She had always thought it was a family joke when her father said a vampire bat dropped her in his lap the night of Halloween. But when her reflection started to vanish as well as her shadow and she started seeing imps flying around everywhere just before her fifteenth birthday, Eve McAllister begins to wonder if her classmates were in fact right--that she was a monster. Always allergic to garlic, in desperate need of sunscreen and a pair of sunglasses, Eve McAllister comes to terms that other teen-agers just don't get their canine teeth filed down every other month. This tongue-in-cheek tale of the surfing monster raised by a happy homemaker and a dentist in northern California, is a coming of age story about "what if?" just in time for Halloween.

If you've ever wished for advice you can trust on how to make science and math more relevant to your middle or high school students, Creating Engineering Design Challenges is the book for you. At its core are 13 units grounded in challenge-based learning and the engineering design process. You can be sure the units are classroom-ready because they were contributed by teachers who developed, used, and revised them during the Cincinnati Engineering Enhanced Math and Science (CEEMS) program, a project funded by the National Science Foundation. Detailed and practical, the book is divided into three sections: 1. The rationale for making engineering an effective part of math and science instruction. 2. Thirteen engineering-related units, including the teacher-contributors' detailed accounts, lesson plans, and handouts. Content areas include biology, chemistry, physical science, Earth science, and environmental science. Topics range from developing a recipe for cement to implementing geocaching to calculating accurate aim with slingshots and water balloons. 3. Guidance on how to develop, support, and grow your engineering practice. This section offers useful templates and frameworks for you as well as professional development guidance for your school. The contributors' goal is to help you benefit from their hard-won experience. They write, "During our time with the CEEMS project, we learned a great deal from our mistakes and our successes, and we felt it would be important to share what we learned with the hope that you can build on your own success." Working from their advice, you can develop a more student-centered classroom culture and nurture learners who are engaged in real-life engineering challenges.