Thinking About Science Fair Projects

English/Science Collaboration

I know! You all are probably wondering, what does English POSSIBLY have to do with science fair? Well, it just so happens that English is everywhere in your science fair, in your communication skills, in your writing, and even in your presentations! This year Ms. Mehta has asked me to partner with her as an English and a psychology teacher to help mentor you with your projects. Nurse Jill and I will be working together to help you brainstorm possible topics about the brain and its mental and physical processes

Because of my background in psychology and Nurse Jill’s expertise in brain anatomy, we will be working together to offer some mentorship in your science fair on March 1^st. Possible topics include:

What is the structure and function of the nervous system?

How do optical illusions make our brain work?

How do the five sense help us to survive daily life?

How do alcohol and other drugs influence the brain and nervous system?

Do right and left brained people really exist?

How does our brain process and interpret color vision?

How does our brain change and develop over the life span?

What does it mean to have multiple intelligences?

…and many more!

If you are interested in working with any of these topics, or if you are not sure, but know that you would like to do your project about the brain in general, post your interest on the blog, or email me at cmathews@tasok.net. You ARE NOT required to do your science fair project on the brain, but I wanted to let you all know that it is an available option if you would like to explore it.

Note: When posting on the blog or writing me an email, make sure that you write your name and the topic that you would be interested in learning about with brains. It can be something that I have already written or it can be something you create. If you are not sure what you would like to do, but know that you are interested in presenting your project about the brain, you may write “I am not sure” for your topic.

Please feel free to email or post if you have any questions.

Ms. Mathews

Scrapbook Project for Hitler Youth and The Boy with the Striped Pyjamas

Hello Class,

This is just a reposting of the project that I discussed before we went on our week long break. For those of you who will not be returning to school this week, we will be working on drafts of the R.A.F.T.S letter of this project, which will be graded and returned upon our return in January. Please submit ONE draft of your letter (which is point number 3) to cmathews@tasok.net by Friday, December 16th @ 3p.m. It is okay that your draft is not perfect...all I am looking for you to do is to have 3 complete paragraphs and that you are trying your best with the assignment. We will go over them in detail when we return in January.

I am aware that the due date reads for tomorrow, but I will have to extend this date due to the fact that we did not have school this past week. 

If you have any questions feel free to email me at cmathews@tasok.net or comment on this post.

Ms. Mathews



Project 1: Scrapbook
Scrapbooks are a type of album composed of photographs, printed media, letters, etc. that are a way of preserving memory. They are useful for recording important historic events in and individual's life. Using the books The Boy with the Striped Pyjamas and/or Hitler Youth, choose a character for whom you would like to create a scrapbook. In that scrapbook, you must include the following:

1. A photograph/drawing of the person with a short biography (at least 1 paragraph)
2. Explanations of two major events that occurred historically in the person's life, including photographs of the time.
3. R.A. F.T.S. letter from your character to another character OR a journal entry/diary entry from the perspective of your character/person
4. A photograph, piece of artwork, or drawing that represents your person, character in some way. You must be able to explain the connection (1 paragraph)

You will be graded on having all required materials and creativity with your work. You will also be given a rubric for scoring. Your scrapbook should appear as a book, but it is not required that you buy a notebook to complete the project. See/email Ms. Mathews if you need ideas as to how to bind your book.

The Boy with the Striped Pyjamas: Making Connections between the movie and the book.

Hello Class,

Now that you have seen the movie and finished the book The Boy with the Striped Pyjamas, I want you to reflect upon the connections between the two. Choose a scene from the movie that you thought was particularly striking/memorable. Why was it so important to you? What made it memorable? How does the scene explain/develop the book? Or do you think the scene takes away from the book? Explain

The scene does not have to be a scene that was in the book...you can talk about a scene that was only in the movie.

Remember, one answer (5 sentence paragraph) and 2 comments on different students (or teachers if she decides to post!-comments should be at least 3 sentences).

Ms. Mathews

Chapters 10 and 11: Meeting Shumel and The Fury

Instructions: Answer ONE question with one paragraph. Remember to comment on at least two of your classmates work.


Question 1: Compare and Contrast Shumel and Bruno. What is similar about the two boys? What is different about them? What are the most important factors that help them to become friends.

Question 2: How does meeting Shumuel go against everything that Bruno has been taught in school, by his Father and Grandfather, and by Herr Liszt about people who are not "true Germans"?

Question 3: What are your impressions of the Fury when you meet him in chapter 11. Use examples from Chapter 11 to support your answer.

Question 4: When the Fury asks on pg 122, why Gretel would want to learn French, why does he say that? What does his statement tell you about his character? How is the Fury's character further highlighted throughout the chapter? Use examples from the book.

The Boy with the Striped Pyjamas Chapters 8 and 9: Discussion Questions

Answer ONE of the following questions. Remember that your answer must be in at least one paragraph. You still need to respond to two people's comments in at least 3 sentences. Remember that your comments should not be just limited to "I like your answer." You need to explain WHY you like or dislike, agree or disagree.

1. Chapter 8: The beginning of Chapter 8 describes Grandmother, a character that we have been introduced to in previous chapters, but who we have not formally met or developed. Why do you think John Boyne chooses this point in the story to describe Grandmother? Why do you think drama is important to her (and Bruno)?

2.On page 90, Grandmother states the following

:"I wonder-is this where I went wrong with you , Ralf?' she said. 'I wonder if all of the performances I made you give as a boy led you to this. Dressing up like a puppet on a string.'

How do Grandmother's words relate to the drama that she loves so much? Is she expressing a positive or a negative feeling? How do you know?

3. Chapter 9: Why do you think that this chapter opens with the idea that everything has been the same for a long time?

4. In this Chapter we meet Herr Liszt? Who is this man? What do you think about him? On page 98 he says the following: "Then this is what I am here to change. To get your head out of the storybooks and teach you about where you come from. About the great wrongs that have been done to you." What do you think of Herr Liszt's comment, particularly when you know that Bruno is German and lives at Auschwitz?

The Boy with the Striped Pyjamas Chapter 7: How Mother Took Credit for Something That She Hadn't Done

Instructions: Answer ONE of the following questions completely. You must COMMENT on TWO of your classmates answers, regardless of if your classmate answered the same question or not.

Question 1: In this Chapter, Bruno decides that he has to find something to do or else he will go mad. Bruno's bordeom leads him to remember a discussion with Mother of Herr Roller and the concept of war. However, Mother ends the conversation with the following: " War is not a fit subject for conversation. I'm afraid we'll be spending too much time talking about it soon." What do you think that Mother means by this comment? Do you think war is not a fit subject for conversation in this book? Why/Why not?


Question 2: When discussing LT Kotler, Bruno feels the following: "Bruno wasn't entirely sure why, but he knew that he didn't like LT Kotler. There was an atmosphere around him that made Bruno feel very cold and want to put a jumper on." Why do you think Bruno feels this way? Do his feelings foreshadow anything in the book

Question 3: At the end of Chapter 7, in Pavel's conversation with Bruno, they have the following exchange:

'Back in our house in Berlin, there was a lot of exploring to be done,'recalled Bruno, 'But then it was a very big house, bigger than you could possibly imagine, so there were a lot of places to explore. It's not the same here.'

'Nothing is the same here,' agreed Pavel.
'When did you arrive at Out-With?' asked Bruno
'I think I've always been here,' he said finally in a quiet voice.
'You grew up here?'
'No,' said Pavel, shaking his head. 'No I didn't.'

What do you think Pavel means when he says 'nothing is the same here?' Do you think Bruno understands what he means? Why/Why not?
When Pavel responds to Bruno that "I think I've always been here." What do you think he means? Why doesn't Bruno understand him?

Welcome to Ms. Mathews' 7th Grade English Blog!

Hello Class!

Welcome to the world of blogging! For those of you who are new to this game, its simple! As we are reading various books, I will post discussion questions and instructions as to how you should comment. For the question that I post, you should answer the question and then respond to AT LEAST TWO other students' comments posted. You may not post anonmyously, as you will not recieve credit for the discussions you are having on the blog if I do not know who posted.

Good luck My Condors! Enjoy your blog!

Ms. Mathews
7th Grade English Teacher
The American School of Kinshasa