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Read.Talk.Play: Early Literacy at EPL
Edmonton Public LibraryGo to Website
Kathleen Pine, Manager, Youth Services Division, Edmonton Public Librar, firstname.lastname@example.org
Early literacy is everything that children know about reading and writing before they can read and write. Research on infant brain development tells us that a child's experience in the first three years of life directly impacts later development and learning. How could the library communicate the importance of early literacy development to parents and caregivers in Edmonton?
On March 1, 2010, we launched our Read.Talk.Play.: Early Literacy at EPL initiative with the release of a new website featuring early literacy content. The site included information on what early literacy is, tips for how to develop early literacy skills, and videos that demonstrated how to include early literacy activities in everyday life. We also released a booklist of 100 Great Books to Read Together to encourage parents, caregivers, and children to explore books and read together. We created a “Welcome Baby” package of a free rhyme book with early literacy content, a free board book, a personalized nameplate, a library bag, and a library card. We reworked our preschool programming training so that our programs would include early literacy content. We developed Early Literacy Information Sessions to share early literacy tips and information with parents and caregivers. All of these initiatives are united under the Read.Talk.Play. logo and brand.
Read.Talk.Play.: Early Literacy at EPL has significantly contributed to the communication of the importance of early literacy to parents and caregivers in Edmonton. From 2009 to 2010, attendance at EPL’s preschool programs increased by approximately 25%. The number of library cards issued for children up to 24 months increased 22% from 2009 to 2010. Early Literacy Videos have been promoted through the library website, on Facebook and on Twitter. Over 300 parents have attended our Early Literacy Parent Information Sessions. Thousands of 100 Great Books to Read Together booklets have been distributed both in the library and in the community. Read.Talk.Play.: Early Literacy at EPL has been highlighted on Global Edmonton, Shaw TV Edmonton, and in the Edmonton Journal. EPL is committed to the future success of this literacy initiative.


Contact: Science Press Package
American Association for the Advancement of Science
The not-so-big, bad Bdellovibrio bacteriovorus
Life cycle of the predatory bacterium Bdellovibrio bacteriovorus (yellow). For reproduction it depends on a bacterial prey cell (blue).
Image courtesy of Stephan C. Schuster, Snjezana Rendulic and Jürgen Berger.
Click here for a high resolution photograph.
If you were a bacterium, you wouldn't want to meet Bdellovibrio bacteriovorus in a dark alley. This bacterial bug has an unusual way of preying on other bacteria -- it squeezes itself inside its prey and sucks up their guts.
Snjezana Rendulic of the Max-Planck-Institute for Developmental Biology in Tübingen, Germany, and her colleagues in Germany and the United Kingdom have sequenced the genome of B. bacteriovorus. Identifying the bacterium's genes and the jobs they do helped the researchers understand how the bacterium does its nasty work on its prey.
When B. bacteriovorus invades another cell, it goes through a full life-cycle. After it reproduces, the offspring burst out of the cell and set off to find more unlucky bacteria to invade.
When it finds its prey B. bacteriovorus attaches itself to the host cell wall, punctures it and works its way inside. There, it uses a variety of enzymes to break down the cell's contents and digest them, putting together its own molecules from the component parts. After B. bacteriovorus replicates, the offspring secrete more enzymes that break down the host cell wall, allowing the new bacteria to escape.
These enzymes may be useful ingredients for other types of antimicrobial substances. The authors also propose that it might even be possible to somehow use B. bacteriovorus as a sort of "living antibiotic," since it doesn't seem to harm any organisms besides other bacteria.
This study will appear in the 30 January 2004 issue of the journal Science.
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Science is published by AAAS, the non-profit science society.


A New Path - Professor Nancy Turner
A New Path
Try this trick: have a friend hold a mirror over a sheet of paper while you write your name using only the image in the mirror as your guide—no peeking at your hand, the pen, or the paper. It’s a disorienting task.
This exercise is one way education professor Nancy Turner tries to help people understand what it is like to live—and try to learn—with dyslexia, a language-based learning disability that affects decoding of words, reading comprehension, and/or spelling.
Students with dyslexia are one segment of those with learning differences whom Turner set out to help when she developed the Mild Intervention program at Saint Mary’s. Turner spent the spring semester of 2008 developing curriculum for pre-service teachers who can now obtain Dual Licensure in Elementary Education and Special Education: Mild Intervention.
One course in the new curriculum Turner currently teaches is Education 368 Elementary Methods for Exceptional Learners: Mild Disabilities. She was awarded a Center for Academic Innovation (CFAI) Faculty Development Teaching Grant for financial support of new materials for the course.
“The new course focuses on teaching methods for students needing mild curricular and instructional interventions, particularly in the area of reading,” says Turner. Throughout the dual licensure program, pre-service teachers work with real students in real classrooms who need these types of interventions.
“The new program offers students choosing this option a career path in special education in addition to elementary education,” says Turner. "Special education is one of several good additions to the elementary license that is offered by the department.” Others include a reading license, English as a New Language (ENL) license, and an Early Childhood minor.
Turner’s interest in special education began in her high school years when she taught religious education to a young boy with Down syndrome. The two became good friends. Turner also spent her summers working at camps for children and young adults with disabilities. Her experiences inspired her interest in teaching people with disabilities.
Now, Turner teaches education courses including Foundations of Teaching in a Multicultural Society, Foundations of Special Education in Elementary and Middle School, and Educational Psychology. She also supervises student teachers in the field.
Turner and fellow education professor MaryAnn Traxler collaborated on a book, Children’s Literature for the Primary Inclusive Classroom (Delmar), published in 2000. The duo shared an interest in assisting teachers in the South Bend area and beyond whose classrooms changed to a full inclusion model (in which students with disabilities are integrated into general education classrooms) in the early 1990s.
Turner and Traxler wrote the book together after interviewing teachers and discovering the need for classroom resources. The book includes an annotated bibliography of more than 200 books featuring children with a variety of disabilities and correlating classroom activities.
Teaching continues to be an inspiration for Turner, who says she is honored to be part of shaping the future of education. “My hope is that my students will walk into their classrooms passionate about teaching and prepared to reach all learners.”


The history of education in Cuba
Hartford Web Publishing is not the author of the
documents in World History Archives and
does not presume to validate their accuracy or authenticity nor to
release their copyright.
The culture history of Cuba
- The children of Jose Marti
- By Tim Wheeler, in People's Weekly World, 25 January
1997. The state of elementary education in Cuba.
- Retaining Priority Despite Economic Crisis
- By Dalia Acosta, IPS, 1 September 1998. Cuba's free and universal
education policy stands up to the economic crisis wracking the
nation for the last eight years. Since 1990, Cubans have been
suffering power cuts, reduced urban transport services, food
shortages and devaluation of the peso, but the classrooms have
remained open, even when there have been no books.
- Boarding-School System Increasingly
- By Dalia Acosta, IPS, 4 November 1998.Controversy over a system
obliging high-school students in Cuba to go to boarding schools
in rural areas has reached unprecedented levels. The government
has reaffirmed its commitment to the policy but parents want
better conditions in the schools and studies on the system's
repercussions on the family.
- Don't Let Politics Cloud Cuba Offer
- By DeWayne Wickham, USA Today, 30 January 2001.
In the two years since opening its Latin American School
of Medical Sciences, Cuba has filled its classrooms with
more than 3,400 students from 23 countries. Most of them
come from Central and South America. A few of the students
are from nations in sub-Saharan Africa.


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William Channing Woodbridge’s role in music history was as a proponent of music education in the 19th century.
Woodridge made a name for himself as a geographer, specializing in teaching geography to the deaf and dumb. Woodbridge was also a proponent of the arts. While traveling through Europe he saw methods of training musical performers that he considered superior. When he returned home to Harford in the United States, he brought these ideas to the Boston Academy of Music. He found the Pestalozzian teaching methods successful and promoted them to see them more widespread.
The Woodbridge lecture is particularly interesting because it illustrates a more or less fully formulated ‘productivist’ or ‘eclectic’ philosophy of music education. (Woodbridge lecture introduction)
In other words, Woodbridge believed that a variety of musical traditions should be explored in the teaching of music.
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AIKEN - As Aiken County pupils prepare to take a new nationally standardized test this fall that will provide a more up-to-date assessment of their skills, district officials have responded to parents' concerns and said a reduction in testing is necessary.
The Iowa Test of Basic Skills will replace the TerraNova test in schools.
The Iowa test will determine pupils' knowledge of math and reading compared to average scores from across the state and the nation.
Frank G. Roberson, the associate superintendent of instruction, said the standards - which are set by the state Department of Education - have evolved over the years, causing the TerraNova test to be outdated.
The TerraNova test assessed standards from 1995, while the Iowa test's questions assess standards implemented within the past several years, Dr. Roberson said.
State Rep. Robert S. "Skipper" Perry, Jr., R-Aiken, said a test that compares Aiken County pupils to pupils across the United States is beneficial.
"We need to make sure we can compete across the country, not just across the street," Mr.. Perry said.
Some parents say pupils spend too much time taking tests instead of learning.
LaJune Jenkins, an Aiken County parent with children in the eighth and 10th grades, said she thinks schools place too much emphasis on testing and the knowledge tested does not apply outside the classroom.
District 5 School Board member Tom M. Goforth acknowledged that many people have a concern with the amount of testing.
"I think we're testing possibly too much," he said.
Dr. Roberson said the concerns are legitimate.
"We do need to be thinking about a reduction plan to reduce the amount of testing, because it can distract from quality instruction," he said. "There has to be a balance, and we need to engage teachers in the conversation to establish where that balance is."
Ms. Jenkins said the tests validate that an achievement gap exists between pupils from different socioeconomic backgrounds.
Dr. Roberson said the Iowa test is important because it will allow the district to better tailor classroom instruction for all pupils, which would also narrow the achievement gap.
Sheila Gallagher, the president of the South Carolina Education Association, said test results can be used to enhance teaching and learning.
Reach Nathan Dickinson at (803) 648-1395, ext. 109 or firstname.lastname@example.org.
Sample math problem-solving and data-interpretation questions for kindergarten through eighth grades on the Iowa Test of Basic Skills.
A line on a graph depicts Maria's allowance from ages 5 to 18. The vertical axis on the left side of the graph contains Maria's money per month, from $0 to $20. The horizontal axis underneath the graph contains her age in years, up to age 18.
- How much did Maria receive for her allowance when she was 10?
A) $5 B) $6 C) $6.50 D) $7
- How old was Maria the last time her allowance was not increased?
J) 17 K) 15 L) 10 M) 6
- What was the largest increase in dollars in Maria's allowance?
A) $1 B) $2 C) $3 D) $4
- Which statement best describes Maria's allowance from ages 5 to 18?
J) Maria's allowance held fairly constant until she was 12 and then increased steadily.
K) Maria's allowance increased gradually throughout this period.
L) Maria's allowance increased until she was 10 and then held fairly constant.
M) Maria's allowance decreased until she was 10 and then increased rapidly.
Sources: Scoring High on the ITBS by McGraw-Hill; MathWorkBook.com; Houghton Mifflin Co.
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Details about Inclusive Early Childhood Education:
INCLUSIVE EARLY CHILDHOOD EDUCATION: DEVELOPMENT, RESOURCES, AND PRACTICE, Sixth Edition, is a comprehensive special education resource book that provides essential information on a variety of early childhood learning disabilities, as well as strategies for including children with these special needs in regular educational settings. The author provides you with a solid grounding in theory and research as well as practical guidelines, real-world vignettes, and hands-on program planning assistance to prepare you to integrate children with learning disabilities into your classrooms. Updated throughout, this edition also introduces videos that are available for viewing at the Early Childhood Education Media Library, allowing you to see text concepts brought to life in real classroom settings. Whether you're training to be a pre-school teacher, kindergarten teacher, early education provider, child care provider, or administrator in any of these settings, you'll keep this resource with you long after you complete your coursework.
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Rent Inclusive Early Childhood Education 6th edition today, or search our site for other textbooks by Penny Deiner. Every textbook comes with a 21-day "Any Reason" guarantee. Published by CENGAGE Learning.
Need help ASAP? We have you covered with 24/7 instant online tutoring. Connect with one of our tutors now.


Contact: Science Press Package
American Association for the Advancement of Science
Birds on treadmills
Guinea fowl are domesticated birds that are good for studying the science of walking and running.
[Image courtesy of Richard L. Marsh]
Click here for a high resolution photograph.
The roadrunner cartoon (Beep, Beep!) never seems to get tired, but real animals do get tired when they run. A new study investigates what movements in walking and running use up energy. This is a long-standing mystery of exercise science.
After studying helmeted guinea fowl -- pheasant-sized birds -- running on treadmills, the authors report that leg swinging (when the foot is in the air) consumes one quarter of the total energy burned in leg and hip muscles.
These results do not fully agree with past research projects that predicted that legs use almost all the energy when the foot is on the ground.
To estimate the amount of energy the active leg and hip muscles consumed during leg swinging, Richard Marsh from Northeastern University in Boston, MA and his colleagues tracked the amount of blood going to particular muscles during guinea fowl walks and runs. The harder a muscle is working, the more oxygen it uses.
With more research, scientists hope to understand the exact job all the working muscles perform when animals, including humans, run.
The study appears in the 02 January, 2004 issue of the journal Science.
Back to Science for kids
Science is published by AAAS, the non-profit science society.


"The Star Spangled Banner" is a difficult song to sing because of the octave and a half range of the music. The Rim Country Middle School chorus has been practicing since the beginning of the school year to learn the words and sing them to the standards of the national anthem code.
Last Wednesday at 9 a.m. they joined students from all over our nation in song when they performed our national anthem from the basketball court at RCMS.
"This was an effort of the National Association for Music Education to solve the issue of people not knowing the national anthem," said RCMS music teacher Karen Phylow.
It is also an attempt to bring more attention to school music programs where it is first taught.
"Two out of three (adult) Americans do not know the words," she said.
Seventh-grade choral member Caleb Harrison and several others thought that they had learned the song at home.
"Whenever I go to baseball games, I usually sing along," he said.
Phylow estimated that 90 percent of her students did not know the lyrics at the beginning of the year.
While they were learning, some funny, yet common, mistakes occurred.
Ramparts was "rampharts."
"Who brought stripes and white stars," became correctly, "Whose broad stripes and bright stars."
One student thought the anthem opened with "Jose, can you see?" not "Oh say! can you see."
Another's "donserly light" was corrected to "dawn's early light."
Teaching all her students the correct lyrics was not Phylow's only goal. She included a history lesson.
Attorney Francis Scott Key's friend Dr. William Beanes was taken prisoner by the British during the war of 1812. Key successfully negotiated Beanes' release, however, the men were not allowed to return to Baltimore until the bombardment of Fort McHenry.
Key watched from eight miles away as bombing continued through the night. At dawn, the British gave up, and, seeing the American flag was still flying, he quickly penned the famous poem.
The actual flag that Key saw flying is on public display at the Smithsonian Institution, Washington, D.C. It is undergoing preservation.
The flag measures 30-by-42-feet and was made by Mary Young Pickersgill.
"We learned it has 15 stars and 15 stripes," said seventh-grader Deedra Wayland. (These were for the original 13 colonies plus Kentucky and Vermont.)
The music is attributed to an old English tavern song, "To Anacreon in Heaven." John Stafford Smith is credited with scoring the music.
"My students thought it was funny that the music came from a drinking song," Phylow said.
There was a 20-year battle in Congress over the adoption of "The Star Spangled Banner" as our national anthem, Phylow said. It was adopted on March 3, 1931
The Code for the national anthem of the United States of America was adopted by the national anthem committee on April 2, 1942.
"The code states that it should never be just played," Phylow said. "It is not meant to be played as a solo because that would violate the spirit of the national anthem."
A-Flat is the key for mass singing of adults and band or instrumental performances. B-flat is used for treble voices.
The RCMS chorus learned the etiquette of folding and unfolding the 15-by-25-foot flag used in their performance.
Phylow is pleased that all of her students know the first verse of The Star Spangled Banner. Knowing 100 percent of the first verse was the requirement for a passing grade.
The RCMS chorus is comprised of more than 60 students. Chorus is a year-long exploration at RCMS. It is open to all grade levels. They are practicing for a winter concert, with the performance date to be determined.


IỊisaġvik College offers a series of courses that help students master the foundational skills necessary for college success. Classes focus on strengthening English and Math skills, so students can confidently and successfully transition into 100-level courses.
- Demonstrate ability to organize materials in a logical manner.
- Demonstrate leadership and participative skills to collaborate effectively.
- Demonstrate research skills necessary to retrieve digital and textual information.
- Demonstrate sufficient reading, oral and written English skills to be able to succeed in college-level courses.
- Demonstrate sufficient mathematical skills to be able to enter Math 105.
- Be able to apply mathematical operations including fractions, decimals, percents, ratios and basic linear equations.
- Demonstrate basic computer literacy skills.
- Demonstrate understanding of real numbers, equalities, inequalities, exponents and polynomials by solving systems of linear equations.
ACCUPLACER is a computer-adaptive placement test that helps to place students into the appropriate course level. Students do not pass or fail the test; they do not earn a grade. The sole purpose of the test is to place the students in the course level that they are able to complete successfully. Students are placed into foundational courses based on the following scores:


Each week we write about the science behind environmental protection. Previous Science Wednesdays.
By Maureen Gwinn
As someone who enjoys doing scientific outreach, the U.S. Science & Engineering Festival was like a dream come true! Kids interested in science, or parents who want their kids to be interested in science, flocking to the National Mall to learn more about science was an amazing opportunity to engage kids in something I love.
There were science-based performances, games and activities, all geared to showing the fascinating and fun side of science. This festival was in response to the steadily decreasing leadership role of the U.S. in science, which the organizers hoped to change by stimulating an interest in science for kids at a young age.
For our part, the EPA brought some interactive modules to showcase the role of science in our work at the Agency.
Assessing the safety of chemicals is a big part of what we do at EPA, and we engaged kids to help us determine what caused the reactions when mixing simple, everyday chemicals (baking soda, rock salt, water).
Kids were amazed to see that mixing these simple chemicals together (along with a pH indicator) led to a change in temperature, created a gas and changed colors. We set out to teach kids about the importance of understanding chemicals and how they interact with each other and the environment, and from their responses also showed them their potential to be future scientists.
About the Author: Maureen is a toxicologist with EPA’s National Center for Environmental Assessment, where she works in human health risk assessment to understand the toxicity of environmental chemicals. Maureen is also the K-12 Task Force lead for the Society of Toxicology, and often volunteers in education outreach.
Note: Give it a try! You can download instructions to try the “Baggie Science” demonstration
Editor’s Note: The opinions expressed in Greenversations are those of the author. They do not reflect EPA policy, endorsement, or action, and EPA does not verify the accuracy or science of the contents of the blog.


A Tribute to Andres Bonifacio
By Alex Moises
July 3, 1892: Jose Rizal organized the Liga Filipina in Tondo, Manila. He met a man named Andres Bonifacio who became one of the founding members of the organization.
Jose Rizal was born on June 19, 1861 in Calamba, Laguna. His family belonged to the upper middle class of Philippine society, which was a colony of Spain. Like all Filipinos during this period in Philippine history, Rizal was a second-class citizen in his own country. However, the socio-economic status of his family afforded him the kind of education which he needed. He was a mentally-gifted individual. He completed his elementary education at the top of his class and, during this stage in his development, he wrote a poem on love of one’s native language, which was Rizal’s earliest expression of nationalistic sentiment. He obtained a bachelor of arts degree with the highest honor, wrote a patriotic poem in which he exhorted the Filipino youth to apply their genius to the various fields of human work since they (the youth) were the hope of the Fatherland, and earned a medical degree at the University of Santo Tomas.
He continued to study abroad. He went to Spain and he obtained degrees in medicine and philosophy and letters at Universidad Central de Madrid. He went to Germany in 1886 in order to specialize in ophthalmology. During his stay abroad, he involved himself with the work of the Filipino Propaganda Movement which was composed of Filipino reformists who advocated for reforms in the Philippines. Among the Filipino reformists in Spain and the Philippines, Rizal produced the most outstanding literary pieces on Philippine nationalism and, consequently, exerted a profound influence on it. It was the novel, “Noli Me Tangere” (Touch Me Not”) which made Rizal an enemy of the Spanish friars and political administrators. The novel was a socio-political study of the Philippine society under Spanish colonial administration.


Once you know how your child learns best, you’ll be in a better place to determine which materials and methods appeal to those strengths.
Some children learn best when they learn a few small facts at a time, slowly learning more and figuring out how to put the pieces together– a part-to-whole sort of style.
Other children learn best when they first have an overview of how things work and fit together; then they fill in the details with the smaller facts– a whole-to-part sort of style.
The traditional school approach tends to favor the part-to-whole learner. It’s an incremental approach that builds over time. Phonics instruction tends to work well as a beginning reading strategy for this type of learner, and traditional math instruction can work well.
A whole-to-part learner, on the other hand, needs to see the larger picture and understand how new knowledge fits into what he or she already knows. Learning sight words tends to work well as a beginning reading strategy for these children, with phonics coming in a bit later as a strategy to conquer new words. For this type of learner, it’s only after knowing how to read the words rat, cat, sat, and hat that it makes sense to explain how those words are put together as combinations of letters that represent specific sounds.
Try asking “how many ways can we make seven?” and introducing the idea that seven can be made from 1 and 6 more, or 2 and 5 more, or 3 and 4 more, rather than asking, “3 plus 4 is what?” This child may learn the times tables as he or she practices multi-digit multiplication and long division, because the times tables don’t really seem to “stick” until they come into play when solving larger problems.
A whole-to-part learner often struggles in school because they see the world in a slightly different way. Look for materials that provide a good overview first, and don’t hesitate to introduce a new topic just because the previous one hasn’t been mastered– that new topic may help keep your child’s interest level high and it may be the piece that helps cement their earlier knowledge.
Children who are strongly visual and children who have tendencies toward ADD are often whole-to-part learners. They are sometimes referred to as visual learners or right-brained learners (because these strengths lie in the right side of the brain, rather than in the more verbal left side of the brain).
Children also have different strengths for learning from visual, auditory, and kinesthetic means.
Children with visual learning strengths do best when they see what they’re working on; pictures, diagrams, and illustrations are very important when appealing to these strengths.
Children with auditory strengths do best when they hear what they’re learning. It’s worth remembering that listening to a book being read aloud definitely taps into an auditory strength, but reading silently to oneself still uses auditory pathways.
A strongly visual child may need more visual cues to get the most out of reading. Graphic organizers can help them visually organize information that comes in from the primarily auditory pathway of reading; drawing an illustration or a cartoon-style depiction can help them retain information. Graphic novels or readers can also be a good resource for these children.
Children with kinesthetic strengths need to get a sense of movement and touch into their learning. Having things they can handle and manipulate while listening can actually help them concentrate and retain information. Try tracing letters with a finger in the sandbox to work on handwriting and letter recognition; practicing spelling words aloud while walking a balance beam or chalk line drawn on the driveway; or working on projects like small Lego creations, weaving, or knitting while listening. One mom found her sons retained much more of their history lessons if she read to them while they played in the sand box or rode their scooters in a circle around her. One kinesthetic teen learned about Shakespeare by acting out scenes using models he had created.
If you have a high-energy child that needs to run and move, wiggle and squirm much of the day– incorporate those needs into your curriculum selection and planning. Workbooks with page after page of written work will be difficult, but you could do the same work orally while your child bounces on a trampoline or the two of you take the dog for a walk. Your child can practice writing skills on a large chalkboard or piece of newsprint taped to a wall– letting your child stand and move while he works. Use sidewalk chalk to make a huge number line outside and practice math facts by walking or jumping the number line for addition and subtraction. Practice spelling words with that sidewalk chalk, too, or maybe with a stick in some springtime mud or summertime sand at the beach. Consider letting your child sit on an exercise ball instead of a chair.


Sensei: Learning Music with Dr. Suzuki Video (DVD)
This educational and informative DVD video features the world-renowned music instructor and violinist: Dr. Shinichi Suzuki. At the ripe old age of 87 he demonstrates his method: "anyone can learn how to play" and gives pointers on how best to learn to play the violin. Dr. Suzuki was the inventor of the international Suzuki method of music education. He received several doctorates in music from the New England Conservatory of Music and the Oberlin College Conservatory of Music.
This DVD is perfect for music educators to show to a class or for their own learning process, for people curious about Japanese historical figures, and for those learning how to play the violin. Since Dr. Suzuki will be forever known as the man who brought music education to the masses, Why not learn from this master?


Contact: Science Press Package
American Association for the Advancement of Science
Burn extra calories without 'exercising'
This person is modeling the special clothing the participants wore beneath their normal clothes. This Physical Activity Monitoring System (PAMS) includes six sets of posture and movement sensors. You can see sensors attached to the sides of the thighs, to the low back and below the arm pits. Every 24 hours, study staff removed the sensors while the subject showered for 15 minutes.
Image © Science.
Click here for the big picture.
It's no secret that physical activity and eating a balanced diet are important for maintaining your weight at a healthy level. So what counts as physical activity? Swimming, running and playing most sports are obvious examples. But what about activities that don't seem like exercise? Is walking to school physical activity? What about washing the dishes? Mowing the lawn? Going grocery shopping? Standing at the bus stop? Training your dog? Cleaning your room?
A new study shows that the amount of time you spend moving around (but not officially exercising) may be important for maintaining your weight. To keep your weight steady, the amount of calories you consume roughly equals the number of calories you burn. This is knows as "energy balance."
James Levine and his colleagues at the Mayo Clinic in Rochester, Minnesota report that "non-exercise" activities that involve standing and walking are an important way to burn calories and maintain your energy balance. They also say that your tendency to walk more and sit less might be related to your biological make up.
The researchers continuously measured the amount of time 20 "couch potatoes" spent walking, sitting, standing and lying down for 10 days. Half the people were lean and the other half were mildly obese. Everyone had jobs that kept them sitting for much of the working day.
The scientists found that the lean people stood and moved around about two hours longer each day than the obese people.
Next, the scientists helped the lean people gain weight be overfeeding them. They also helped the obese people lose weight. They repeated the experiment to see if the lean people would move around less after gaining weight or if the obese people would move around more after losing weight.
The study participants maintained their original movement habits after they gained or lost weight.
Even if you're one of those people who naturally tend to sit more and move less, you can consciously add more movement to your, Levine said. He thinks modern societies as a whole should dance more and watch less television. He also suggests walking instead of driving whenever it's safe to do so. This research, and a related "Perspective" article, appears in the 28 January, 2005 issue of the journal Science.
Back to Science for kids
Science is published by AAAS, the non-profit science society.


Following long standing practices in Early Childhood Education, the National Association for the Education of Young Children, and Association for Early Learning Leaders, the ELC utilizes play to engage children in meaningful and constructive ways in the development of the whole child and a lifelong love of school and learning.
The ELC Curriculum emphasizes differentiation to the individual child and group as children work on foundational skills and conceptual building blocks of learning in each of five developmental areas, social, emotional, intellectual, physical, and spiritual, in order to have a lifelong love of learning and also prepare for the challenges of education from kindergarten onward.
To nurture each child individually to develop to their fullest potential
To promote positive self-esteem
To provide social opportunities
To provide opportunities for meaningful play that are based on the child’s individual needs, interests and abilities
To build important foundations for future success in all areas
To provide a Christian, loving environment where each child knows that they are specially made and loved by God
To be a resource in the areas of child development and appropriate parenting methods


Sweet Potato Gnocchi Activity
Gnocchi are tasty Italian dumplings traditionally made from potatoes, boiled, and then served in a sauce or coating of butter. Your child can create gnocchi with a twist by using sweet potatoes instead, and then rolling them into a healthy main dish!
What You Need:
- 2 cups cooked and mashed sweet potato
- ½ teaspoon salt
- 1 clove garlic chopped
- 1 egg
- 1 tablespoon shredded parmesan cheese
- 2 cups flour
- Dash of cinnamon and pepper
- Measuring cups and spoons
- Mixing bowl
- Butter knife
- Slotted spoon
- Serving bowl
- 2 tablespoons melted butter
- Dash of salt and pepper
What You Do:
- Clean a large, flat work area for rolling and cutting the gnocchi. Invite your child to dust the area with a small amount of flour to keep things from sticking.
- Now your child can measure and add the sweet potatoes and salt to the mixing bowl. Next, he can carefully chop and add the garlic and egg.
- Invite your child to give the ingredients a good stir with the spatula and then add half of the flour. Once the flour has been mixed in well, he can add the parmesan cheese and give another stir.
- Now he can add the rest of the flour and stir well. Invite him to dump the dough onto the floured work area, and add additional flour if the dough is a bit sticky.
- It’s time to make the gnocchi! He can take a handful of the dough and roll it into a long snake. Next he can use the butter knife to cut sections, about 1 inch in length, and then press with his thumb.
- Dust a plate with a little flour, and have your child place his finished gnocchi on it.
- While your child keeps rolling and cutting his gnocchi, fill a large stockpot with water and bring to a boil.
- Invite your child to gently drop his finished gnocchi into the boiling water. The gnocchi are cooked when they float to the surface, which only take a couple of minutes! Your child can scoop up the cooked gnocchi with a slotted spoon and place in a serving bowl.
- Now your child can drizzle the gnocchi with the melted butter and add an additional dash of salt and pepper before serving!
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


Mill put his case to Parliament for female suffrage.
Parliament passed Parliamentary Reform Act giving the vote to many
working class men.
London Society for Women's Suffrage formed to campaign for female
Married Women's Property
Act allowed married women to own their own property - until this point
all women's property belonged to the husband.
Elementary Education Act passed, which allowed women ratepayers
(property owners) to vote for and serve in school boards.
Women allowed to be
elected as Poor Law Guardians.
Act extended the vote to most men over the age of 21.
Local Government Act
allowed women to vote in elections for county and borough councils.
Parish Councils Act
allowed women to serve on urban and district councils.
Formation of NUWSS
- National Union of Women's Suffrage Societies (the main Suffragist
movement) - under leadership of Millicent Fawcett.
Formation of WSPU
- Women's Social and Political Union (the main Suffragette movement)
- under Emmeline Pankhurst.
Beginnings of militant
action. Emmeline Pankhurst disrupted a Liberal Party meeting in Manchester.
First arrests of Suffragettes
for disrupting a Liberal Party meeting.
Election of Liberal
government. Four hundred of 650 MPs were in favour of women's suffrage.
Women's Suffrage Bill
introduced in March but ran out of time to become law.
a radical Suffrage Bill proposing women's suffrage for some women
and the vote for virtually all men. The Bill was passed in the Commons
but then delayed by Parliamentary disputes over the People's Budget
(see Gallery 2). The Bill was dropped when a new election was called
In June an All Party
Committee of MPs put forward a Conciliation Bill to give some women
the vote. The Bill was passed by the House of Commons but then dropped
when another election was called in November. Furious Suffragettes
stepped up their campaign of violence resulting in many clashes with
police and arrests.
reintroduced in May and passed with large majority. In November the
Liberal PM Asquith then changed his position. He decided to drop the
Conciliation Bill and bring in a new measure to give more men the
vote. He then indicated that MPs could add an amendment to give some
women the vote.
Suffrage Bill introduced. However, the Speaker of the House of Commons
ruled that a Male Suffrage Bill could not also give votes to women.
The amendment to give votes to women was withdrawn. Militant suffragette
action became even more intense, including arson attacks and the destruction
of the London to Glasgow telephone line.
Great War broke out
in August 1914. All women's suffrage campaigners stopped campaigning
and supported the war effort. Despite this, the NUWSS continued to
represent women and to press for recognition of the work that women
a Representation of the People Act, which gave the vote to all men
over 21. Some women also got the vote: women over 30, and women over
21 who were householders (owned their house) or married to householders.


How Does Deeper Learning Prepare Students?
"In order to prepare young people to do the jobs computers cannot do we must re-focus our education system around one objective: giving students the foundational skills in problem-solving and communication that computers don't have." - Frank Levy and Richard J. Murnane, "Dancing with Robots"
To be prepared for the future, our students need a more advanced set of skills. Employers are seeking college graduates with the capacity to think about problems in new ways, design their own solutions, and collaborate and communicate in multicultural settings. By 2018, 63 percent of all U.S. job openings will require at least some college coursework. Employers will need 3 million more college graduates than they’ll be able to find.
Moreover, today’s students will become the next generation of leaders and citizens. They’ll face complex environmental and social problems, like climate change and global poverty. To meet those challenges, they’ll need to be able to work together and think analytically. As Albert Einstein said, “We can’t solve problems by using the same kind of thinking we used when we created them.”
How do we know that deeper learning will best prepare students to succeed in the workforce and lead in their communities?
In the short term, deeper learning skills help students master core academic content and retain what they learn. Schools are demonstrating that students who are engaged in deeper learning are more motivated and take ownership of their education, which results in higher performance. They’re gaining knowledge and recalling facts, but they can also apply what they know to real-world situations. Check out some of their real-life work.
In the long term, deeper learning skills are the keys to a student’s future success. Employers are, in so many words, telling us they need talent with deeper learning skill sets. They report that the strongest applicants work well in teams, communicate effectively, solve problems, manage their own priorities and goals, and believe in hard work.
Deeper learning skills also enable students to become more active, engaged members of their communities. Watch this video to see how a group of young students in California collaborated with their neighbors and communicated effectively with lawmakers and the media to save a state park. The lessons they learned, like the value of hard work (“I had done something to help the community, and it felt really good”) and a strong belief in themselves (“Anybody can make a difference; it doesn’t matter if you’re a kid”) will help them succeed throughout their lives.


Earth - The Water Planet
This interdisciplinary course is the first of two science content courses specifically designed for elementary education majors (K-5). It is team-taught by two science faculty from Geoscience, Physics, Chemistry, and/or Biology. The course is structured similar to how the students' future elementary classrooms will be structured: all course activities that help students learn content are inquiry based and constructed with commonly available materials that they will have access to in their future classrooms. The science content is taught around the common theme of water, another material that the students' will have access to in their future classrooms. The course is assessed primarily through metacognitive reflective essays, concept maps, and larger projects.
For Dr. Anderson's reflections on the course and its design, see Earth - The Water Planet: Role in the Program.
- Make connections between the macroscopic and microscopic worlds.
- Construct a model illustrating how water impacts the Earth (what and where is water; how does water affect the Earth; how do things affect water).
- Design and construct a simple experiment that can be completed in an elementary classroom.
- Synthesize diverse information to draw reasonable scientific conclusions and to support those conclusions with evidence and scientific reasoning.
- Solve simple mathematical problems.
- Read, interpret, and make graphs and diagrams.
- Design, implement, and assess the effectiveness of science activities for elementary school children.
In addition, students will recognize that they are able "to do" science, will become more enthusiastic about science, and will start to see science all around them.
Syllabus (Acrobat (PDF) 144kB May7 07)
There are no exams or homework sets in this class. Rather, students are required to complete metacognitive reflective essays for each activity (or small group of activities) that they complete in class. These essays include the lesson plan for the activity they performed as well as a more personal response to the activity that includes what they learned, when they learned it, any changes they would make for future classroom use, and connections they identify from this activity to their world, to other activities, etc. Activities include large group projects like creating a concept map about water that links all of their course experiences and smaller activities.
Rubric for assessing metacognitive reflections (Acrobat (PDF) 146kB May7 07)
Assessment Rubric for Earth: The Water Planet (Acrobat (PDF) 23kB May11 07)


The Peabody Institute's concert hall (built in 1866) and its adjacent library (completed in 1878) were the first buildings on a campus envisioned to be a "common ground, where all may meet," by its benefactor, the 19th-century international banker and philanthropist George Peabody.
The six-building campus on the grounds of Johns Hopkins University, Baltimore, was built over a period of 138 years, connected by Peabody Plaza, an alleyway at the rear of the concert hall and library. Physically, the "common ground" Peabody sought was nowhere to be found.
Every time the institute added a building, "they tried a little more to tie the campus together, but it never really took," said architect Carl Elefante of Quinn Evans Architects, Washington, D.C.
Friedberg Hall and the George Peabody Library underwent a three-year, $26.8 million renovation that updated its building systems, enhanced the level of music education and performance capabilities, and created harmony between the Institute and its surrounding Mount Vernon Place Historic District. "This project tied the campus together, so that it really does flow now in a way that it just didn't before," says Elefante.
For this work, it was honored with a Merit Award by the judges in BD&C's 2004 Reconstruction and Renovation Awards.
The design team was charged with finding a way to connect the original two buildings with one main entrance, while giving concertgoers and students a place to congregate and bring them smoothly from the entrance down 20 feet to Peabody Plaza.
The result is the Grand Arcade, a 90-foot-wide, 120-foot-deep expanse that is considered the "central circulation spine at Peabody" by John Taylor, Gilbane Co., Providence, R.I., the project's construction manager.
Peabody Plaza: Friedberg Hall (left) and the George Peabody Library (right) were the first buildings at the 147-year-old music school.
Originally a light well between the two buildings, the Grand Arcade now has a glass roof that fills the space with natural light during the day and creates a dramatic view of the sky at night. The stairway connects the multiple levels of the adjacent buildings, improving circulation and bringing the campus together.
The East Rehearsal Hall, once a tiered lecture hall located directly under six stories of book stacks in the Peabody Library, was the project's biggest technical hurdle. First, four levels of tiered flooring had to be removed to create a new floor at one level. Then the room's original brick arches, installed in the 19th century to fireproof and structurally reinforce four cast-iron columns, had to be pried out brick by brick. The cast-iron columns beneath were reinforced with braces and updated to meet current structural standards.
The East Rehearsal Hall was created with a box-in-box construction, utilizing acoustical isolation joints and hangers that significantly heighten its performance capabilities.
The hall was then isolated from the rest of the library and renovated with box-in-box construction. The ceiling and walls were hung by isolation springs and separated from the existing structure to prevent any resonance of sound. The floor is a topping slab built over the larger structural slab, with a sound isolation system built between its layers. The room "floats" separately from the rest of the building.
Box-in-box construction was used in the Percussion Suite, the Cohen Davison Lecture Hall, and several practice rooms to provide enhanced acoustical capabilities.
Since the completion of the 24,000-sf renovation, the Peabody Institute has seen a 15% rise in the number of students auditioning for the school, but Elefante says that is not even its greatest measure of success.
"The number of times I've seen kids from the school sitting in the plaza, playing a guitar or some other instrument, shows that the renovation has been embraced as part of the school," Elefante says. "This is a music school. Every inch of it is a performance space. That, to me, is the thing that says it's a success as part of the campus."


The Suzuki Method of music education is based on the philosophy and teaching methods developed by the Japanese violinist, pedagogue, educator and humanitarian, Dr. Shinichi Suzuki.
Dr. Suzuki believed in the great potential of music to enrich children’s lives. He developed a method of music education to enable children to play music to their highest possible level of ability. His method was derived from his observation of the ease and facility with which young children learn to speak their own language. He analysed and adapted these precepts of language development into a system of music education which was aptly named the ‘mother tongue’ approach. He began to teach using these methods and soon set up an institute of music in Matsumoto, Japan. In 1964, Suzuki took his first group of musicians to play in the United States. The musicianship and confidence of these young students playing demanding solo repertoire astounded the audiences who heard them.
Today, there are more than 8,000 Suzuki teachers with over 250,000 students across 40 countries.


A music educational environment for preschoolers
Jansen, A.E. and Dijk, E.M.A.G. van and Retra, J. (2008) A music educational environment for preschoolers. In: Proceedings of the second international conference on Fun and Games, FnG 2008, 20-21 Oct 2008, Eindhoven, The Netherlands (pp. pp. 194-202).
Restricted to UT campus only : Request a copy
|Abstract:||This paper describes the design and evaluation of an interactive computer environment that envisions to contribute to young children's musical learning. The intent is to stimulate the child's inherent musical abilities by
engaging the child in active musical interaction with the environment. The design of the environment is inspired by an existing preschool music education method and uses knowledge from several research areas. In this paper the design choices are motivated. The paper also describes the prototype that has been developed of the interactive environment and the results of a Wizard of Oz experiment.
|Item Type:||Conference or Workshop Item|
Electrical Engineering, Mathematics and Computer Science (EEMCS)
|Link to this item:||http://purl.utwente.nl/publications/62563|
|Export this item as:||BibTeX|
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Elementary Education Resources: Pre-School
List of Contents (click on topic name for more links)
Back to Pre-School index
Alliance For Childhood--This site gives information and articles about the critical stages of early childhood development and what children need.
Early Childhood Special Education
Heartfeltstories--felt products for pre-school story telling
PreSchool Zone--Resources for Early Childhood Special Education
Special Education Pre-school Resources
You Can Read!--a learn-to-read phonics program on videotapes. The program was written and produced by teachers and has been highly recommended by both parents and educators. It includes 12 easy-to-follow lessons on four videotapes and is accompanied by over 150 corresponding worksheets. "You Can Read!" is effective for the young child who is ready to read and for the older child or adult who has experienced some difficulty in reading.
See also Elementary Education Special Education Resources (48)
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© Bernie Poole, Yvonne Singer, 1996-2009, All rights reserved / firstname.lastname@example.org, email@example.com / (814) 269-2923 / Revised Saturday December 05, 2009


§ 4.23. High school education.
(a) Instruction in the high school program must focus on the development of abilities needed to succeed in work and advanced education through planned instruction.
(b) Curriculum and instruction in the high school must be standards-based and provide all students opportunities to develop the skills of analysis, synthesis, evaluation and problem-solving and information literacy.
(c) Planned instruction aligned with academic standards in the following areas shall be provided to every student in the high school program. Planned instruction may be provided as a separate course or as an instructional unit within a course or other interdisciplinary instructional activity:
(1) Language arts, integrating reading, writing, listening, speaking, literature and grammar.
(2) Mathematics, including problem-solving, mathematical reasoning, algebra, geometry and concepts of calculus.
(3) Science and technology, including participation in hands-on experiments and at least one laboratory science chosen from life sciences, earth and space sciences, chemical sciences, physical sciences and agricultural sciences.
(4) Social studies (civics and government, economics, geography and history, including the history and cultures of the United States, the Commonwealth and the world).
(5) Environment and ecology, including scientific, social, political and economic aspects of ecology.
(6) The arts, including art, music, dance, theatre and humanities.
(7) Use of applications of microcomputers and software, including word processing, database, spreadsheets and telecommunications; and information skills, including access to traditional and electronic information sources, computer use and research.
(8) Health, safety and physical education, including instruction in concepts and skills which affect personal, family and community health and safety, nutrition, physical fitness, movement concepts, motor skill development, safety in physical activity settings, and the prevention of alcohol, chemical and tobacco abuse.
(9) Family and consumer science, including principles of consumer behavior and basic knowledge of child health, child care and early literacy skill development.
(d) The following planned instruction shall be made available to every student in the high school program:
(1) Vocational-technical education under § § 4.3 and 4.314.35.
(2) Business education, including courses to assist students in developing business and information technology skills.
(3) World languages under § 4.25 (relating to languages).
(4) Technology education, incorporating technological problem-solving and the impacts of technology on individuals and society.
(e) College-level advanced placement courses may be offered as planned instruction in the high school curriculum.
(f) This section does not preclude the teaching of other planned instruction designed to achieve a school districts, including a charter schools, academic standards.
(g) School districts, including a charter school, shall determine the most appropriate way to operate their high school programs to achieve the purposes under subsection (a) and any additional academic standards as determined by the school entity.
The provisions of this § 4.23 amended under sections 121, 2603-B and 2604-B of the Public School Code of 1949 (24 P. S. § § 1-121, 26-2603-B and 26-2604B).
The provisions of this § 4.23 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872; amended February 28, 2014, effective March 1, 2014, 44 Pa.B. 1131. Immediately preceding text appears at serial pages (346981) to (364982).
This section cited in 22 Pa. Code § 4.27 (relating to physical education and athletics).
No part of the information on this site may be reproduced for profit or sold for profit.
This material has been drawn directly from the official Pennsylvania Code full text database. Due to the limitations of HTML or differences in display capabilities of different browsers, this version may differ slightly from the official printed version.


All construction should be this sweet
Today, we’re wrapping up our Science for Kids activities. Although, I guess, technically, this is probably more of a math or engineering activity. In any event, I’ve saved the easiest, and tastiest, one for last.
Kids, remember on Monday when I said, “Don’t eat what you make.” Well, you can ignore that for this project. Yum!
Parents, your turn: You don’t have to do much of anything for this one except provide a bag or two of mini marshmallows and toothpicks. Feel free to provide a helpful hint or two about how triangles can be used to reinforce objects (think bridges) and encourage them to try something different if the first structure doesn’t work out (power of perseverance) but generally, just let them take it and run with it. The kids will be highly entertained. In fact, these kids below built for an hour or more. True story.
Oh! Almost forgot! Note learned from experience: if you’re combining the science experiments in this series for a birthday party or playdate, this activity is a great one to do while the kids let their Preposterous Polymer rest. You can even break the kids into groups and have them work together on this one.
Okay, enough from me. Let’s get on with the good stuff! We give you: Marshmallow Building


ERIC Number: ED181699
Record Type: RIE
Publication Date: 1979
Reference Count: 0
Behavioral Characteristics of Educable Mentally Retarded, Emotionally Handicapped, and Learning Disabled Students. Final Report.
Sherry, Stanley A.
In light of the difficulty in making a differential diagnosis among educable mentally retarded (EMR), emotionally handicapped (EH), and learning disabled (LD) students considering only their behavioral characteristics, a study was done to generate descriptive data regarding the behavioral characteristics of such students. Sixty EMR, EH, LD, and normal students (ages 11 and 12 years) were observed in regular classroom and resource room situations by three observers. The results indicated, among other things, that the behavior counting checklist used adequately discriminated between exceptional and normal Ss. Differences in behavioral characteristics among the three categories of exceptional Ss were also indicated. When exceptional Ss were observed in the regular classroom, their behavior was extremely variable, and a higher mean frequency of nontask oriented behavior was exhibited by all three groups. Observations in the resource room showed lower mean frequencies for nontask oriented behavior and a greater mean frequency of task oriented activity. The accuracy of measurements made by observers yielded reliability and agreement coefficients of sufficient magnitude to generalize results. (Author/DLS)
Descriptors: Behavior Patterns, Behavior Rating Scales, Classroom Observation Techniques, Differences, Doctoral Dissertations, Educational Diagnosis, Elementary Education, Emotional Disturbances, Exceptional Child Research, Identification, Learning Disabilities, Mental Retardation, Mild Mental Retardation, Student Evaluation
Publication Type: Reports - Research; Dissertations/Theses
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Florida Univ., Gainesville. Dept. of Special Education.
Note: Ph.D. Dissertation, University of Florida


Occupational therapy helps children achieve independence in all areas of their lives. It helps improve their cognitive, physical and motor skills and enhances their self esteem.
Fine motor skills are the basis for the preparation of the hand and are not only essential for handwriting but a necessity for daily living.
These skills are needed for writing, colouring, cutting, painting, playing with small objects, computer use and for self care activities such as tying shoelaces, dressing, doing buttons and zips and using a knife and fork. They are integral to a child’s development. Children who struggle with any of these activities often feel frustrated and their self esteem suffers.
Please view the navigation list for some exercises to help fine motor skill development


Getting a Grip on Your Anger
Anger is a normal human emotion. Sometimes when you become very angry, you may feel as if the emotion has taken over and can’t be controlled. When your anger is getting out of control, you may run into personal problems at work or at home. But you can learn ways to handle your anger so you can gain some control over this seemingly uncontrollable feeling.
Anger is an emotion, but it also affects you physically. When you get angry, your heart rate increases, your blood pressure rises, and the stressresponse hormones adrenaline and noradrenaline surge throughout your body, preparing you for action. Back in our remote past, anger helped us respond to threats by fighting and defending ourselves when we were attacked. But in today’s world you no longer need to respond so strongly to a perceived threat, which is more likely to be someone cutting you off in traffic or competing with you for a promotion than someone trying to steal your food.
Some people have a low tolerance for frustration and seem to become angry more easily than others. Doctors are not sure why this is so, but possible causes include an inherited tendency, early childhood learning, or living in a family in which members failed to learn how to properly communicate their emotions.
The popular notion that venting your anger is healthy has turned out to be false. Doctors now know that freely expressing your anger in the heat of the moment actually escalates the emotion and does little to help anger subside. Instead, the best solution seems to be finding out what triggers your anger so you can find ways to deal with those issues.
Of course, if your anger is so out of control that it’s affecting your relationship or your job, or if you feel the urge to hit someone, seek help. Talk to your doctor about your anger and ask him or her to refer you to a counselor. Experts say that some people with extreme anger may be able to moderate their emotions in about 10 weeks or less with counseling.


Early Childhood Education, Financial Stability, and Asset Building Strategies for Families with Young Children
Information Memorandum: CCDF-ACF-IM-2011-04
- Program Administration
- Current Guidance, Other, States/Territories, Tribes
- Information Memoranda
- Family Financial well-being
TO: Head Start and Early Head Start Grantees; Child Care and Development Fund (CCDF) Administrators
SUBJECT: Early Childhood Education, Financial Stability, and Asset Building Strategies for Families with Young Children
The purpose of this Information Memorandum is to provide Head Start programs and CCDF grantees with information about key strategies that can help families with low incomes and limited economic assets improve their financial stability. This information is provided by the Office of Head Start and the Office of Child Care in partnership with the Office of Community Services.
Every parent and every child needs a level of financial security to thrive and succeed. Parents stand a better chance of maintaining economic stability for themselves and their families if they have skills in budgeting and planning for day-to-day expenses, emergencies and long-term goals. Children are more likely to thrive if their family environment is economically stable. Infants, toddlers and young children living in households with low financial stress are more likely to achieve developmental goals and succeed in many ways.
Quality early care and education programs often work hand in hand with community partners who are experts in family financial literacy and asset-building. Head Start and child care programs can use these partnerships to help families become more economically stable, and in so doing, support children’s health, development and ongoing learning into the school years.
Asset Building Strategies for Families
Given the importance of family financial stability, the Administration for Children and Families (ACF) has made it a priority to share information about asset building to all ACF divisions/programs. This effort is being coordinated by the Office of Community Services (OCS) in partnership with the Office of Head Start, the Office of Child Care and other ACF offices. Asset building is an approach that emphasizes the value of enabling individuals and families to learn about and use sound family budgeting and money management practices to address financial issues and to plan for long-term success. ACF, with guidance from the OCS, has identified six strategies that are fundamental to the asset building approach.
- Financial education
- Savings and Individual Development Accounts
- Getting banked
- Managing credit and debt
- Tax credits and tax filing assistance
- Accessing Federal and State benefits
When coordinated over time, these strategies can help families be more successful at addressing financial challenges and creating lasting financial security for themselves and their children. These strategies describe skills and supports that are helpful to families with low incomes in their day-to-day decision-making and as they set goals for the future. There are many different ways these strategies can be integrated into Head Start programs and child care programs both in support of families as well as staff and providers.
When implemented directly or through local partnerships, these six asset building strategies can be transformative for families. Head Start and child care staff and providers are working on the forefront of child development every day, and many programs have already begun to use asset building strategies, such as financial education, to ensure that parents and staff have the information and skills they need to remain financially secure.
Each asset building strategy is described briefly in the document accompanying this Information Memorandum: “Asset Building and Early Childhood Programs: Strategies for Families.” This resource includes additional information about each of these six strategies along with web links and information about free materials. Additional information about how Head Start and child care programs can use asset building strategies to assist families in becoming and remaining financially secure is available at:
The Office of Community Services’ Assets for Independence Resource Center
National Child Care Information Center
Head Start Resource Center
Early Childhood Learning and Knowledge Center
Please direct any questions on this Information Memorandum to:
Office of Child Care
Family and Community Partnerships Specialist
Office of Head Start
Thank you for your work on behalf of children and families.
Joan Lombardi, Ph.D.
Deputy Assistant Secretary
and Inter-Departmental Liaison
for Early Childhood Development
Yvette Sanchez Fuentes Director
Office of Head Start
Office of Child Care


Main navigation | Main content
The Culture-Based Arts Integration (CBAI) Curriculum website is the ongoing product of the work of many K-8 public school teachers in northern Minnesota.
The lessons and activities provided here were developed as part of two projects funded by the U.S. Department of Education, Office of Innovation and Improvement, Arts in Education Model Demonstration and Dissemination Programs beginning in 2006. These projects address specific gaps and weaknesses in educational service, infrastructure, and opportunities for American Indian and non-Indian students.
The first project, Project Intersect (2006-2010), and the current project, CBAI, are comprehensive and collaborative models designed and facilitated by the University of Minnesota's Institute on Community Integration and Department of Curriculum and Instruction Art Education Program.
Project Intersect focused on students in Cloquet Public Schools and the Fond du Lac Ojibwe School. The CBAI Project focuses on students in St. Louis County Schools District #2142 in northern Minnesota.
These projects seek to enhance interest, understanding, enthusiasm, and performance in standards-based subjects among American Indian and non-American Indian students in grades K-8. Teachers of grades K-8 and art teachers participate in training to enhance their understanding of Ojibwe culture and art and then work with project staff to design lesson plans in order to integrate this new knowledge into their existing curricula. These new lesson plans are available to you on this website, which will be updated as more lessons are created.
Because these lesson plans were created by working teachers, you will notice the personal and often conversational tone in which they are written. Additionally, the teachers took care to offer suggestions and helpful hints for their effective use by teachers and educators elsewhere.
The lesson plans shared here may not always be appropriate choices for all classrooms, regions, and contexts. The teachers of this project worked in collaboration with elders and culturalists in their community to ensure proper and appropriate curriculum, based on local Ojibwe art and culture.
Before committing to any lesson plan idea, please be sure to research the literature, resources and any classroom materials you intend to use for accuracy and appropriateness. There is great diversity in Native communities and we cannot stress enough the importance of educating yourself, as well as connecting with elders and culturalists in your region for guidance and assistance in curriculum development.
Please take a minute and look over the resources, cultural materials, and informative links as you prepare to bring these lesson plans thoughtfully and appropriately into your classroom.
The lesson plans on the website were developed by classroom teachers in grades 1-8 with the support of project staff. Connie Hyde, Cloquet Public Schools and Tara Graves, Fond du Lac Ojibwe School served as on site staff. Dr. James Bequette, Arts Education faculty at the University of Minnesota and Dr. Jean E. Ness coordinated activities with the University and project sites, and Kelly Hrenko, graduate student in Arts Education managed the collection, editing, and consolidating of all lesson plans, observed teachers in their classroom's, and provided content support to all project teachers.


The people who thought up this brilliant plan didn't understand that kids have to know the sounds of letters, blends, etc. in order to decode words. Short, long vowel sounds. What sound does "CH" make?
What happens if you put an "E" on the end of HOT? We, who had phonics instruction and were taught spelling rules, know that an "E"added to the end of a CVC (consonant, vowel, consonant) word, gives the vowel "O" a long sound. If kids don't know the CVC rules, how are they going to master spelling at a young age? What about two vowels together? We learned "When two vowels, going walking, the first does the talking". Isn't this true of the word BOAT? What vowel do you hear? Right! "O". Any child that isn't taught the "rule" might have no idea of how to pronounce it.
One year, when I was teaching fifth grade, a boy pronounced "boat" as "BO- AT". It really didn't shock me because I knew that he had little or no phonics instruction up to fifth grade. That's a perfect example of why we need to stress spelling and pronunciations of words.
Another year, I was giving a "Back to School" presentation and told the parents that even though we weren't "allowed" to teach phonics, I teach it. I got a HUGE round of applause! One parent told me that she had been frustrated because it wasn't being taught, and she was teaching her daughter, phonics and spelling rules at home, the best she could.
That's a long story about why I created this "How to Spell Plural Nouns chart and activity! Why is it free? I'm hoping that MANY teachers download it and use it with their students, then hopefully, future generations will know how to spell!


-understand the complexities that each person has (i.e. aesthetics, social, and historical contexts. Explore complexities!
#6- A quality art education gives students the knowledge they need to notice and interpret a wide range of visual practices.
-Educators must commit to art education
Art ed readingpresentation
What Is Art?
Todays Education System-Students often focus on one right answer
Structuring a quality art Curriculum-“The essential contribution art makes to ourcommunities is to teach skills and conceptswhile creating opportunities to investigate andrepresent ones own experience.”
Principles 1 and 2#1: Playing-Learning begins with play -Play must be free#2: Forming Self-Art allows students tounderstand who they are, and who they maybecome
Principles 3 and 4• #3: Investigation Community Themes-Bring out ones deepest meaning and empathy.• #4: Encountering Difference -Multicultural curriculum allows us to see themes of others
Principles 5 and 6• #5: Attentive Living -Artistic thinking is not separate from daily life.• #6: Empowered Experiencing - Help students understand art in larger context.
Principles 7 and 8#7: Empowered Making -Must bridge gapbetween what is “cool” (introduce new artists),and theory and spontaneity#8: Deconstructing Culture -Students aren’tpassive recipients of manufactured meaning
Principles 9 and 10#9: Reconstructing Social Spaces -Artists mustconstruct new spaces in which caring,courageous communities can emerge#10: Not Knowing-Students will learn that theydon’t know everything
Principle 11• BELIEVING-Art teachers must believe in what they are teaching. Must get students to believe in themselves
Activity!• Divide paper into thirds.• When songs begin, start painting until song is over.• Be sure to paint the emotions you feel throughout the song
Principles of Possibility• These principles should be used as a checklist for art educators to test if material is providing a useful art experience


"Life-long experience": Half the parents surveyed believed reading was the most important skill for a child to learn.
Parents who stop reading to their children once they reach primary school are missing out on an emotionally rich time and could also miss out on the benefits of reading aloud in old age, a literacy expert has said.
Comments from Professor Bridie Raban, at the University of Melbourne's Graduate School of Education, come as a Galaxy poll of 1200 Australian parents found that just 23 per cent of parents read to their child every day.
The poll found that 40 per cent of parents of toddlers and pre-schoolers read every day to their child, but this dropped to 24 per cent by the early primary school years. Just four per cent read daily to their child by the time they were aged 9 to 12 years.
Parents blamed making dinner and doing housework (19 per cent), work (12 per cent) and tiredness (12 per cent) for skipping the nightly read with their child.
"When children come home from school the pressure is on to get things done," Professor Raban said.
"But reading is different. It isn't like you read a bedtime story across the room. It is done in close proximity and reading a book to a child is an emotional arena – it is very intense," she said.
"Children grow up quickly and when they leave home it is done. Reading a book together extends that period of closeness well beyond the preschool years," she said.
The parents surveyed were worried about reading. Half believed reading was the most important skill for a child to learn. Nearly one-third of the parents surveyed felt guilty or a sense they had let their child down when they did not read to them.
Up to 83 per cent wanted their child to read more and one in five believed their child was reading less than they did at the same age.
Professor Raban said some parents believed that when a child went to school they no longer needed to read aloud to their child but she said reading aloud in old age was found to help with diseases like Alzheimer's disease.
"Reading is not like learning to kick a football or swing a golf club, it is a life-long experience," she said.
Nine out of 10 parents encouraged their children to read. One in 10 said they bribed their children to read with lollies and money but the most common incentive was giving children books as gifts (64 per cent).
Professor Raban said bribery was all right as it was part of how children learned to negotiate. She said the trick was to make reading together a treat rather than punitive.
"That's how families are. If it isn't books it will be something else," she said.
The survey was completed for Optus. The mobile carrier and the Smith Family have expanded a literacy program to improve students reading and confidence. The student2student mobile literacy program is a "buddies" program which pairs 8-12 year olds with a peer and they read the same book while on the telephone. The peer is usually in high school and has training to improve literacy skills in peers. They read together twice a week. Optus provides a mobile phone to any student without a phone.
Professor Raban said reading over a telephone was "better than nothing" but was not as good as sitting alongside a child and seeing whether they understood and enjoyed a story.
Results showed that by the end of the program the reading age of 82 per cent of participants had improved. Confidence and overall education improved for children in the program, parents said.
Theresa Collignon, general manger of the Smith Family in NSW and the ACT, said literacy foundations were built in the primary and early secondary school years.
“Research identifies a clear link between the development of good literacy and numeracy skills at an early age and higher levels of educational achievement, employability, higher earnings and social participation later in life,” she said.
Despite the bells and whistles of digital books, 86 per cent of Australian children preferred a traditional book.
- Make reading part of the daily routine. Make a bedtime story something to look forward to.
- Read regularly yourself.
- Join a local library.
- Read books on different topics and find themes that interest your kids.
- Play word and word association games.
- Talk with your child: it builds communication skills, vocabulary and increases confidence.
Source: Literacy Solutions and Optus


ART-227-20, Three Dimensional Media & Tech/Elem & Sec (SP13)
INSTRUCTOR: Elizabeth Grimaldis
SCHEDULE/DAY/TIME: SEM/Saturday/8:30 – 11:15 a.m., 02/02/2013-05/11/2013
This course will explore three dimensional media and processes; planning, safety and instructional strategies for use in elementary and secondary schools. Works by major artists will be analyzed and discussed along with the relationships between past and present styles and techniques.
-To identify and utilize three dimensional media and techniques appropriate to teaching elementary level students.
-To identify and use three dimensional media and techniques appropriate to teaching secondary level students.
-To become proficient in the use of three dimensional art materials and instructional techniques at the elementary and secondary levels.
-To plan learning strategies for teaching three dimensional media and design at the elementary and secondary levels.
-To define and practice safety procedures using equipment and tools appropriate for the elementary and secondary schools
The format includes class demonstrations, lectures, studio work, field assignments, and critiques. Field trips to the Walters and Baltimore Museum of Art may be planned.
REQUIREMENTS AND ASSIGNMENTS:
Students will be expected to:
-Attend all classes. An excused absence must be discussed with the instructor.
Participate in class discussions and critiques.
-Keep a personal journal/sketchbook of independent thinking and innovative ideas which should include preliminary sketches, notes, and contextual information.
-Create 3-D art forms related to the assignment that evidence critical and analytical thinking, and synthesizing ability.
-Create and prepare lesson plans appropriate for the elementary and secondary levels on three dimensional media and techniques.
1. NOTE: A Portfolio including the planning journal will be 80% of the grade; participation in discussions and critiques will be 20% of the grade.
2. NO EXAM.
A. A portfolio of all art projects and assignments including the planning journal will be submitted at mid-term and the final class.
B. All students must keep a journal/sketchbook which must include handouts on media and processes, art education theory and practices, and relevant papers on three dimensional media and techniques.
C. All art activities will be started in class under the supervision of the instructor. Unfinished work must be completed by the student at home/studio
D. Students must complete all assignments for a satisfactory grade.
REQUIRED TEXT(S) OR MATERIALS:
-No required text(s). Instructor will provide handouts from current art publications, county curriculum guides, MSDE Standards.
-Independent research by students using the internet to support their ideas may be used.
RECOMMENDED READINGS OR MATERIALS:
READINGS AND/OR ASSIGNMENTS TO BE DONE PRIOR TO THE FIRST CLASS:
No prior readings or assignments.


“I’m teaching a child with special needs. What does that mean?” This course will increase your knowledge of how to deliver appropriate, differentiated music instruction to students with a disability. Content will include an introduction to special education laws and terms, a basic overview of specific disabilities, and an explanation of the Individualized Education Program (IEP) and how music educators can be a part of that process. Examples and strategies will shed light on how to collaborate with special education teachers and paraprofessionals, classroom and behavior management for the inclusive classroom, and most importantly, practical examples of how to accommodate and modify music instruction for students with disabilities in the inclusive classroom. Teacher-directed presentations, teacher modeling, journaling, small and large-group discussions, student presentations, and group activities will all be used throughout this course.
Instructor: Giovanna Davila
Giovanna Davila teaches Kindergarten-6th grade general music at Thomas Jefferson in Milan, Illinois. Giovanna received her Bachelors of Arts in Music Education from Augustana College in Rock Island, IL, and a Master’s Degree in Special Education from Western Illinois University. She has a wide range of experience having taught every grade level in a variety of areas: general music, choir, and band. Giovanna has also taught children from different socio-economic backgrounds, cultures, and ability levels. Giovanna was a Graduate Teaching Assistant at the University of Iowa, preparing pre-service educators how to incorporate music in the elementary classroom. Giovanna’s greatest joy is teaching elementary music and engaging all of her students in making music. Throughout her ten years of teaching experience, Giovanna has learned to adapt and modify her instruction to best meet her students’ needs. Giovanna has completed Kodaly Level I and Orff Schulwerk Levels I and II, and uses both techniques in her classroom. Currently, Giovanna is pursuing a doctorate in music education while teaching and making music with elementary children.
6703 Inclusive Music Education: Teaching Music to Children with Special Needs
1 graduate credit for 2 sessions
Location: VCM Room 100
Tuition is due in full with registration
Saturday, February 9, 8:00am-3:45pm
Saturday, March 9, 8:00am-3:45pm


Worried your kid forgets everything they've learnt when not at school? Here's how to keep their brain sharp. more
Mathematics milestones 7-8
Numeracy skills become increasingly formal during this age bracket as children work to develop a number sense and confidence with using mental and written strategies to solve problems.
Children in this age bracket can progress in leaps or bounds, or develop skills at a steady pace. Please consider what you read below in the context of your own child’s unique development.
7-8 year old numeracy skills can include:
- Children can generally order, read and write numbers to 999 by the age of eight. They have begun using tallies to record totals but some children may still be using simple drawings to support their explanation of problem solving.
- Children understand the concept of numbers being on a number line and can use these as tools to support the development of mental counting strategies. Most 8 year olds can handle larger numbers on a number line and can determine that a number such as 3000 is closer on a number line to 5000 than 2000 is.
- 7-8 year olds can create and continue number patterns and relate these to addition and subtraction to 20. Patterns can be linked to strategies such as skip counting. Most children at this age can skip count to 100 and identify the pattern, skip counting by 2s, 4s and 5s.
- Some children at this age may still be learning to name a specified number in the hundreds for example “What number comes after 192?”.
- Children at this age are mostly able to understand that ten ones is the same as 1 ten.
- Mental strategies are improving and children can understand that 3+4 = 4+ 3. Children who are 8 are usually able to grasp that 3+4+5 is the same as 3+9.
- Children are now adding, subtracting, multiplying and dividing. They are still talking about multiplication and division using the language of groups, fair shares and are not yet expected to know their times tables. Multiplication is talked about as repeated addition. Children at this age are learning many strategies for counting and combining numbers for addition and subtraction. These strategies are linked to recognising relationships between numbers such as doubling.
- Children can understand the concept of ‘base 10’ and recognise that numbers have different values depending on the position in the number. A child will learn that the 4 in the number 14, 45 and 432 all represents a different value. Children at this age are using longs, flats and ones to show understanding in the classroom.
- At this age children are also working with fractions using the terms halves and quarters. This is linked to real life situations such as cutting a cake or pie into halves or quarters and finding the number of pieces. Children understand that a quarter is a half, halved again.
It is during this stage of development that formal written algorithms are introduced. This should only occur once children have a solid grasp on the basic concepts of place value and can mentally hold in their mind two digit numbers. If this is not the case then persevering with developing number sense through games and activities will be more beneficial than pushing your child to begin writing algorithms.
Find more teaching tricks to inspire learning:
- Teaching kids to tell time
- Teaching left vs. right
- Tips for teaching addition
- Tips for teaching subtraction
- Tips for teaching multiplication
- Tips for teaching division
- The importance of music lessons
- Mathematical milestones for pre-kinder children
- Mathematical milestones for 5-6 year old children
- Mathematical milestones for 7-8 year old children
- Mathematical milestones for 9-10 year old children
- Mathematical milestones for 11-12 year old children
Discover more School Zone
This article was written by Michelle Barrington for Kidspot, Australia’s leading education resource for parents from sources including Board of Studies , Victorian education documents and SA curriculum . Michelle is a teacher and mother of a toddler who blogs at Gee, You're Brave.


In celebration of National Peace Day on September 21st, your child can create a colorful peace collage, using magazine clippings and colorful pieces of paper. Along with honing fine motor skills, he’ll learn more about the concept of peace and harmony.
What You Do:
- Start by discussing with your child what peace means to him. He can create a list of all the words that pop into his head to use later with his collage.
- Now he can go on a scavenger hunt around the house for all those magazines and newspapers hiding in the corners of the house. He can begin searching through them for peaceful images and any of the words he had added to his list.
- Offer your child a pair of scissors and encourage him to cut out what he finds.
- Once he’s cut lots of pictures and words, your child can begin the arrangement of the peace collage on a larger sheet of white paper. Along with using some glue to secure the cut papers, he can think about arrangement and design, challenging his creativity!
- Encourage your child to keep working until his peace collage is complete and his entire paper is covered.
Help your child find a peaceful spot to put his finished collage, reminding everyone how important peace really is.
Did you know:
World Peace Day occurs annually on September 21? It was originated in 1981 with hopes of promoting and strengthening the concept of peace and acceptance.
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


Music Education Great Britain
A selection of articles related to music education great britain.
Original articles from our library related to the Music Education Great Britain. See Table of Contents for further available material (downloadable resources) on Music Education Great Britain.
- An Overview of Gospel Music
- Gospels refer to the first four books of the Bible’s New Testament. These hymns became integral part of worship services of “Protestants”.
>> Poetry & Fable
- Black Gospel Music
- Black Gospel music is also known as Urban Contemporary Gospel music. Its roots were the Negro spiritual songs that were sang by the African slaves while tilling the rich cotton fields of their white Southern masters in the early 18th century.
>> Poetry & Fable
- Story of the Celts: The Celts in Britain
- The Celts in Britain [ 27 ] What is obvious when studying the Celts, as when studying anything, is that different experts say different things--there are always men of knowledge who have conflicting views about specifics. The dates of when the Celts came to...
History & Anthropology >> Celtic & Irish
- Lynne, Carol
- Growing up surrounded by music, Carole Lynneâ€™s musical education has ranged from the informal training of her parents teaching her how to sing jazz to formal instruction at The Juilliard School of Music, University of Michigan Music School, and The American...
Real Interviews >> Authors
- What day are you born on?
- The day of the month on which the you were born - regardless of which month or year it is - is a key numerological indicator, providing an excellent "thumbnail sketch" of standout traits. It strongly influences your Life Path and is helpful in...
Symbology >> Numerology
Music Education Great Britain is described in multiple online sources, as addition to our editors' articles, see section below for printable documents, Music Education Great Britain books and related discussion.
Suggested News Resources
- The non-EU workers who'll be deported for earning less than £35000
- From 6 April all skilled workers from outside the EU who have been living here for less than 10 years will need to earn at least £35,000 a year to settle permanently in the UK.
- Health, education and arts should be sacrosanct, says Southbank's Jude Kelly
- When she got the Southbank job, her classical music credentials were questioned, as was her vision of a less hierarchical and more holistic cultural space in which art forms, artists and audiences would come together in new ways. ...
- Dominic West: The Affair star on infidelity, race and religion
- It's hard to tell whether this is just what West is like or if he's spent too much time with declamatory posh people.
- A British weekend at BGC
- Politics, romance, intrigue, comedy and tragedy are seen in many adaptations in films, music, opera, literature and animation. You don't have to be a Literature or English major to ...
- 10 Beatles Songs That Wouldn't Be the Same Without George Martin
- The orchestra was Paul's idea, but this mind-blowing moment of '60s psychedelica wouldn't have been the same without Martin's formal music education. McCartney's concept for an orchestral improvised section proved confusing for many of the classical ...
Music Education Great Britain Topics
toyota camry sixth generation 2007
quicksort average complexity
adolf hitler early years
rob northen copylock


FASTT system (Fluency and Automaticity through Systematic Teaching with Technology) is designed to help students develop fluency with basic math facts. FASTT Math assesses all students to address fluency gaps and to establish a baseline of fluency for each student. FASTT Math automatically differentiates instruction in customized, 10-minute daily sessions.
READ 180 is provided as a reading intervention program that uses technology, print, and professional development to meet the needs of students whose reading achievement is below proficient level. The program directly addresses individual needs through adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills.
System 44 was designed for the most challenged, struggling readers in Grades 5¬-12. System 44 is intentionally metacognitive and helps students understand that the English language is a finite system of 44 sounds and 26 letters that can be mastered.
Assessment for screening and placement
Research-based phonics instruction
Highly motivating and age-appropriate adaptive technology
Waterford Early Reading Program provides three levels of full-year instruction. From Level One for emergent readers through Level Three for developing fluency. The program incorporates skills like letter mastery, reading and listening development, controlled and natural language stories, complex spelling, basic writing skills, and comprehension strategies. Follow-up literacy materials are provided to students for home library use.


The upside-down cake has been around for centuries, but it wasn’t until the 1930s that the recipe for Pineapple Upside-Down Cake showed up in the Sears, Roebuck and Co. catalog. Coinciding with mass consumption of canned fruits and vegetables in the 1920s and '30s, this cake became a popular way for Americans to experience the exotic flavors of the pineapple and the cherry, and made an easy party recipe for hosts and hostesses to put together. Your fourth-grader can hone her baking skills with this classic American recipe the whole family will enjoy!
What You Do:
- Preheat the oven to 350 degrees Fahrenheit.
- Invite your child to open a can of pineapple rings and drain the liquid.
- Have her place the rounds flat (you might not use them all) in the sauté pan. Help her measure and add the brown sugar and butter. Turn on the burner to medium heat (if your child is younger, you might want to do this yourself). Set the timer for 20 minutes to let the rings cook and caramelize, turning every 5 minutes.
- While you wait, have your fourth-grader make the cake batter. Offer her a set of measuring cups for measuring the flour, sugar, and sour cream. Have her add the other ingredients and give everything a good stir.
- Once the pineapple rings have cooked through and the butter and sugar have caramelized, have your child turn off the heat, carefully remove the rings from the pan and position them on the bottom of the cake pan. Have her pour the remaining butter and brown sugar liquid over the pineapple rings, helping as needed.
- Have her add a maraschino cherry to the center of each pineapple ring.
- It’s time to get baking! Invite your daughter to gently pour the cake batter over the pineapple rings and place in the preheated oven for 40 minutes.
- When the timer dings, help your child remove the cake from the oven and let it cool on a rack for 10-15 minutes. Help her place a plate over the top of the cake and flip the finished creation over, releasing the Pineapple Upside-Down Cake from the pan!
All that’s left to do is invite some friends over to taste-test the finished product!
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


ERIC Number: EJ528542
Record Type: CIJE
Publication Date: 1996
Reference Count: 0
Moral, Social, and Civic Issues in the Classroom. Children's Literature.
Mitchell-Powell, Brenda, Ed.
Social Studies and the Young Learner, v8 n4 p21-22 Mar-Apr 1996
Critiques a set of children's books that focus on moral, social, and civic issues. All of the titles offer concrete examples of critical thinking and steer clear of agenda-based politics. Includes nonfiction, anthologies, and curriculum guides. (MJP)
Descriptors: Bibliographies, Childrens Literature, Citizenship Education, Civics, Elementary Education, Moral Development, Moral Issues, Public Affairs Education, Reading Material Selection, Social Attitudes, Social Development, Social Problems, Social Responsibility, Social Studies, Supplementary Reading Materials
Publication Type: Information Analyses; Guides - Classroom - Teacher; Journal Articles
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A