continued on and looked like it was going right over the middle of the moon as it tore through the atmosphere. All you could see was a bright dot fade into the darkness. The sight was too amazing to describe. When it was all said and done we all agreed it was an experience we will never forget.

http://quest.arc.nasa.gov/mars/kids/orourke.html

Peer Coaching Program sponsored by Microsoft

The Peer Coaching Program is designed to train teacher leaders to serve as peer coaches for colleagues. As coaches, these teachers will assist their peers in identifying ways to enhance standards-based instruction and to offer their students engaging, technology-rich, learning activities. In doing so, peer coaches will help their colleagues to develop the necessary technology skills and instructional strategies needed to integrate technology into teaching and learning.
Be sure to check it out @ http://pc.innovativeteachers.com/mpc_web/default.aspx

I have had the privilege of being a Peer Coach this last year for two colleagues at our school. One a self proclaimed "Non Techie" has grabbed all the knowledge possible. Shy at first but willing to give things a try. The second has been a large disappointment.

When choosing colleagues to work with you think you know their desires and willingness to get involved. It turns out you really don't, not until you see them in action or lack of action. Given opportunities rare in the education field an educator who chooses to disregard their commitment to learn so that they might improve the education of all the students they touch is of catastropichic proportion. The real dissapointment is that they took this opportunity away from someone who might have followed through and was willing to learn.

Check out Wacky Words blog created by a "Non Techie" see what is possible if you only open your mind to learning and take a small risk. http://blogs.everettsd.org/pfuelling

My Teacher Is My Hero

One of the wonderful things about our profession is that sometimes adults seek us out to tell us about the important impact we had on their lives when they were our students.

One of Fran’s former students (from her multi-age classroom years) has written an essay about her impact on his life. It is appearing in a book that is being published next month titled My teacher is a Hero.

Here is the link to the Amazon page, if you want to pre-order a copy of the book for Fran to sign once she gets her cast off.

http://www.amazon.com/My-Teacher-Hero-Knowledge-Motivation/dp/1598697927/ref=sr_1_10?ie=UTF8&s=books&qid=1204825860&sr=1-10

Fran, this recognition is richly deserved.

We are each of us making similar impressions today on tomorrow’s future adults. I wish the same well-deserved recognition for each of you.
David Jones
Principal, Cedar Wood Elementary

Raising WASL Science Scores in Washington State

Science Conference: Schedule
Planning and Conducting an Investigation
You will be conducting an experiment in which observations will be made over a period of three weeks.
January 25
Deadline for approval by teacher of your question, prediction, experiment procedure, variables.
January 25– January 28
Gather materials needed for your experiment and begin conducting observations by this date. Scientific journal is created and being used. Begin to plan your presentation board. Begin work on your board.
February 24 (three weeks of observations)
Observations completed by this date· Finish your display board.
February 25 – March 2
Meet with your partner to prepare oral presentation and Power Point.
Boards and Scientific Journals due March 2
March 3 - 6
Oral presentations
March 13
Science Conference!!!
Your project board must include:
Question: of interest to the student
Prediction: I think… because….. (site evidence)
Materials used~ include tools and amounts
Procedure: listed by steps, 1. 2. 3. etc… include observe and measure every (day/week) The last step must be repeat experiment.
Constant Variable (parts of the experiment that are kept the same )
Manipulated Variable (the only part that changes)
Responding variable: item that changed due to manipulation- (how it changed)
Data Collection: Use a table,graph, or form of communication that displays your data.
Conclusion: Written summary showing how your data relates to your conclusion. My prediction was (right/wrong). Based on the data (site high and low data) I know that ….. (use your science knowledge plus the data to support your ideas)
Application: You must show how this question has an impact on mankind.

Have fun and be creative! Your display should be accurate, informative, easy to understand, and a pleasure to look at.

Rubric for Exemplary 4
Presents all information required on the board in an organized and understandable display according to content format. Question, Prediction, Materials, Procedures, Variables Identified, Data Collection, Conclusion, Application, & research.
Clearly presented a complete understanding of the project, display and test results.
Lists all books, Internet sites, people and printed matter in a proper bibliographical format.
Question and prediction directly address this project’s testing.
Presents easy-to-follow steps, which are logical and adequately detailed.
Data table and graph neatly completed and totally accurate neatly printed.
Displays a logical explanation for findings and addresses all of the tests used in the project and includes new questions.
All grammar and spelling are correct.
Outstanding Graphics, Artistically presented, all items secure, functioning and Project Specific.
Worked cooperatively with a partner scientist.

Science Conference: Self-Evaluation Checklist

Self-Evaluation Sheet to be turned in BEFORE Oral Presentation
Student Name: _____________________

My project board includes:
1) An interesting Question that could not be answered with a simple yes or no.
2) My Prediction: I think _______ because_______ (site evidence… reason why you predict that)
3) A list of materials used. I was very specific listing amounts needed as well as tools I used.
4) The Procedure: I listed each step using 1,2,3.. and the last step said “Repeat the experiment”
5) Constant Variable(s) were identified on my board.
6) Manipulated Variable was identified on my board. (This should be the ONLY part that changed)
7) Responding Variable was identified.
8) Data Collection. I included a ______ graph ______ chart ______ table.
9) Conclusion: This was a written summary that showed how my data related to my conclusion. I started by saying, “My prediction was right/wrong.” Then I explained the date, citing the data range and concluded by saying I know ______________ because _____________________________.
10) I stated the application for my question. I showed how this question has an impact on mankind.
11) My display board is NEAT (typed).
12 ) My display board is visually appealing.
13) My information on my display board is accurate and informative.
14) I worked with a partner to provide reliable results (repeat the experiment)
Scientific Notebook:
1) Included All parts of my investigative proposal (question, prediction, materials, procedure, data collection and conclusion.)
2) Accurately recorded all data collected.
3) Was useful to me when drawing conclusions from my data.
4) Was NEATLY done. Others could read my notes.

Based on my self-assessment I think my grade for this project should be:
______4 ( I did all that was expected + more)
My notetaking was thorough and my results were accurate. If I made a mistake, (like having more than one manipulated variable) I corrected it. Display board and notebook is visually appealing.

______ 3 ( I believe I met standard expectations for this project. I did what was expected but did not extend my thinking. )

______ 2 ( There are some parts missing. I worked on this project, but did not spend the
time it takes to have a good result. If I did __________ my project could have met standard.

1976-2008 30 Years of Teaching

In My Classroom!!
Welcome!! In my classroom, I was committed to the achievement of high academic standards for every child. With involved parents and community, the classroom is alive with a love of learning. I am engaged in an endless search for ways to excite students and improve learning. Thirty years of teaching in the Everett School District brought me to Cedar Wood prior to it opening as a part of the core team and I have been here ever since, with the exception of a two-year sabbatical leave, during which I worked on a project called “Sea to See”, sponsored by the National Science Foundation and the Everett School District. The project allowed my husband, Jim, and I to circumnavigated the world in 426 days, 211 at sea and 215 on land. I communicated with Cedar Wood via e-mail sharing experiences and cultures through the voyage.
I graduated from the University of Washington with a BA in Speech Communication. Later, I returned to Western Washington University, to receive my Masters Degree in Early Childhood Education and my Principal certificate at the same time. I keep current with hundreds of classes in varying subject matters.
My husband and I live on our Tartan 48′ sailboat “Cape St. James” at Shilshole Bay Marina. My husband, Jim, is an architect in Seattle, who does new houses, remodels and small commercial work including shoreline projects.
My daughter, Jennifer graduated in May 2003 from Washington State University’sCollege of Veterinary Medicine. She spent one year at Colorado State University completing a medicine and surgery internship before moving on to the University of Minnesota for a dual Master’s/Residency in Internal Medicine program. Jennifer completed this program, receiving her Master’s degree and diplomate status with the American College of Veterinary Internal Medicine in 2007. Currently, she is working as an NIH Post-Doctoral Fellow at the Diabetes Institute for Immunology and Transplantation, working on her PhD project which involves studying ways to successfully transplant pancreatic islet cells to cure Type I Diabetes.
My hobbies include sailing, jewelry making, quilting, fishing, reading, and presently collecting Navy place settings. Reaching beyond the four walls of our classroom has always been a goal of mine so, with the help of many grants and businesses, my students have enjoyed completing exciting projects. My classes have collaborated with NASA, Boeing, University of Washington, University of Arizona, UpJohn Pharmaceutical and many local businesses. Many of these projects have received national recognition. My students were the first from the state of Washington to have an exhibit in the Smithsonian Institute’s National Air and Space Museum, with their creation of the Martian Drivers License for Brian Cooper (Rover driver) at JPL NASA. The State of Washington recognized the license with the Governors, and Secretary of States signatures along with the signature of Vice President Al Gore. NASA proudly displays the license to this day. In 1997, I was awarded the Presidential Award for Excellence in Elementary Science Education.