Forceps, Laboratory Labware Tools - forceps science

 2024-10-07 08:35:12

Notice and name when students use comparative language and the contexts in which they use this language, including the terms (e.g., “I see you have compared the toys and found all of the ones with wheels.”

Ghostcaptured in CCTVcamera

Comparing and contrasting are ways of looking at things to determine how they are alike and how they are different. Comparing involves identifying similarities and/or differences (e.g., apples and oranges are both fruit) whereas contrasting involves comparing two or more objects or events in order to show their differences (e.g., an apple has a thin skin that we can eat; an orange has a thick skin that we cannot eat).

Time passed, and Ghost Camera went out of print. This happens to old books occasionally. I’d thought the story would be largely forgotten; it was only a novella, after all.

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In a lot of ways A Box of Tapes felt like Ghost Camera’s twin, separated by a decade. It seemed right to place it at the end so that the collection opens with Ghost Camera and closes with Tapes.

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Recognize that they compare and contrast objects and events in their day-to-day interactions and activities (e.g., “These are all things that floated and these are all things that sank.” “My tower is taller than your tower.” “This is a better solution. The others would all work but we have all the materials we need to do this one.”)

Model the use of comparative thinking and language (e.g., using words such as: compare, contrast, too, also, both, alike, the same, different, instead, unlike, etc.).

I was still a very new writer and this was one of my first serious projects. It was a love letter to horror, to ghosts, and to fear–all things I’m obsessively captivated by.

Provide opportunities in multiple contexts for students to compare and contrast a variety of objects, places, events, sources of information, behaviours, etc.

One is a ghost story, because this is me, and ghost stories run in my blood. One preys on my fear of making a simple mistake while foraging. One is very, very short, and so bleakly dark that I nearly deleted it from the collection… but didn’t.

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And then there is A Box of Tapes. It was partially written on a nineteen hour plane flight. It did very strange things to my brain; it felt like discovering my first love of horror, all over again.

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Name and notice the connection between comparing/contrasting and other skills students use daily, such as observing, classifying, graphing, identifying patterns, and evaluating.

Many readers reached out, asking where they could find a copy. If you were one of them–hello, and thank you! It’s because of you that Ghost Camera is being reprinted. My publisher saw the requests, and they suggested this new edition.

The original Ghost Camera story is almost completely untouched from when it was first published ten years ago. I go into some of the details in the book’s foreword–I had the option to rewrite it, but ended up choosing to preserve it as it was, minus a few grammatical errors and edits for the sake of clarity.

GhostDetector

Use the language of comparing and contrasting (e.g., “These toys are alike because they all have wheels.” “The car is different from the boat because it does not have wheels.”)

This strategy helps students develop critical thinking skills as they sort, organize and classify things in different ways.

Draw conclusions about their comparisons (e.g., “I compared the information from this website to the information in the book from the library. The website information is more current.”; “It took longer for the ice to melt in that container than it did in this one. So that container is better for keeping your drink cold than this one.”)

Together, there are nine horror experiences. Something very old. Something very new. Some dark, some hopeful. Every one of them as much a love letter to horror as Ghost Camera was, ten years ago.