Animations with kids is going really well! The “Butterfly Story” is on hold for the moment, because due to scheduling, I’ve over at McAllister Elementary for the time being.
But the last time I was with the butterfly kids, in a new classroom, we at least came up with the title for that story. It’s to be dubbed, “All about butterflies.”
The kids at McAllister have come up with a title for their pond algae story, too, a rather inventive one. “Mr. Glump at the Poisonous Pond.” There is a Mr. Glump in their story, and he is quite an unsavory character. But one kid exclaimed: no, no! Can’t we make the title sound happy?
But the story itself is not really that happy. The same kid asked why there wasn’t a happy ending. I showed them pictures of the big red tide that swept Florida earlier this year. “Ewwwww!” said all the kids. I asked, when do you all think this algal bloom happened?
“100 summers ago? 10,000 years ago? 30 years ago? 100 years ago!”
So I had to tell them that it had happened THIS year, and that algae is a problem today. I was trying to explain why there’s not much of a happy ending.
I had the kids staring wide-eyed, open-mouthed at me. It was the same in both McAllister classes who are doing this story. I remember being their age, when you still think that responsible adults run the world, and that these responsible adults don’t let bad things happen. On the one hand, I feel a little guilty to be wrecking their innocence; but on the other hand, there’s still a lot of action and civic engagement in our stories, so I hope this learning process is a healthy and constructive one.
We had a lot of other title suggestions shouted out: “Call it Mr. Meanie-Mouth,” one kid suggested, referring to Mr. Glump. Another: it should be called “Mr. Glump doesn’t know how to listen to people.”
What’s really cool about this story it allowed me to I teach them about the Periodic Table of Elements, Nitrogen and Phosphorus, phytoplankton, the ocean food chain, and the role that rain plays in washing pollution on land into the water, within 50 minutes. All while also reading the “Mr. Glump” story and watching “Mr. Turtle Gets Sick“, so that they can familiarize themselves with the project. And we looked at a map of the US/Canada/Mexico, and found North Carolina, Florida, and the Chesapeake Bay (usually, the kids don’t even know where our home state is.)
And I even explained how once an algal bloom dies, it sucks oxygen out of the water as it decays. And that’s why fish die. They were very sad about this picture of fish dying. Again, there was that innocence: responsible adults are actually allowing there to be so much pollution that fish die from it? What?
And I told them how scientists can go out and scoop up water samples, and then measure the pollutants in the water in their laboratories, and that every single one of them can have that job when they grow up. I showed them a female scientist in action by a river.
The question with lots of enthusiastic response was: so if scientists scoop up water and measure the pollution, but algal blooms like the ones in Florida still happen, does it seem like anyone is listening to scientists?
Noooo!!!! came the chorus. Kids are so cute.
But ultimately — though of course I don’t know how long the feeling will last — I have now 30 second-graders at this school thinking that science is great, if their response is a way to gauge, and that scientists should be listened to. It’s not actually super-hard if you present science in a human, emotional way, rather than a rigid, competitive, ugly way.
Well, maybe I should hold that thought. Who knows what these kids will think in the future.
Oh, one more awesome thing that came up with one of the classes. The kids noticed that phosphorus is represented by a ‘P’ in the Periodic Table, but its first sound is ‘ffff’. So we even got to talk about phonetic sounds.
Same thing when we got to “phytoplankton”: why’s it start with a ‘p’? they ask.
I remembered at that moment that ‘phyto’ is a prefix; so I told them some of these words came from the Ancient Greek (is that right? or do I have the wrong ancient language?) and that’s why they’re spelled ‘ph’. They looked at me a little skeptical, like, what is Greek? Well, we didn’t have time to go into it.
And then I thought I’d sound really smart and tell them that ‘phyto’ means ‘light’ in ancient Greek. But I just looked it up and apparently it means ‘plant’. Shucks.