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Primary teachers build on the informal knowledge children bring to school and begin teaching essential early number concepts. Young children are active learners and learn best in problem-solving situations where they have opportunities to investigate and construct their own ideas. Teachers continue asking questions which helps students make connections with prior knowledge, everyday life situations, manipulatives and other mathematical topics. Number sense begins to develop as children learn about the meaning of number words and other vocabulary, quantity, symbols and relationships numbers have to each other in our base-ten numeration system. Understanding how our number system works leads to greater success in learning operations and math topics.

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A new study (doi:10.1038/nature12350) published in nature, explores the impacts of extreme weather events on the carbon cycle. By Bobby Magill / Wunderground, published: August 15, 2013: Devastating drought in the Southwest, unprecedented wildfire activity, scorching heat waves and other extreme weather are often cited as signs of a changing climate. But what if those extreme weather events themselves cause more extreme weather events, fueling climate change? That’s one of the possibilities raised by a that was conducted by a team of scientists at the Max Planck Institute for Biogeochemistry in Jena, Germany. The researchers have shown that extreme weather events may reduce an ecosystem’s capability to absorb carbon and create a damaging cycle in which extreme weather fuels climate change by preventing forests from absorbing carbon, allowing more of it to remain in the atmosphere. Ecosystems absorb about 11 billion fewer metric tons of carbon dioxide every year because of extreme climate events than they would if the extreme weather didn’t occur, according to the study. Eleven billion tons is about the same as a third of a year’s worth of global carbon emissions. The most damaging kind of extreme weather is the kind of drought that ravaged the Southwestern U.S. early in the last decade, and the kind that is devastating the Southwest and the southern Great Plains today. “Any extreme can be as damaging as another if it is strong enough,” said Max Planck Institute Director Markus Reichstein, who is leading the study. “We found, however, that globally, the effect of droughts is largest, because they tend to have the largest spatial extent.” Droughts put extreme stress on ecosystems, and as trees and other plants die, the ability of the drought-stricken ecosystem to absorb carbon dioxide in the atmosphere is greatly diminished. During a 2003 heat wave that struck central and southern Europe, scientists documented how the extreme heat affected the carbon cycle — the exchange of carbon dioxide between ecosystems, such as forests, and the atmosphere. Reichstein’s study concludes that it’s possible that droughts, heat waves and storms weaken ecosystems’ “buffer effect” on the climate. In the past 50 years, plants and soil have absorbed up to 30 percent of the carbon dioxide that humans have emitted, according to the study. The less healthy those plants are, the less carbon they may be able to absorb. As extreme weather events become more frequent because of climate change, climate researchers believe their impacts on ecosystems could cause a vicious cycle of extreme weather, Reichstein said. “That is scientifically the most interesting question,” he said. “We cannot answer how strong this vicious cycle is. Increasing carbon dioxide emissions cause a warming climate and, associated with that, increase the intensity of extreme events.” And those extreme events may damage ecosystems, causing them to absorb less carbon dioxide and allow more of that carbon dioxide to remain in the atmosphere, intensifying the warming of the planet, he said. More research needs to be done before such a cycle is proven, however.”This is the logical cycle that can be anticipated,” Reichstein said. “There is no evidence this is happening. We only have evidence for pieces — for individual pieces.” To gather that evidence, Reichstein and his team used satellite images from 1982 and 2011 to reveal how much light plants in an area absorb so they can perform photosynthesis. From those images, Reichstein’s team determined how much biomass an individual ecosystem accumulates during or after extreme weather. The team used a global network of 500 stations that record carbon dioxide and air concentrations near ground level and in forest canopies to determine how much carbon dioxide absorption occurs in each ecosystem studied. Using complex computer models, the team concluded that on average, vegetation absorbs 11 billion fewer metric tons of carbon dioxide than it would in a climate that doesn’t experience extreme weather events. Reichstein singled out the ongoing drought in the Southwest as a particularly damaging extreme weather event that could affect ecosystems’ carbon dioxide absorption in the U.S. “I think counting on the biosphere’s ability to absorb carbon is a risky thing because you don’t know how long it will continue to take up carbon dioxide that we emit,” he said. Related Content from Climate Central - 8 Images to Understand the Southwest’s Drought - A Nation Divided By Drought - Drought Puts Trees the World Over ‘At the Edge’ Teaser image by Neil Palmer (CIAT). A livestock carcass in Marsabit, in Northern Kenya, which has suffered prolonged drought. A livestock insurance scheme has made its first payouts to small livestock keepers in the region (2011) source

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Shakespeare's preeminence as a dramatist rests in part on his capacity to create vivid metaphors and images that embody simple and powerful human emotions. This lesson is designed to help students understand how Shakespeare's language dramatizes one such emotion: fear. Students search an online version of Shakespeare's Macbeth for clues to the motives behind Macbeth's precipitous descent into evil. Take a virtual tour of Paris, create an English language guide to French Internet resources, and compare journalistic practices in the United States and France. Compare the storyteller's voice with that of the writer, who was a contemporary of Whitman and Douglass. Journey through the Inferno to learn how allegory, allusion, and drama combine in Dante’s poetic art. Explore the traditions and conventions of haiku and compare this classic form of Japanese poetry to a related genre of Japanese visual art. While teaching some of the formal terms used to describe sonnets will be one of the aims of this lesson, our starting point and central focus throughout will be learning to appreciate the sounds of poetry. Poets achieve popular acclaim only when they express clear and widely shared emotions with a forceful, distinctive, and memorable voice. But what is meant by voice in poetry, and what qualities have made the voice of Langston Hughes a favorite for so many people? Poems, classic and contemporary, make good company for your students. They can also serve as the inspiration for some terrific writing. Students explore Lewis Carroll’s imaginative visions of childhood, captured in his photography and in the words and art of his Alice in Wonderland stories. Students also compare and contrast Carroll’s Victorian view of childhood to that of Romantic poet and printer William Blake.

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ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you. Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. Teacher Resources by Grade |1st - 2nd||3rd - 4th| |5th - 6th||7th - 8th| |9th - 10th||11th - 12th| Guess What’s in the Bag: A Language-based Activity |Grades||K – 2| |Lesson Plan Type||Minilesson| |Estimated Time||50 minutes| After discussing the importance of descriptive language, as well as speaking and listening skills, students practice describing a series of objects. They then take turns reaching into a bag to describe a hidden object, using only their sense of touch. After five clues are given, the other students try to guess what is in the bag, based on the descriptive language used by their classmates. Finally, after the hidden object is guessed or revealed, students discuss additional ways to describe the object. Students can continue to play the game independently, using an online interactive, or with their parents outside of class. What's in the Bag?: This online version of What's in the Bag? exposes students to simple text, along with audio, as they play the game. Young children can use descriptive language in authentic and purposeful ways to communicate in large-group settings. In this lesson young children develop speaking and listening skills as a part of language development. This shared language experience emphasizes the importance of both roles and, as Lindfors (1999) points out, "[R]elating meaning and expression is the essence of both speaking and listening. The speaker expresses his meaning out loud; the listener doesn't. The speaker goes from idea to expression (word), the listener from (the speaker's) expression (word) to idea. Thus the two simply proceed in different directions, but the act for both participants is to relate meaning and expression, to render 'word' meaningful" (147). Lindfors, Judith Wells. 1999. Children's Inquiry: Using Language to Make Sense of the World. New York: Teachers College Press and Urbana, IL: NCTE.

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