Mathematics for Elementary Education
The MATH 140-141 sequence is designed for prospective elementary school teachers. These courses are required courses for the Urban Education program with Elementary Education Concentration in the College of Education.
Math 140 and Math 141 emphasize a problem-solving, activity-oriented approach to the study of mathematics. The first course, Math 140, integrates arithmetic and algebraic concepts. The second course, Math 141, integrates geometric and algebraic ideas with a sub-focus on statistics and probability ideas. Both courses encourage interaction between students in a cooperative learning atmosphere. Course work includes not only tests and homework but also group and independent investigations.
Math 140 and Math 141 are designed especially for people who seek to become teachers of mathematics. Teaching mathematics requires a great deal of specialized mathematical knowledge - knowledge that is different from what it takes to do well in a math course as a student yourself or to be good at other jobs that require mathematics. Thus these two courses focus on supporting prospective elementary school teachers in revisiting, refining, and extending their mathematical knowledge and making connections to teaching.
Success in these courses requires a mastery of precollegiate mathematics, including algebra. Students who do not demonstrate sufficient mathematical strength are placed into algebra courses. Transfer students who have taken math for teachers courses may be able to receive credit for Math 140 or Math 141.
To confirm your readiness to take one of the courses, we encourage you to contact Dr. Alison Castro Superfine (email@example.com), Director of the Office of Mathematics Education. You can arrange to take a practice exam that we can grade and then counsel you appropriately.
The content of Math 140 centers around the unpacking and development of a flexible understanding of important mathematical ideas and processes within the areas of number theory (e.g., factors and multiples; even, odd, prime, composite, and square numbers; divisibility tests); place value and operations; and fractions (different meanings and representations, e.g., fractions as parts of wholes, as portions of discrete sets, as division, as points on a number line).
Math 140 students engage in problem solving and discussions that encourage the mathematical practices of explaining (e.g., exploring central features of an adequate mathematical explanation), representing (e.g., using multiple representations, making connections among representations) and questioning (e.g., meta-cognitive questioning, questioning to make sense of the strategies of other students).
The main text for the course is Sybilla Beckmanâs textbook Mathematics for Elementary Teachers and Activity Manual, Pearson, 2012. The content in this textbook is extended through activities and problems that encourage students to investigate questions similar to the ones below:
- â¢Why do we move the decimal point when multiplying decimals?
- â¢Why does the invert and multiply algorithm for fraction division make sense?
- â¢What are different algorithms for multiplying whole numbers and how are they connected?
In Math 141 studentsâ work centers around the unpacking and development of flexible understanding of important mathematical ideas and processes within the areas of shape (e.g., properties of two and three dimensional shapes); congruence and similarity (e.g., transformations, proportional reasoning), measurement (e.g., area, perimeter, volume and surface area), and statistics and probability (e.g., data displays, measures of central tendency and dispersion, experimental versus theoretical probability ).
Math 141 students engage in problem solving and discussions that encourage the mathematical practices of explaining (e.g., exploring central features of an adequate mathematical explanation), representing (e.g., using multiple representations, making connections among representations) and questioning (e.g., meta-cognitive questioning, questioning to make sense of the strategies of other students).
The main text for the course is Workshop Geometry: Mathematics for teaching elementary school, by Sallee and Saunders, 2006. The content in this workbook is extended through activities and problems that encourage students investigate questions similar to the ones below:
- â¢What side lengths and angle measures are possible for a triangle?
- â¢How are the algebraic terms in area, perimeter, and volume formulas related to geometric figures? (e.g.,
- why do the volume of a cylinder and the area of a circle have similar algebraic terms)
- â¢What does a particular data display communicate about the spread and center of the data set?


Midland Montessori Preschool and Kindergarten
The three-year old, four-year old and Kindergarten classrooms are thoughtfully prepared educational environments where children are free to grow, learn, and explore their world in a âchild-centeredâ environment. Under the careful observation and guidance of the teacher, the students receive group instruction, work in small groups, and work independently. The Montessori classrooms are calm, ordered, and brightly colored spaces filled with self-correcting learning materials that meet the child's educational needs. In addition to being a child-centered environment, Midland Montessori School offers a âprepared environment.â The classrooms contain a selection of carefully designed âworksâ from which a child may choose. As the children manipulate these works, they teach themselves through their senses, primarily the sense of touch. The preschool and kindergarten classroom materials provide four distinct areas of learning: practical life, sensorial, mathematics, and language. The students also work in the areas of science, geography, history, art, music, and Spanish.
Children who complete the full three-year Preschool and Kindergarten program will have the skills necessary for a successful elementary education.
Practical Life: The Skills of Daily Living
Montessori practical life materials and exercises allow children to take part in and master activities of daily living. As students practice, they gain fine and gross motor skills, as well as, a growing sense of independence. Practical life lessons include:
Care of Person (buttoning, zipping, tying, washing)
Care of Environment (cleaning, sweeping, gardening, care of animals)
Development of Social Graces (greeting, serving, apologizing, thanking)
Movement (developing manual dexterity and muscular coordination)
Sensorial: Exploring their World
Using sight, sound, touch, taste, and smell, the sensorial materials enable preschool children to order, classify, and comprehend their world. The Montessori materials help the children to discover concepts in relation to: length, width, height, temperature, texture, and color, etc. As the children work with their hands, they developed concentration and self discipline.
Mathematics: From Concrete to Abstract
Rods, spindles, beads, cubes, and counters are some of the concrete tools used to symbolize mathematical abstractions. The math materials allow the students internalize the concept of numbers, place value, and mathematical operations. Like all Montessori materials, these manipulatives build on each other and provide increasing complexity as the student masters skills.
Language: From Spoken to Written
The Montessori early childhood classroom emphasizes spoken language as the foundation for all expression. Throughout the class time, children hear and use precise vocabulary for all the activities, learning names of geometric shapes, parts of plants, mathematical operations, and so on.
The materials for written language first introduce the child to the twenty six letters of the alphabet and their sounds. In order to simplify the children's first experience with letters, they are first introduced to the phonetic sounds of the alphabet, rather than the names of the letters. After a child has begun to successfully sound out phonetic words, he/she may be introduced to word cards, sentence strips, and books, all of which emphasize a phonetic approach to reading.


Pre-primary school is an important stage which lays the foundation for life-long learning and whole person development, and serves as the starting point of formal education. We nurture children to attain all-round development in the domains of ethics, intellect, physique, social skills and aesthetics, so as to prepare them for life. We stimulate childrenâs interest in learning and cultivate in them positive learning attitudes, for their future learning. We believe that observation, exploration, thinking and imagination are the essential learning approaches.
All kinds of learning include the three key elements, namely âknowledgeâ, âskillsâ and âattitudesâ, and these are also emphasized in our pre-primary curriculum.
â¢ Young children need the opportunity to develop large and small motor skills through indoor and outdoor activities and games for the benefit of personal fitness and well-being.
â¢ Students participate in activities that involve fine motor skills.
â¢ Demonstrate increased control of hand and eye coordination while using pegs, beads, pattern blocks, crayons, pencils, paint brushes, fingerpaint, scissors, glue, and a variety of puzzles.
Large Motor Skill Development
â¢ Students participate in activities that involve large motor skills
â¢ Children are enabled to listen to and understand conversations and stories which enrich their everyday vocabulary.
â¢ We develop interest among our students in reading and writing.
â¢ We encourage them to gain interest in exploring the physical world.
â¢ We develop interpersonal relationships and other social skills.
â¢ The Arts provide children with many opportunities for self-expression.
â¢ Expose children to dance, music, visual art (drawing, painting), and drama help them develop an appreciation of both individual and group expression.
â¢ The students participate in activities that involve fine motor skills.
â¢ Demonstrate increased control of hand and eye coordination while using pegs, beads, pattern blocks, crayons, pencils, paint brushes, finger-paint, scissors, glue, and a variety of puzzles.
Creative skills are developed by engaging children in activities with play dough, sand, water, dramatic play, blocks, creative stories, art, music, movement, and a variety of other materials.


Fairlawne class is made up of children from year 4 to year 6, learning together in a caring, enthusiastic and supportive environment. When a child enters Fairlawne class, they will be a reasonably fluent reader, ready to develop independent learning skills. In order to meet the requirements of the National Curriculum 2014 and ensure good progress, all learning is differentiated to the age, individual needs and ability of the child, with a range of teaching and learning approaches being employed.
In English, writing tasks are predominantly linked to a class book or topic, providing a meaningful and on-going context for the writing; this also helps to develop each childâs reading comprehension and skills of inference and deduction. The text selected is often linked to our current Geography or History topic. This cross curricular approach helps to develop the childâs understanding of more than one area of the curriculum, whilst providing good breadth and depth. Children are also taught spelling and handwriting skills within each English lesson, with phonics support given to those children who need it. Daily guided reading is also an important part of the timetable, as is daily home reading which all children are encouraged to complete.
In Maths we endeavour to develop Numeracy skills within a real-life problem-solving context. By year 6, all children should have sound mental maths skills and be proficient in using standard written methods for calculations. Home learning and support with homework tasks will help every child become more confident in this. As for English, children are set meaningful targets in every lesson, enabling them to move forward in their learning and to take responsibility for their progress.
During the afternoon, a varied timetable covers Science, Geography, History, Art, DT, RE, PE, Computing, PHSE, Music and French. A variety of topics are covered each year, enabling a broad and balanced coverage of the National Curriculum during the three years a child is in the class. As a child progresses into the later years, they are encouraged to seek answers to their own questions, utilising independent research skills and developing a thirst for knowledge.
All children work towards assessment at the end of Key Stage 1 and 2. By the time children have progressed through their seven years of Primary Education, they should feel confident in themselves and their abilities to move on to their Secondary Schools.
Click here for Fairlawne Welcome Powerpoint presentation


Kindergarten-Meet ScratchJr 1
Using ScratchJr (a programming tool on the iPad), the students learned how to create their own animations. They had to think about and plan how they wanted their animation to look and how their characters were going to act.
1st Grade-Free STEAM
We finalized our unit on Light: Observing the Sun, Moon, and Stars, so we took a break this cycle to explore STEAM related websites.
2nd Grade-Catch Up
The students had time to complete any unfinished work toward our unit about the changing Earth. As students finished, they were encouraged to practice their typing skills through online games linked on the STEAM Studio website.
3rd Grade-Story Factory
After reviewing nouns, adjectives, and verbs, the students were divided into teams. Each team was given a set of instructions that they were to follow when given a cue. The first team started the factory by delivering messages to the other teams. One team was in charge of responding to the messages with nouns, one with adjectives, and the other with verbs. As the "story factory" ran, each team was delivering and sending messages to the final team who inserted these parts of speech into a story. At the end of the program, the final team had a "Mad Libs"-like story to share with the class. Using the story factory as a model, the students were able to see how computer scientists break big problems into subproblems and ways that teamwork can support problem solving. This was the first computer science lesson in our unit "Programming Patterns."
4th Grade-Reaction Test 2
Using the Tynker app, the students followed step-by-step directions to create a game that allowed the player to test their reaction time. The students chose a background and actors that would randomly move around the screen. Each time the player tapped the character, a score would be recorded with a reaction time (fast, medium, slow) displayed at the end of the game.
5A & 5B-Introduction to Robots
To begin our new Robotics and Automation unit, the students explored different types of robots using nonfiction books. After choosing a robot, they answered a Google questionnaire and uploaded a drawing of the robot.
As we have worked through this first year of STEAM, we spent a good deal of time considering curriculum. We made the leap during our 2nd trimester to adopt Project Lead the Way. Because we began using PLTW into the school year, it just hasn't been possible to do all of the units. The limitation with this unit is the expense of robotics kits. We were able to purchase robotics kits for two 5th grade classes. Next year we will be able to stagger the use of the kits so that all of the 5th graders will have the opportunity to use them, but time is a constraint this year. I know our 5C & 5D students are disappointed that they won't be using the kits this year, but it is important to us that the students (and us as teachers) get as much experience as we can with each unit.
5C & 5D-Catch Up
We spent time this cycle working through any unfinished assignments before we begin our next unit which focuses on computer science.
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Masterâs degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


Can you imagine learning to read without a book?
Basotho children are taught in Sesotho and English with often very few resources except a blackboard and chalk. Throughout their education they are thrown in the deep end through language immersion with no support for learners with additional needs. Teachers and learners are limited on an imaginable level by such a lack of resources and training.
Lesotho Literacy Leap works hand in hand with the new Integrated Primary School Curriculum in Lesotho by providing books and training workshops to primary school teachers. We support the new thematic curriculum content by providing level appropriate reading schemes, story books and non-fiction picture books. We run workshops on Phonics, reading and writing strategies and assessment for learning all aiming to raise the confidence and independence of teachers and learners.
Find out more about the Swallows Journey project by artist Sharon Flint
Donate to Lesotho Literacy Leap


The Goals Of Developmental Psychology Essay examples
In todayâs society it is widely accepted in the educational field that teachers, who can incorporate the theories of Piaget and Vygotsky into their classrooms, will be better able to increase student achievement and development to promote student learning in current elementary education programs.
Piaget and Vygotskyâs theories are often contrasted to each other in terms of individual cognitive constructivism (Piaget) and social constructivism (Vygotsky). Piaget believed that children go through a set of cognitive development changes whereas Vygotsky believed that cognitive development is continual.
Both individuals have contributed to education by offering research for the cognitive learning styles and abilities of children. Cognition refers to the inner processes and products of the mind that lead to âknowingâ. Itâ¦


Neuroplasticity: New Research Challenges Our Ideas About the Brain
Iâve been posting recently about the new approach to math. This approach is based on what researchers have been learning about the brain and how it works. In the past, many believed we were born with certain abilities and after childhood, our intelligence was pretty much set. This idea, that some of us were born with higher than normal intelligence than others, fueled at boom in IQ testing during the 70âs. As you might expect, this interest in assessing innate intelligence, had some negative effects. While some students benefited by being identified as âgiftedâ, many students were unfairly labeled as a result. Later, in the 80âs and 90âs Howard Garderâs Theory of Multiple Intelligences, broadened our understanding of intelligence to include more than one way of thinking: students could be visual, kinesthetic, or interpersonal learners (among other categories.) Gardnerâs theory definitely expanded our collective understanding of intelligence. Nonetheless, is still limited when we consider the findings of recent research.
As an educator, I will never tire of learning how the brain works. To this end, I recently came across a video series. The video Iâve posted below is about neuroplasticity, which refers to the ways the brain changes in as a result of new thoughts, behaviors, feelings or experiences. Researchers are learning the brain has a lot more plasticity than we ever thought possible before.
Basically, we can rewire our brains. In fact, itâs happening all the timeâ¦
Check out the video and let me know what you think in the comments below.
How does this inform your understanding of how we learn? How might we use this information to support our childrensâ or studentsâ learning? How might this affect our own ideas about what we can or canât learn ourselves?
- Common Core Math is Changing with Way we all Think about Math
- Investing in Music Education Is Smart!


As a child, before he started playing jazz, composer and musical icon Herbie Hancock was fond of taking things apart and putting them back together. He was perpetually inquisitive and analytical, a quality that carried from his days of tinkering with clocks and watches to his playing of music, where he threw himself into jazz as a teen.
âI would always try to figure out how things work,â Hancock said. âIt was that same instinct that I have that made me learn jazz more quickly. . . . It wasnât a talent for music. It was a talent for being able to analyze things and figure out the details.â
Hancock later studied electrical engineering at Grinnell College before starting his jazz career full-time. He says there is an intrinsic link between playing music and building things, one that he thinks should be exploited in classrooms across the country, where there has been a renewed emphasis on science, technology, engineering and math (STEM) education.
Hancock joined a group of educators and researchers Tuesday at the U.S. Education Departmentâs headquarters to discuss how music can be better integrated into lessons on math, engineering and even computer science, ahead of International Jazz Day this weekend.
Education Secretary John B. King Jr. said that an emphasis on math and reading â along with standardized testing â has had the unfortunate side effect of squeezing arts education out of the nationâs classrooms, a trend he thinks is misguided.
âEnglish and math are necessary but not sufficient for studentsâ long-term success,â King said, noting that under the Every Student Succeeds Act, the new federal education law, schools have new flexibility to use federal funding for arts education.
Hancock is the chairman of the Thelonious Monk Institute of Jazz, which has developed MathScienceMusic.org, a website that offers teachers resources and apps to use music as a vehicle to teach other academic lessons.
One app, Groove Pizza, allows users to draw lines and shapes onto a circle. The circle then rotates and each shape and line generates its own distinct sound. Itâs a discreet way for children to learn about rhythm and proportions. With enough shapes and lines, children can create elaborate beats on the app, all in the context of a âpizzaâ â another way to make learning math and music palatable to kids.
Another app â Scratch Jazz â allows children to use the basic coding platform Scratch to create their own music.
âA lot of what we focus on is lowering the barriers to creative expression,â said Alex Ruthmann, a professor of music education at New York University who helped develop the Groove Pizza app.
Other researchers discussed their experiments with music and rhythm to teach fractions and proportionality, a challenging concept for young students to grasp when it is taught in the abstract. Susan Courey, a professor of special education at San Francisco State University, developed a fractions lesson that has students tap out a beat.
âIt goes across language barriers, cultures and achievement barriers and offers the opportunity to engage a very diverse set of students,â Courey said. In a small study, students who received the music lesson scored 50 percent higher on a fraction test than those who learned with the standard curriculum. âThey should be taught together.â
âIf a student can clap about a beat based on a time signature, well arenât they adding and subtracting fractions based on music notation?â Courey said. âWe have to think differently.â
Hancock thinks that the arts may offer a better vehicle to teach math and science to some students. But he also sees value in touching studentsâ hearts through music â teaching them empathy, creative expression and the value of working together and keeping an open mind.
âLearning about and adopting the ethics inherent in jazz can make positive changes in our world, a world that now more than ever needs more creativity and innovation and less anger and hostility to help solve the challenges that we have to help deal with every single day,â Hancock said.


Encourage fine motor skill development, ordering, sequencing and much more! Kid-approved Smart Snacks pack serious learning into delightful batches of irresistible play. This batch features 5 progressively sized, differently colored bears that children can take apart, snap back together, and nest into one. Baby, brother, sister, Mama, and Papa, the whole family is here to demonstrate sizes, colors, and big-time fine motor fun! Includes 5 Bears (red, orange, yellow, green, blue). Largest bear (red) measures 6"H. Ages 2+.
Suggested Learning Activities:
Ordering or sequencing by size:
- Have your child put the bears in order from biggest to smallest and then smallest to biggest. If your child is having difficulty, try tracing the bottom of each bear on a piece of paper, and then have your child place the matching bear on top.
Fine motor skills:
- While opening and closing these bears may seem simple to adults, it's actually a great way for children to build fine motor skills (by strengthening muscles in the fingers and hand that are later used for holding a pencil and other everyday tasks).
- Discuss the color of the bears and use size words such as small, medium, large, short, tall, biggest, bigger, smallest and smaller.
- Line up the bears by size and have your child tap each bear while counting 1-5.


The Common Coreâs emphasis on higher learning standards is well intended but poorly executed and evaluated. Standards are expectations of student learning and skill development. Skills must be acquired by students rather than imparted by teachers or the standards.
We are mistakenly evaluating student learning and predicting future outcomes based on how well a child meets a particular standard of performance at a predetermined moment in time regardless of individual circumstance, ability, or disability.
Availability of funding, class size, academic support programs, wrap around services, along with numerous other âbarriers to learningâ that exist outside of school and beyond the reach of teachers, can also have an impact and diminish student performance.
Furthermore, cognitive skills emerge and develop differently in people depending on both genetic and environmental factors, and that is why K-12 education programs should focus on the acquisition and cultivation of individualized, customized, and transferable skills, rather than standardized ones.
Conversely, learning activities that foster the development of foundational social and emotional skills and cultivate student agency should be standard practice and a primary focus of all K-12 programs.
Students learn differently and school programs that emphasize a standardized curriculum and standardized testing will not by osmosis standardize student skills and abilities or synchronize student learning.
Students must actively participate in the learning process and care to do better if their performance is going to improve.
Learning is not done to you.
learning is something you choose to do.
Student agency and self-efficacy is an essential component of achievement and learning in school. The appropriate and effective application of hard skills is soft skills dependent.
Rather than a narrow focus on the acquisition of âcollege readyâ numeracy and literacy skills measured by a standardized test, K-12 education programs should cultivate the development of diverse academic, social, and emotional skills that will prepare students for the real âtestsâ in life.
Common Coreâs misguided emphasis on rigorous âcollege readyâ math and ELA skills may be well intended, but in practice other critically important skills and vigorous learning experiences are crowded out and receive less attention in the classroom.
A broad-based and well balanced K-12 education program will help to assure that each child achieves his or her academic, social, and emotional potential as they acquire a comprehensive and customized set of life skills and âtoolsâ.
A contractor may possess the literacy skills to understand building plans, permits, and blueprints along with the numeracy skills to construct a level, square, and properly angled structure but that is of little consequence if he or she lacks the self-confidence and courage to climb a ladder and the balance to work on a roof.
Every person is unique and cognitive ability will always differ among our students. K-12 education programs must include activities and diverse experiences or âpathwaysâ that cultivate academic, social, emotional, and vocational skills that will enhance and support student learning and growth throughout life.
Passion-driven learning respects students as individual learners with unique interests, talents, and abilities while data-driven Common Core education programs seek to rate, sort, and compare students according to a narrow and standardized set of math and ELA skills.
Cognitively delayed and disabled students who are resourceful, creative, persistent, self-reliant, compassionate, generous, curious, confident, flexible, open-minded, courageous, resilient, and volunteer will succeed in college and careers.
Students who are academically and cognitively proficient but are selfish, lazy, hesitant, dishonest, unreliable, dispassionate, rigid, compelled, doubtful, indifferent, spiritless, unimaginative, and narrow minded will not be successful in college and work environments.
A more accurate and reliable indicator or predictor of âreadinessâ is not how well you perform on a standardized test at a particular moment in time, but whether you pick yourself up, dust yourself off, and continue learning and striving towards a higher level of performance.
It is foolish to claim that all high school graduates must first acquire the same âcollege readyâ Common Core math and ELA skills in order to attend and succeed in college, when they just need to be âready to learnâ and apply the numeracy and literacy skills they do have in more advanced and challenging ways.
What would have been the likelihood of Michael Jordan being âcareer readyâ if his K-12 schooling was focused primarily on acquiring the same math and ELA skills as his classmates at the expense of time spent discovering his passion and developing his unique and special athletic skills and abilities?


Young Athletes presented by Comfort Dental
Special Olympics created this program in 2007 to reach out to children with intellectual disabilities ages 2 1/2 to 7, and to welcome them and their families to the Special Olympics movement. The Young Athletes Program is an innovative sports play program for children ages 2 1/2 through 7 with intellectual disabilities and their non-disabled peers, designed to introduce them into the world of sport, with the goal of preparing them for Special Olympics sports training and competition when they get older. The benefits have been proven worldwide. First and foremost, these activities will help the children improve physically, cognitively and socially. This program will also raise awareness of the Special Olympics program and serve as an introduction to the resources and support available within Special Olympics Colorado to families, agencies, and schools.
Improved social skills is another inspiring reason parents enroll their children in Young Athletes. The confidence boost makes it easier for them to interact with other children on the playground, whether or not they have intellectual disabilities.
Goals of the Program
This program is designed to address two specific levels of play. Level 1 includes physical activities focused on developing fundamental motor tracking and eye-hand coordination. Level 2 concentrates on the application of these physical activities through a sports skills activity program and developing skills consistent with Special Olympics sports play. The activities will consist of foundational skills, walking & running, balance, and jumping, trapping & catching, throwing, striking, kicking and advanced skills.
Objectives of the Program
1) Engage children with intellectual disabilities through developmentally appropriate play activities designed to foster physical, cogni- tive, and social development.
2) Welcome family members of children with intellectual disabilities to the Special Olympics network of support.
3) Raise awareness about the abilities of children with intellectual disabilities through inclusive peer participation, demonstrations and other events.
How the Program is Conducted
The Young Athletes program includes several resources â a Young Athletes Activities Guide, a Training DVD and a Young Athletes Equipment Kit â to guide family members, educators and other professionals as they conduct Young Athletes activities with their children, brothers, sisters, cousins, grandchildren, students or patients.
Advanced YAP in Colorado
An advanced YAP curriculum guide for kindergarten to second grade (ages 5-7) students is currently being developed utilizing the Special Olympics individual sport skills guides to ensure continued involvement after completing the preschool Young Athletes Program.


The Project Approach in Early Years Provision is designed to help early years students, practitioners and managers understand and manage project work with young children. The project approach is designed to enable early educators to ensure young children are learning in the best possible way by providing motivating learning opportunities. Put the project approach into practice, using the included resources with adaptable and printable planning and observation forms. Link the approach to the requirements of all four British early years curricula. Develop children's personal and social skills by encouraging collaboration with others. Provide a meaningful context for children to practice their literacy and numeracy skills. Promote sustained shared thinking by facilitating projects that involve children in active investigation, discussion and debate. Give each child the freedom to learn according to their individual needs, interests, aptitudes, and abilities.
Please Note that the book is stored on your phone and you do NOT need a data connection to read it.
The Project Approach in Early Years Provision, by Marianne Sargent, is packaged with an easy to use functional book reader which means you can down load the App and start reading.
This is a full length, fully licensed and official ebook version of this title.
Further details of distribution rights and copyright ownership are available at www.digimediaapps.com/license.aspx
******* Features include **********
- Scroll up/down
- Opens up where you left off reading
- Portrait and Landscape mode
- Variable font size
- Table of Contents for easy navigation between chapters
- Bookmarks to remember marked sections
åè²»ç©The Project Approach in Early Years Provision APPç©åè²»
åè²»ç©The Project Approach in Early Years Provision App
|é¦æ¸¯ Hong Kong||Windows|


Rosen Phonics Readers
Rosen Phonics Readers is a complete and comprehensive classroom program created with both quality of
instruction and economy of time in
mind. Rosen Phonics Readers provide authenticity in linguistic context to contribute to a complete learning
experience for students, while also providing
educators with an easy go-to program for either primary or supplemental use.
Phonics is the method of teaching children to âsound-outâ, or decode words. Children learn to recognize each
of the phonemes in the English language and
their associated graphemes, and how those sounds and letters combine to form whole words. Phonics therefore can
be seen as a set of rules about lettersound
correspondences that readers must learn to recognize and use automatically.
Phonics as a method of teaching English has been subject to some valid criticisms in the past. The Rosen
Phonics Readers program is designed to
address those criticisms, most importantly the authenticity of instructional materials.
The best educational experiences are authenticâthose that place the skills, rules, or ideas being taught in
real context. To be most successful, beginning
readers need the opportunity to immediately place phonics rules in context of real, relatable stories.
Each Rosen Phonics Reader does just that, providing essential explicit phonics instruction with the benefits
of embedded phonics (the Whole
Concise and easy-to-reference suggestions for whole class and small group instruction are included in the
back of each book. All readers are also leveled
using Fountas and Pinnell levels (A-D), for easy integration into any Guided Reading or literacy intervention
program. Educators can thus differentiate
instruction and implement the program in the way they feel best benefits their unique learners or classrooms.


â¢â¢ 50 Videos â¢â¢ GRADED CURRICULUM SERIES FOR PIANO ACCORDION. If youâre a beginner or have a tiny bit of experience with the accordion (and want to make sure youâre doing it right) this course is for you!
In this course we teach you a very unique way to read music, youâll get an introduction to basic rhythms, learn what the #1 rule is for the bellows, learn standard bass patterns used in many songs, and produce quality sound.
By the end of the course, youâll have a whole list of different songs with different styles that you will be able to play like a pro!
â¢ Grade Level 1
â¢ 50 Videos
â¢ Digital Player
â¢ Sheet Music Included
How to Play the Piano Accordion with Patricia Bartell
Online Accordion Lessons
Graded Curriculum Series | Level 1 for the Piano Accordion. In this Level 1 course of the Piano Accordion Series we teach you what the #1 rule is for the bellows, standard bass patterns used in many songs, and how to produce quality sound. Youâll learn a very unique way to read music and get an introduction to basic rhythms. By the end of the course, youâll have a whole list of different songs with different styles that you will be able to play like a pro! â¢ 50 Videos â¢ Sheet Music Included
PIANO ACCORDION SERIES LEVEL 1 INCLUDES:
|Unit 1: Getting Ready (2 videos)||Unit 8: Major Chords (6 videos)|
|Unit 2: Rhythm (3 videos)||Unit 9: Early Morning Time (5 videos)|
|Unit 3: Airborne (3 videos)||Unit 10: Itâs How You Think (5 videos)|
|Unit 4: The Left Hand (2 videos)||Unit 11: On The Journey (4 videos)|
|Unit 5: The Other Side (3 videos)||Unit 12: Stepping In (5 videos)|
|Unit 6: Keyboard Action (3 videos)||Unit 13: Going Higher (5 videos)|
|Unit 7: I Believe (4 videos)||Unit 14: Celebrate (5 videos)|
If youâre already an Accordion Life member, click the button on the right side of this page that says âTake This Courseâ to get started learning the piano accordion.
If youâre not a member yet, click the button below to join as a Piano Accordion Student.
Your Accordion Teacher: Patricia Bartell
Patricia Bartell is a graduate of Whitworth University with a B.A. in Music Education and Accordion Performance. Patricia is recognized not only in North America, but internationally as an adjudicator, professional performer and teacher.
She has studied piano with Dr. Judith Schoepflin of Whitworth University and with Kendall Feeney of the Golandsky Institute, which is the preeminent center for the Taubman Technique Approach. Patricia has also studied âThe New Technical Approachâ with the world-renowned accordion teacher Frederic Deschamps in France. This technique approach has helped produce amazing results for all ages. MORE
If you want to take your online accordion lessons a step further, Patricia also gives private accordion lessons via Skype for all ages and styles of music.
Why Join Accordion Life?
â¢ You deserve the best music education and tools available to learn the accordion from qualified and experienced teachers.
â¢ Depending on where you live, accordion teachers may be as scarce as hens teeth.
â¢ From the start, you want to know youâre doing it right â¦ and not having to start over later since your time is valuable. We will give you proper technique that you wonât find on YouTube.
â¢ Itâs much cheaper than most private lessons and youâre getting top notch education without breaking the bank.
â¢ Weâll give you the confidence you need about the process of learning, and weâre available for questions through the forums. Every lesson in each course also has a place for you to ask questions and get feedback.
â¢ Youâll have your own personal library of downloadable sheet music that is always growing.
â¢ Youâll receive weekly articles to help advance your Accordion Life.


Sotavento presents educational sessions, residencies, workshops, and string Orchestra Programs at the elementary, junior high, high school and college levels. Presentations are also available for Ethnomusicology, Music Education, and Music Appreciation classes at the undergraduate and graduate level. Here is a list of the various workshops and educational sessions, and orchestra arrangements available:
Introduction to Latin American Music
A presentation of the three main roots of Latin American music. In this lively, interactive performance you can hear how Pre-Columbian, European, and African musical influences have blended together in different countries in Latin America to become what each region can now claim as its own style. The presentation includes information about socio-cultural context of songs as well as the display of unusual string, wind, and percussion instruments from Latin America. Participants will have opportunities to play along with the music. A study guide accompanies the performance, which includes an extensive glossary of terms and resources for further study. The group will customize their program to fit the interests of your organization and develop performances with music from specific cultures or countries.
Instruments of the Andes
In depth descriptions of the many instruments of the Andean or Altiplano region, such as the quena, quenacho, tarkas, sikus,bombo, chajchas, charango, etc. Sotavento will demonstrate the usage of these instruments in the traditional musical styles of Bolivia, Ecuador, Peru, Northern Argentina, and Chile.
Latin American Percussion
An overview of percussion instruments and rhythms played throughout Latin America, from the Argentinean zamba to the bomba and plena of Puerto Rico. In this workshop participants will have the opportunity to learn and play some of these rhythms.
A presentation of Andean panflutes, from the very tiniest chulli to the longest toyo. Sotavento will demonstrate the different ways in which sikus are played and the various musical styles in which this instrument is used. The group will help participants to learn the basics of playing with easy-to-learn siku pieces. In longer residencies, siku making is an exciting workshop where participants will make their own siku. Music scores are provided for this workshop.
The Mexican Son
Dynamic and vibrant, this musical is representative of the richness and diversity of Mexican cultures. This workshop presents a historic outline of the son, the main characteristics of the genre, and the musical instruments and ensembles within each son tradition (huasteco, calentano, istmeÃ±o, jaliciense, jarocho, abajeÃ±o, arribeÃ±o etc.) throughout Mexico. Participants will have the opportunity to play different son traditions. Musical instruments are required for those who want to play. Music scores are provided.
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For chamber orchestra:
- El molde (merengue-rumba-cueca)
- El destajo (festejo)
- Los Botones (son jaliciense)
Orchestra arrangements for school string orchestra:
- Canchunchun dichoso* (Folk Venezuela)
- Casa de la Virreyna (Eduardo Ocaranza, Peru;, vals)
- CucurumbÃ©* (Gavilondo Soler "Cri-Cri," Mexico)
- DespuÃ©s del silencio (A. M. GarcÃa, Ecuador, canciÃ³n)
- La flor de la dalia* (Folk Bolivia, kaluyo)
- Jucheti Consuelito* (D.P. MichoacÃ¡n, Mexico, pirecua abajeÃ±a)
- Kunatakiraki* (Folk Bolivia, huayno)
- MamÃ¡ Criso (Yayo Jofre, Bolivia, canciÃ³n-charla)
- Morenada (C. Salamanca, Bolivia, morenada)
- Nana Chuchita (Rafael Trinidad, Mexico, pirecua abajeÃ±a)
- La Paguinita* (D.P. Oaxaca, Mexico, son istmeÃ±o)
- Poncho color viento (Alcides MejÃas, Peru, huayno cacharpaya)
- Ojos azules* (Irma & Elsa Arteaga, huayno)
- Pa' los changos* (Roberto Cantos, Argentina, bailecito)
- La flor azul* (Mario Arnedo Gallo, Argentina, chacarera)
- Negra linda* (Alberto Dominguez & Carlos Pinelo, D.P. Mexico, danzonete)
[* with vocals]
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March is Arts Education Month, which makes it fitting to point out that when school budgets get cut to the bone, as they are in this current budget crisis, art and music education are always among the first casualties. Because this crisis is unprecedented, so is the depth of the cuts being made.
Itâs clear why art and music take the first cut in the current climate. As a result of No Child Left Behind legislation, every school and every classroom is rated according to how students achieve on standardized tests. You can look at those tests until you grow very weary, and you will never see mention of a treble clef or a two-point perspective drawing technique. When tests measure reading, math, and social studies, that is what is taught and that is where resources must be allocated.
What remains much more difficult to understand is the political arena and social context that makes those choices necessary in the first place. It is shortsighted. The arts are not frillsâthey are essential elements of a complete education, often providing the very skills and motivation required for school success.
The arts represent a form of thinking that is both sensory and academic, involving human imagination and judgment. They are a form of expression and communication that is essential to the human experience.
Whatâs more, the arts provide unique ways of reaching students who may not access knowledge as readily through language and mathematics alone.
The research is unequivocal. In a comprehensive report, the Education Commission of the States cited âa growing body of evidence that points to the importance of arts education in improving student achievement, affirming positive alternatives to troubled youth, and developing and building a workforce capable of competing in an increasingly knowledge-based global economy.â
Among the most critical findings was the fact that learning through the arts can level the playing field for young people from disadvantaged backgrounds. In a national sample of 25,000 students, those with high levels of art instruction or experiences earned higher grades and scored better on standardized tests than those with little or no involvement in the arts, regardless of socioeconomic status.
Other studies have shown that in terms of reading and language development, certain forms of arts instruction enhance basic reading instruction aimed at helping children âbreak the phonetic codeâ that unlocks written language by associating letters, words, and phrases with sounds, sentences, and meanings. Also, in the area of mathematics, certain music instruction develops spatial reasoning, which is fundamental to understanding mathematical concepts.
Art experiences strengthen problem solving and creative thinking. Learning in the arts also nurtures growth in self-confidence, self-control, conflict resolution, collaboration, empathy, and social tolerance.
Whatâs more, another researcher showed that an education rich in the arts and humanities develops skills that are increasingly crucial to the productivity and competitiveness of the nationâs workforce: the ability to think creatively, communicate effectively and work collaboratively, and to deal with ambiguity and complexity.
In Santa Barbara County, thanks to the power of partnerships, we have managed to keep the arts alive in our schools so far.
The Childrenâs Creative Project, started by my office after Proposition 13, uses an artist-in-residence approach and sends professionals in the visual and performing arts to more than 60 schools in Santa Barbara and San Luis Obispo counties, reaching more than 30,000 students.
It is also important to underscore the link between careers and the arts. New technologies for the arts, arts-related computer applications, and emerging arts-related careers are especially vital in California. One study of the arts found that spending on the nonprofit arts alone supports more than 115,000 full-time and part-time jobs in the state. In addition, entertainment products, such as movies, television shows, video games, and music CDs, form one of the countryâs highest export categories.
Many young people find great joy in artistic expression. For some, it is an outlet and a source of inspiration. It helps them keep connected to their teachers and their schools.
The benefits of arts education can translate into real advantages, including closing the achievement gaps between groups of students, keeping young people in school who otherwise might drop out, and preparing students for the demands of college and an ever-changing workforce.
Bill Cirone is Santa Barbara County superintendent of schools. Send comments to the editor at email@example.com.


To ensure universal access to quality education for establishing literate society
Providing free and compulsory quality education at elementary level and improving the standard of secondary and higher secondary level, and also improving adult literacy.
1 Equity : Inclusion of disadvantaged groups, weaker sections and illiterate adults.
2 Quality : Improving standards of education.
3 Formulating policy and carrying out institutional and systematic reforms.
4 Access : Expansion of school and Teacher capacity building.
5 Retention : Improving retention rate of School children
The School Education Department looks after formal education through schools from Class I to Class XII, that is, Elementary Education from Class I to Class VIII, Secondary Education from Class IX to Class X, Higher Secondary Education from Class XI to Class XII. It also looks after Adult Education, Hindi Education and Physical Education. Besides, the department is also implementing various Central Schemes/programmes such as
1) Rashtrya Madhyamik Shiksha Abhyian (RMSA)
2) Sarva Shiksha Abhyian (SSA)
3) Mid-Day Meal
4) Right to Education Act, 2009.
It is the biggest department consisting of around 33% of the entire government work force in Mizoram as per the census of Govt. Employees, 2008.
Rashtriya Madhyamik Shisha Abhyan (RMSA) and Sarva Shiksha Abhyian (SSA) are implemented through the Mizoram Education Mission Society in which the Secretary to the Government, School Education Department is the Mission Director. They are headed by the State Project Directors. The Right to Education Act is also implemented through the Sarva Shiksha Abhiyan.
Though the department has a good number of notable achievements during the last Five year plan, there is still a long way to go to achieve the desirable qualitative changes. Therefore the programmes and schemes are directed towards achieving these goals which of course definitely imply allocation of resources reasonably. Further, in order to reform the system of education in the State of Mizoram, the Government of Mizoram set up the Education Reforms Commission to recommend ways and means to raise standards of education and improve its quality.


- A piece of paper with an arrow drawn on it.
- 1 glass
- 1 glass of water.
WHAT TO DO
Draw an arrow on the piece of paper.
Then put the empty glass in front of the piece of paper with the arrow on it.
Finally pour water into the glass and watch in amazement as the arrow changes its direction!
WHY THIS HAPPENS?
In the experiment light traveled from the air, through the glass, through the water, through the back of the glass, and then back through the air, before hitting the arrow.
When the light passes from one material, into another, it bends or refracts i.e. refraction of light.
For more such science experiments and articles, visit Science for Kids.


NAMM understands me?
I finally have found the words to describe what I do. Thank you NAMM!!
For full article visit: https://www.nammfoundation.org/educator-tips/supporting-music-education-choose-teach
âThe information that follows will assist you and your students in making an informed choice. Becoming a music teacher can be an extremely rewarding and challenging career. If you love to make music and enjoy working with others, there is no better way to convey that passion than by sharing your knowledge and enthusiasm as a professional music educator.
What Does a Music Teacher Do?
- teach classes
- share their love of music with students and other teachers
- prepare lesson plans
- develop curriculum
- assess and evaluate student progress
- share student progress with parents, fellow teachers and school administrators
- prepare and perform concerts
- develop course content based on local, state and national content standards
- ensure success for all students while respecting their various interests, abilities and cultural backgrounds
- use motivation and positive reinforcement as effective classroom-management tools
- model professionalism in all aspects of the profession
- demonstrate ultimate responsibility for resources, including
- communicate with all parties on a regular basis
- lead with enthusiasm
What Do I Have to Know to Be Able to Teach Music?
- Understand pedagogy: The techniques of teaching choral, instrumental and classroom music at all levelsâelementary school, middle school and high school
- Demonstrate an accomplished level of musicianship: Mastery of your instrument, conducting, sight reading, singing and studying a score
- Develop effective time management, organization, communication and facilitation skills
- Advocate for music education: Learn why music is important for all children and how being involved with music contributes to brain development of young children and enhanced student achievement
- Show compassion: A music educator must be exceedingly sensitive to all student needs
- Maintain high expectations: Focus on achievement and motivate students to meet established goals successfully.â


Dietetics Association of Australia encourages all Australians to start the day with a healthy breakfast. Eating breakfast contributes in many ways to good health and nutrition.
Hereâs why you should enjoy a nutritious brekkie every day.
â Helps you to maintain a healthy weight
â Breakfast is often coined as the âmost important meal of the dayâ as it an opportunity to break the fast from the night before. Research shows that consuming breakfast regularly is associated with lower levels of overweight and obesity. Breakfast fills you up, meaning you are less likely to experience hunger pangs throughout day and resort to snacking on high energy, high fat foods.
â Provides energy and leads to higher intakes of essential nutrients such as carbohydrate, dietary fibre and certain vitamins and minerals.
â It is important to eat something nutritious each morning to replenish your carbohydrate stores and re-fuel for the day ahead. Breakfast is an ideal opportunity to consume foods which are great sources of B vitamins, folate, iron and fibre. Research has found that those who consume breakfast are more likely to meet their recommended dietary intakes for vitamins and minerals compared to when breakfast was not eaten. Improves alertness, concentration, mental performance, mood and memory
â Skipping breakfast can often leave you feeling âfuzzyâ or unable to concentrate; this is because your brain is starving for energy. Your brain requires energy in the form of glucose from nutritious foods such as grainy bread, breakfast cereals, fruit and milk at breakfast in order to function at its best throughout the day. In fact, eating breakfast has been linked with an improvement in literacy and numeracy skills in school children.
â For the best start to the day, choose a healthy breakfast which is high in fibre, low in saturated fat and provides plenty of vitamins and minerals.
In todayâs Healthy Workshop we prepared a delicious balanced perfect meal for breakfast: Acai Bowls.
Whats so good about them? Berries contain antioxidants called polyphenols, which are anti-inflammatory to the body and can promote optimum health and vitality. Bananas are a great source of potassium that helps to regulate muscle contraction and fluid balance. Leafy greens and super foods are anti-inflammatory and help support immune function.
Super foods added;
Chia Seeds Helps to pump up the omega 3 fatty acid profile. Benefits of omega 3 include helping to lower cholesterol levels, reduce high blood pressure, improving symptoms of arthritis and improved mental health.
Goji Berries They are high in antioxidants, specifically the carotenoids (like beta-carotene) and zeaxanthin (compound that absorbs blue light and helps protect the eyes). The antioxidants in the berries are thought to help fight off free radicals in the body. Goji Berries have about 20 different vitamins and minerals, making it one of the most nutritionally beneficial foods available and 18 different amino acids (the building blocks to protein).
Acai Powder A remarkable concentration of antioxidants that help combat premature aging, with 10 times more antioxidants than red grapes and 10 to 30 times the anthocyanins of red wine. A synergy of monounsaturated (healthy) fats, dietary fiber and phytosterols to help promote cardiovascular and digestive health. An almost perfect essential amino acid complex in conjunction with valuable trace minerals, vital to proper muscle contraction and regeneration.


THE ELEMENTARY SCHOOL PROGRAM OF STUDIES
|Standard 1||Creating, performing, and participating in the arts|
|Standard 2||Knowing and using arts materials and resources|
|Standard 3||Responding to and analyzing works of art|
|Standard 4||Understanding the cultural dimensions and contributions of the arts|
Art education is essential to fulfilling the potential of the whole child by fostering intellectual, social, and creative growth. Our elementary program provides opportunities for students to use a large variety of media in an expressive and organized form; respond critically to works of art; and learn about art expression in its social, historical, and cultural context. Students are encouraged to explore different solutions to problems to develop divergent thinking. This skill is fundamental to the creative process. Through art, we are able to teach critical thinking, analysis, and judgment. Art is integrated with other disciplines in the elementary curriculum. Students in grades one to five have art one period each week.
The elementary art program strives to develop the joy of discovery through art in a nurturing and positive learning environment. We recognize the unique style of each child, and that each child will produce art at his/her own level of development. The curriculum provides experiences to guide students toward a lifetime of appreciation and pleasure through art.
|To develop each student's potential for artistic expression|
|To foster a sense of self-confidence, worth, and individuality|
|To cultivate the imagination|
|To develop critical thinking, analysis, and aesthetic judgment skills|
|To recognize and respect diverse artistic, cultural, and historical expressions|
To accomplish these goals, the elementary program is comprised of developmentally appropriate experiences at each grade level to enable students to understand art, create art, and value art. Children work with a variety of media including paper, crayons, paint, printmaking materials, and clay.


Sugar Absorption Experiment
Demonstrate the process of absorption with this easy sugar absorption experiment.
Absorption can be described as a process in which one substance takes in another substance.
Before you do this sugar absorption experiment, you could talk about and demonstrate how a sponge and paper towel absorb water. Discuss the advantages of this property with respect to cleaning up in the home or classroom.
You could even test a variety of substances to see which one are good absorbers of liquid and which are not. For example, compare a wad of newspaper with the pages of a glossy magazine, or compare a tissue with a cotton kitchen swab. See which substance absorbs the most water or which one absorbs it the quickest.
Ask the children to think about what fabrics would make good diapers for babies or good towels. Then ask what type of fabrics make good swim suits, shower curtains or umbrellas.
Sugar Tower Absorption
You will need
Build a tower of four sugar cubes.
The sugar absorbs the water as shown by the colour that gradually climbs up the tower.The sugar gets soggy and the tower will fall over.
Easy Science Experiments for Kids
Evaporation Science Experiment
Surface Tension Experiment
Salt Solution Evaporation Experiment
Sugar Crystals Experiment
Capillary Action Experiments
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EdD Educational Leadership
Educational Services and Leadership
College of Education
Purcell Cone, Theresa
McCall, James A.
Rattigan, Peter J.
Attention-deficit hyperactivity disorder; Exercise
Elementary Education and Teaching
This case study examined the relationship of elementary age students' participation in a before-school physical activity program and their adherence to the behavioral expectations in the morning homeroom period. Students with Attention Deficit Hyperactivity Disorder (ADHD) demonstrate behaviors such as impulsivity, hyperactivity, and inattention. One theory that as to the cause of these behaviors is the lack of a synaptic connection in the Executive Functioning brain area, which is caused by the lack of dopamine and norepinephrine which increase during physical activity.
This case study was conducted using three student participants diagnosed with ADHD and their classroom teacher. Data collection included an observation checklist and description, student and teacher interviews and a field journal. As a result of reading and coding the data, three major themes emerged related to the research questions along with sub themes connected to each major theme. This study found that when the students participated in the before-school physical activity program they were able to demonstrate an adherence to the behavior expectations set by the teachers in each classroom. Teacher philosophy towards education also played a role in the students' ability to adhere. This study showed that each child moved with joy and purpose, and offered a perspective into the mindset of these highly creative students.
Wehrle, Steven Robert, "A qualitative case study describing the relationship of physical activity and classroom behaviors expectations for elementary students with Attention Deficit Hyperactivity Disorder" (2017). Theses and Dissertations. 2347.


How to become a Gaming Engineer
Do you like video games? What it would it be like to design video games for a living?
- Gaming engineers usually work with a team that includes designers, artists, and testers. Engineers might be involved in just one part of the projectâor they might be involved from the initial idea through testing the game.
- Gaming engineers are specialized software designers. They usually have a bachelorâs degree in a related field, like computer science. Some companies require a masterâs degree.
- Gaming engineers need to understand computer programming and development. They need to be good at math and be able to analyze data, think creatively, and solve problems. They also need to understand what makes a video game interesting and fun.
- A big part of a gaming engineerâs job is creating programming code to make the game work. Engineers also troubleshoot (fix problems) once the game is almost complete.
- While the field of game engineering is growing, thereâs also lots of competition. Who wouldnât want to work on creating video games for a job? Because of this, gaming engineers have to be really, really good at what they do. They also have to be able to work well with team members.
- The average salary for a gaming engineer is around $65,000. On the low end, gaming engineers might make $35,000. A highly skilled engineer might earn $95,000.
Questions and Answers
Question: I want to work on video games, but Iâm not sure being a gaming engineer is the right fit. How do I know?
Answer: Gaming engineers do the behind-the-scenes work, writing code (a type of computer language) to make the game work. If computersâand computer programmingâisnâtâ your thing, you might be more interested in a different area, such as working as an artist to design the animation used in video games. In any event, itâs a good idea to get a broad education that will allow you to work in many areas of computer programming or artânot just video games.
Watch a video detailing steps about how to become a gaming engineer.
Cite This Page
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MLA Style Citation
Declan, Tobin. " Gaming Engineer Facts for Kids ." Easy Science for Kids, Dec 2018. Web. 10 Dec 2018. < https://easyscienceforkids.com/gaming-engineer/ >.
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Tobin, Declan. (2018). Gaming Engineer Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/gaming-engineer/
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The music of composer Heitor Villa-Lobos (1887-1959) reflects a combination of traditional European and native Brazilian influence. He was exposed to classical music at an early age through the musical evenings his father hosted in their home.
His music education, at first, followed the standard formal training of harmony and learning to play several instruments. It was his interest in the folk music of Brazil that led him to spend years studying the musical elements of native cultures. Those elements were frequently incorporated into his concert works.
After Brazil abolished slavery in 1888, the dominance of European music gave way to more folk music. Villa-Lobos heard the street bands in his hometown of Rio de Janeiro while relying on his classical training to help support his family following the death of his father in 1899. Heitor earned money by playing with movie and theater orchestras. He later went on several expeditions to Brazilâs interior to study the music of native groups. That music had further been influenced for hundreds of years by the Portuguese explorers and settlers, and the African slaves.
This alternating between classical and folk music continued in both his performance and composition. He played cello in an opera company orchestra in Rio and wrote improvisations for guitar based on the folk music from his expeditions. Instead of choosing one style or the other, he composed two symphonic poems in 1916 that blended Brazilâs interior with classical music training. Although the works, Amazonas and UirapurÃº, were not performed until several years later, they were both for orchestra and both were based on the sounds within the Amazon rainforest.
He was influenced by several famous names of the early 20th century such as pianist Arthur Rubenstein and Ballet Russes founder Sergei Diaghilev. Another who particularly inspired him was guitarist AndrÃ©s Segovia, who commissioned a work for guitar. The result was 12 short pieces related to Brazilian street musicians called âchorÃµes.â
Choro music rose in popularity from the freed slaves and the growing middle class. The term is used for the style of music and the instrument ensembles used to perform it. Popular instruments include the guitar, flute, and cavaquinho â a four-stringed member of the guitar family. The type of music is lively, filled with key changes and different rhythms.
Following these short guitar pieces, Villa-Lobos composed a larger work, Choros, written between 1920 and 1929. The work was made up of 14 movements plus introduction and finale. Some were for solo instruments, others for chamber and full orchestra and some had either menâs or full chorus. They included traditional as well as native instruments.
Villa-Lobos combined his lifelong admiration of J. S. Bach and his interest in Brazilian culture in one of his most famous works, Bachianas Brasileiras. Written between 1930 and 1945, it contains nine suites for chamber ensembles and demonstrates how Bachâs compositional techniques can be interwoven with Brazilâs folk music. Out of the nine suites, it is the fifth one that particularly stands out.
Bachianas Brasileiras No. 5 was composed for eight cellos and soprano solo. The lyrical âAria (Cantilena)â uses text by Brazilian poet Ruth Valadares Correa about the beauty of nature. The poet was also a soprano and sang the world premiere of this work. The melody keeps going, gently moving, effortless within the 5/4 time signature, without stops and starts. The aria ends on a sustained high note that fades into stillness.
Villa-Lobos also wrote music for Brazilian and Hollywood films, was a conductor, music educator and remains one of the most influential Latin American composers of all time. His works continue to be recorded and performed in recitals and on concert stages throughout the world.


Try these sites for discovering exciting science!
Discovery kids - Games, videos, exploration and a very good Facebook feed with current events.
The Science Museum - the best science museum in the world lets you explore and discover parts on line.
Extreme Science - find the biggest, baddest and best in the world of science!
Kids Gardening - the science of getting out in the garden and growing!
Planet Pals - discover more about our planet and how to help to keep it green.
Science for Kids - a great site from New Zealand.
Science made simple - get active with these great science projects that can be done at home.
Strange science - a history of paleontology and biology.


Below are some websites and downloads that will work for a short time while in trial mode, that your child might like try to get back into school mode.
One website which might be useful to try out would be www.purplemash.com . You can get a free 30-day trial, and again if your childâs school is using this, you may be able to get a home login. In particular, on this website, I recommend activities such as 2publish, which would allow your child to write creating stories including audio, pictures, and videos. Using 2connect, a mind-mapping activity, they can plan and sequence before writing. Writing personal stories, ie. What I did last week, when I grow up, etc can be very motivating and help maintain attention. Writing about daily activities can be useful in helping establish sequences such as getting ready in the morning, how to make a sandwich etc. this could then be extended to recalling a movie plot for example or recreate a recently read book, paying attention to what happens first, then next and how it concludes. In the 2publish plus, 2annimate and 2code activities, the child is guided to work on sequence movements of characters and items, which should assist with planning, and when editing, visual memory ie. What do you need to change to get X to turn left instead of right? You can use this to stop the animation and ask what happens next, again to work on visual memory, critical thinking, maintaining attention etc. There are lots more activities that are worth exploring, mostly aimed at the primary school curriculum. As this is web based, it can be accessed from any device.
www.ixl.com/ie is one of the few websites that follow the Irish curriculum for both maths and English. While it is subscription based, it does allow for up to 10 problems /questions to be solved each day without paying, which is a nice short session, particularly for the summer months, when sitting at a computer may not be the most motivating! It should provide extra support for the maths and English activities your child is doing in school, giving them extra practice with gentle correcting from the website, so they can learn independently. Answers are usually in a multiple choice format, and it covers the curriculum from junior infants through to sixth year. Again, this is web based and can be accessed from PC, Mac, Apple, and Android devices.
The free 30-day trial version of Clicker 7 from Cricksoft.com is a great way to experience this literacy support software. It has lots of features for those with literacy difficulties, including word prediction, where the software helps writers by giving a list of words that can be read aloud by right clicking on them, before selecting with a left click. This software also has a mind-mapping tool, the ability to create books and other activities, but one of my favourite features is the text reader. This will read aloud content (either the whole page or just selected words) with highlighting, so that the text can be followed, which again helps with word recognition. Premade books and activities can be downloaded within the software, so that the child can experience vocabulary and work on comprehension on topics that interest them. As this is a downloadable software, it is not available on iPads or Android tablets.
www.starfall.com has some great activities for those who are starting out with literacy and numeracy skills. Easy to use activities that are self-correcting are appealing to young learners, with the option of buying a subscription to access more activities. Most of the activities are Flash based, so may not work on tablets.
Mathschimp.com is a repository of free maths games, suited to a primary and secondary level. Most take a fun element to drilling maths skills, and a mixture of formats are used, depending on the website linked, so most will work on any device. www.cookie.com focuses on maths and science for the lower end of primary school, with some interactive activities. Literacy based games and stories are also featured. www.coolmaths4kids.com also has some basic maths games that require quick thinking! These last two websites are mostly flashed based, so again may not work on tablets.
For any budding authors, www.storybird.com is a website that will provide a selection of art for use in your own literary creations, be it short stories, novels or poems.
These are just a small selection of games available free of charge online. Hopefully, your child will have fun exploring and playing!


Phonics Games and Activities to Help Your Child Learn to Read
Phonics is a vital part of learning to read, and is usually the first strategy children learn in becoming confident lifelong readers.
Phonics instruction refers to the process of helping children learn the relationships between letters and the sounds they make. For example, children learn that the letter b represents the sound /b/, and that it is the first letter in words such as ball, boots, bear and bee.
One of the best ways for young children to begin learning phonics is through playing phonics games and activities that make the learning process fun and engaging. Below are some ideas on how you can carry out phonics games and activities at home.
Start your free trial of ABC Reading Eggs here to enjoy hundreds of online phonics games and reading activities for ages 3 â 13.
Fun phonics games and activities
1. Letter Races
This game requires a magnetic board, magnetic letters, and a lot of space! Set up the magnetic board on one side of the room, and place the magnetic letters in a basket or bowl on the other side. Call out a sound, or a word starting or ending in a particular sound. Then ask your child (with a ready, set, go!) to pick out the correct magnetic letters and run over as fast as they can to stick it on the board.
2. I Spy the Sound
âI Spy the Soundâ is a fun way to build phonics skills and phonemic awareness. In this variation of the classic game, âI Spyâ, ask your child to spy words that begin with a certain sound, rather than a letter. For example, âI spy with my little eye, something beginning with mmm.â
3. Matching Rhymes
Rhymes help children understand that sounds in our language have meaning and follow certain patterns. Find a corkboard or something you can stick pins into. Write down a list of words on one side of a sheet of paper, and on the other side write down words that rhyme with these words, but in a different order. Then stick pins next to each word. Give your child some rubber bands and ask them to match the rhyming words on each side of the page by placing the rubber bands on the pins to connect the rhyming pair.
4. Phonics Hopscotch
This game helps children develop their ability to match letters to their sounds. All you need for this fun phonics activity is a piece of chalk and the ground. Simply draw hopscotch markings on the ground (how many squares and in what shape they are arranged is up to you). In each square draw a letter of the alphabet (you may want to draw both the upper and lower case letters in each). There are many ways you can play this game â you can call out a letter or combination of letters and ask your child to jump on those letters, and as they do, for them to sound out each letter. Or you can ask your child to jump on the letters in alphabetical order, sounding them out as they go along. You can also roll dice and ask your child to jump to the square that matches the number rolled, counting the squares as they jump and sounding the letter out at the end.
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ABC Reading Eggs makes learning phonics and early reading skills fun, with hundreds of online phonics games and activities for young children. Start your free trial of ABC Reading Eggs now!Tweet


Why is there inequality in society and how do we solve it? How can governments encourage growth while controlling inflation and inequality? How can we cure obesity and alcohol problems? Economics is a subject that spans the individual financial issues companies and individuals face at the âmicroâ level and the âmacroâ decisions of national importance.
A Level Economics brings students face to face with lifeâs most important questions and challenges them to make considered and practical decisions about them.
Studying Economics demands an all-round mindset. On the one hand, youâll be developing your logical problem-solving âdetectiveâ brain that allows you to analyse and interpret statistics clearly and accurately. On the other youâll be honing your ability to write well-argued, critical, evaluative essays and to discuss and communicate complex ideas clearly and convincingly. Neither solely an art nor all science, Economics is a subject that breeds versatile, practical thinkers who are well equipped for any field.
If you are interested in current affairs and the world around you then this is definitely the subject for you.
Read the Economics blog here
A level Course Requirements and Curriculum
Students study the AQA A Level course. For full details of the course and its assessment please refer to the AQA website or the Harrodian Sixth Form Prospectus.
Candidates are not expected to have studied Economics before starting the course. Although no specific GCSEs are required Economics is a conceptual and relatively abstract course and requires a high degree of literacy and numeracy skills. The course is largely essay based with much of the workload completed outside lessons. Students need to be comfortable with independent study and be thoroughly self-motivated.
Brief course summary:
Individuals, firms, markets and market failure
- Economic methodology and the economic problem
- Individual economic decision-making
- Price determination in a competitive market
- Production, costs and revenue
- Perfect competition, imperfectly competitive markets and monopoly
- The labour market
- The distribution of income and wealth: poverty and inequality
- The market mechanism, market failure and government intervention in markets
The national and international economy
- The measurement of macroeconomic performance
- How the macroeconomy works: the circular flow of income, AD/AS analysis, and related concepts
- Economic performance
- Financial markets and monetary policy
- Fiscal policy and supply-side policies
- The international economy
For more specific year-by-year information, please refer to our Curriculum Handbooks/Information Booklets.
Students studying A Level Economics need to understand the importance of the City of London and its role in stimulating the economy, so every June we organise a trip to the Bank of England and other city institutions.
Head of Economics: Edward Marsh (email: email@example.com )
Teachers of Economics: Edward Marsh, David Behan (email: firstname.lastname@example.org)


In the two-week exhibition phase no day passes without some surprising, critical or questioning children's voices. During about two hours the school classes are immersed in the world of art and learn through interactive courses or games to know the works and their background. We work out different concepts for the different age groups and adapt them, that all classes are welcome from the first year of primary school to high school classes. After an involvement with the thematic content of the exhibition, children and young people themselves can become artists, and participate in a work of art. For example an old caravan came to life or a garland with 300 different painted flags was created. With our activities, we want to give a first impression of contemporary art and show how art can be diverse. The older students we dare first attempts at interpretation, and go into the question of what art is.
More art education: kklick.ch


Singing is the act of producing musical sounds with the voice and augments regular speech by the use of sustained tonality, rhythm, and a variety of vocal techniques. A person who sings is called a singer or vocalist. Singers perform music (arias, recitatives, songs, etc.) that can be sung with or without accompaniment by musical instruments. Singing is often done in an ensemble of musicians, such as a choir of singers or a band of instrumentalists. Singers may perform as soloists or accompanied by anything from a single instrument (as in art song or some jazz styles) up to a symphony orchestra or big band. Different singing styles include art music such as opera and Chinese opera, Indian music, and religious music styles such as gospel, traditional music styles, world music, jazz, blues, gazal and popular music styles such as pop, rock, electronic dance music and filmi (film songs). Singing can be formal or informal, arranged or improvised. It may be done as a form of religious devotion, as a hobby, as a source of pleasure, comfort or ritual, as part of music education or as a profession. Excellence in singing requires time, dedication, instruction and regular practice. If practice is done on a regular basis then the sounds can become more clear and strong.
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WELCOME TO K-4 MUSIC WITH MRS. SCHILLER!
All Big Hollow primary and elementary age students have music one day a week for thirty minutes.
Our music program is designed as a comprehensive,
standards-based course of study that will allow students to become musically literate.
Music education helps students express and interpret meaning. Through music, students increase their awareness of rich and diverse cultures, beliefs and societies of humankind.
As students examine the role of music throughout history
and in different cultures, they develop respect for diversity.
Our music education program addresses the learning needs of the whole child. Studies in music address the physical, emotional, social, intellectual and aesthetic development of children.
Music engages students by providing an experiential approach to the learning experience.
Music study allows learners to be successful by addressing various learning styles and intelligence.
I look forward to a wonderful year of music with all of the students here at Big Hollow!


When it comes to jobs in education it is safe to say that the old ways of thinking are pretty much dead. It used to be that a job in public education meant a job for life. After all no matter how bad things got, most people were not willing to short change their childrenâs education in the long term in order to save a few extra bucks in the now. At least that was the case in past economic downturns, but in the case of this long-term global economic downturn many schools are feeling the brunt of serious budget cuts and are choosing to cut back on staff in order to make up for those job losses.
Take, for example the case of the Beaverton School District. Situation in the town on Beaverton, Oregon the Beaverton School District is getting ready to get rid of no small amount of jobs in order to shore up a hole in its budget. The school is going to cut back on more than 300 jobs to set its budget to right. The school is getting ready to cut back on 344 jobs in order to fix a $37 million hole in the budget for the coming school year.
In addition the school will be making serious changes to the schools at all levels. The school system outlined those changes in a public memo, posted to the schools website.
Changes to the elementary school will include,â At the elementary level, students learn critical foundational skills in the core academic areas including literacy, math, social studies and science. This model invests in classroom teachers and specialists in P.E., music, and counseling. Intervention teachers will provide targeted instruction in reading, writing and math, as well as support for the Professional Learning Community (PLC) process. Classified staff will provide support in the areas of technology and the school library. The model provides supervision and counseling supports to ensure student safety in a positive learning environment.â So the basic level staffing with remain the same, with the most notable loss being the elimination of the base non-salary allocations for each campus.
On the high school level the cuts will represent a more radical change to the way things are done. In the same statement the school announced the changes, âThe High School Model is focused on providing students with a range of rigorous academic courses, electives and co-curricular athletics and activities that prepare them to succeed in post-secondary choices. In addition, students are encouraged to participate in leadership and community service opportunities. High school principals across the system have been engaged in discussions and planning for equity in programming.â
The school is looking to build a contingency plan into its budget, though it will be seriously reduced. In the same statement they said, âIn these unprecedented economic times, the General Fund Contingency will be budgeted at 3.0% of total revenues. Board policy calls for a minimum contingency of 5%, and the ending fund balance will be at least equal to the appropriation for contingency. The contingency will be budgeted at a lower level than policy requires, and will be rebuilt to the required 5% over the next two to three years.â
Do you want to work for Beaverton School District? Click here to see their current openings.Beaverton School District to Cut Jobs by Harrison Barnes


Figure drawing can intimidate some students. It is however, an essential part of visual art education. This lessons breaks figure drawing down into a simple to follow methodology that beginning art students can be successful with. I have found great success with this lesson with students in Art 1, although this lesson is probably also appropriate for middle school.
Materials: Black, Brown, Gray drawing paper, Newsprint paper, pencils, oil pastels
Class Level: Art 1
Overview and Purpose: Students will become familiar with the element- âshapeâ and use shape to draw to the human figure. Students will create a finished drawing of a figure from a photo using gesture drawing and shape drawing.
Guided Practice: On day three, students will bring a photo of a figure and work from that photo to create a finished drawing using oil pastels. Paper size can vary, but I usually use 12" by 18" sheets of gray or black paper. Toned paper creates contrast for the oil pastels.
Estimated Duration: 5 days
Back to Art Lesson Plans


Open the door to Corbett Prep's PreK3, PreK4 and Kindergarten classes and you may find students walking on the moon, painting the Sistine Chapel, boarding the Mayflower, or investigating their shadows.
Hands-on projects and creative, engaging lessons allow children to transform into artists, performers, scientists, and explorers. Understanding young children's need for fresh air, movement, and exploration, Early Primary teachers at Corbett Prep provide a variety of age-appropriate learning opportunities both in and out of the classroom. They challenge their students to take risks in a supportive environment and guide them toward independence.
Using the International Baccalaureate Primary Years Programme (PYP) early years, highly trained Corbett Prep Early Primary teachers guide students through stimulating units of inquiry designed to reach out to the multiple intelligences and engage all learning styles.
The foundation of the PreK3, PreK4 and Kindergarten curriculum supports the Corbett Prep philosophy of appreciating the uniqueness of each child, emphasizing the importance of cooperative learning, and creating joy in learning. The Early Primary program lays the groundwork academically and socially for students' learning in the future as students make fantastic discoveries about their world.
A parent in the PreK3 class put together this special video of memories from the 2017-18 school year to capture the magic that occurs among our youngest students every day!
At a Glance
Early Primary includes PreK3, PreK4 and Kindergarten.
Spanish language is integrated into PreK3 and PreK4 with bilingual teachers. Kindergarten students attend Spanish as a Special.
Rest time is built into the day after lunch for PreK3 and PreK4.
Children may choose to bring their lunch from home or purchase one through Corbett Prep's healthy lunch program. All students should pack a snack for their day.
PreK3 and PreK4 students carry their supplies in green Corbett Prep totes, available for purchase in the office. Kindergarten students bring backpacks.
Preparing Your Child
Tips from teachers
Starting school is an exciting step for parents and children! Corbett Prep's Early Primary teachers are experts in their field and have shared tips with Tampa Bay Parenting Magazine on how to choose a school for your child and how to ensure children are ready for this milestone.
Here they share 7 questions parents should consider when selecting a school.
At home, parents can play games and plan activities to encourage fine motor skill development and reading readiness. Read more about ways you can help your child prepare for prekindergarten.


Did you learn how to sing when you were a child? Do you hope your child will become proficient in music? We all know the traditional way of learning musicâfirst comes reading music then progressively learning more difficult techniques with long hours of practice. What if there is a better way to learn music?
Stepping Stones to Music: Cultivate Your Childâs Love of Music in 10 Minutes
Our presenter, Cecilia Yeung is a music teacher who wants to cultivate a love of music in every child with a very special approach. She holds a double degree in music and education. Cecilia has taught instrumental music in both Australia and the United Kingdom. She has also worked as a classroom music teacher in both countries.
Cecilia Yeung discovered the Kodaly method for teaching young children music through song and is now looking to teach the world to sing! She has taught students from all ages and abilities.
Iâd Like to Teach The World to Sing
Since discovering the KodÃ¡ly methodology, Cecilia is committed to teaching and learning music using this approach. She further studied at the KodÃ¡ly Institute in KecskemÃ©t with music educators from around the world and earned a Diploma in KodÃ¡ly Concept of Music Education.
Thank you, Cecilia Yeung for joining our crew. We look forward to creating harmony through out the world with your special music lessons.
Come Make Music with Us!
Do you have a gift or passion to share? We would love to have you present on Global Learn Day 2018! Help us unite the world through education!


Workshops for Families
Through a grant provided by the Department of Elementary and Secondary Education, FACET offers free workshops for families in the public school system, based on school needs and availability.*
Building School Readiness
Helps families to understand the importance of physical/nutrition, social skills, emotional and behavioral self-regulation, language and communication skills, attention and fostering the curiosity to learn. This workshop will outline ways parents can support their childrenâs learning in all areas.
Building Effective Communication Between Families and Educators
Explores the benefits of meaningful communication between parents and professionals, provides suggestions for creative ways to communicate with educators, and identifies ways to build positive, trusting relationships.
Families Supporting Their Childrenâs Learning at Home
Reviews the importance of familiesâ roles in their childrenâs education and how they can help their children learn at home. Addresses frequently asked questions from families about their childrenâs education.
Family Engagement: A Key to Student and School Success
Reviews research findings on the benefits of family engagement at home and at school. Looks at what motivates families to become engaged and identifies various ways that families can participate in school activities.
Fundamentals for Families: A Closer Look at Family Engagement
A review of the Massachusetts Family, School and Community Partnership Fundamentals focusing on Family Engagement
Families and Schools Together: How Families Can Partner with Schools
Provides information on how family involvement factors into students success at schools and share a wide variety of possible ways families can become involved in schools to support student learning.
Parents are Powerful
Explores the importance of family involvement and ways that familiesâ engagement can make a difference in studentsâ successes. Addresses responses to familiesâ commonly asked questions about schools and their involvement.
Understanding My Childâs Learning Style
Reviews the different ways that children learn and how families and schools can support different learning styles.
English Language Learner Families are Powerful
Explores the importance of family engagement in childrenâs education and how culturally sensitive approaches can support ELL Families in their partnership with their childrenâs schools
Families are the First Teachers
Reviews the importance of family involvement and the value of early childhood learning experiences provided by families that impact their childrenâs future academic success. Explores ways that families can continue to be involved in their childrenâs education.
Understanding US Schools: Help for New Immigrant Families
Provides an overview of US schools for immigrant families. Topics include the importance of the familyâs role in helping their children succeed in school, the differences between US schools and schools in other countries, and student and family rights and responsibilities. Available in English, Spanish, Portuguese and Chinese.
* non-public school programs are encouraged to contact FACET for family workshop fees.


Volcanoes Quiz â Fun Online Interactive FREE Quiz for Kids on Volcanoes
Enjoy this Easy Science for Kids Volcanoes Quiz â youâll get your quiz score after completing this FREE online interactive quiz on Volcanoes. You need to answer all the questions to be able to get your score. You can do this fun quiz about Volcanoes again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Volcanoes.
Volcanoes Quiz â FREE Earth Science Quizzes
Our easy earth science quizzes are a free quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Volcanoes Geography quiz helps your kids learn fun facts about Volcanoes while enjoying this FREE quiz game online.
If your kid is enjoying home-schooling, or is doing after-school education, then this is a fun science activity, with reading comprehension benefits for first to fifth grade kids. Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this fun online Geography quiz on Volcanoes.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or you can limit the number of times they can read about the Volcanoes quiz topic, before they do the actual earth science quiz questions.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Volcanoes quiz answer they think is correct, and at the end you get the quiz score. Your child can try unlimited times doing the Volcanoes quiz, till gets the perfect score faster, as he or she learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Volcanoes? Check out all our other fun Free Online Quizzes and learn easy earth science. Visit our Natural Science for Kids website all about Volcanoes page. Get lengthy info here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Volcanoes Quiz â Fun Online Interactive FREE Quiz for Kids on Volcanoes - ." Easy Science for Kids, Dec 2018. Web. 10 Dec 2018. < https://easyscienceforkids.com/volcanoes-quiz-fun-online-interactive-free-quiz-for-kids-on-volcanoes/ >.
APA Style Citation
Tobin, Declan. (2018). Volcanoes Quiz â Fun Online Interactive FREE Quiz for Kids on Volcanoes -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/volcanoes-quiz-fun-online-interactive-free-quiz-for-kids-on-volcanoes/
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