Enjoy this Easy Science for Kids Caves Quiz – you’ll get your quiz score after completing this free general knowledge quiz. You need to answer all the questions to be able to get your score. You can do this fun quiz about Caves again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Caves, the mysterious underground rooms.
About the Caves Quiz & our FREE Geography Quizzes
Our fun earth science quizzes are a free interactive online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Caves Geography quiz helps your kids learn fun facts about Caves while enjoying this FREE general knowledge quiz for kids.
If your child is interested in science, or is in an after-school enrichment program, then this is a fun yet educational activity, with reading comprehension benefits for kids in grade 1-5. Kids will enjoy competing against their classmates and friends, to see who scores the best, doing this fun earth science quiz for kids on Caves.
As a reading comprehension training for kids, you can set a timer to encourage kids to do the reading comprehension training in a faster way, or set a limit on the number of times they can read about the Caves quiz topic, before they do the actual online Geography quizzes.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this Caves quiz and our other fun online quizzes, as a listening comprehension activity; you read out to them about the topic and then read the Caves quiz question and answers. You will select the Caves quiz answer they think is correct, and at the end you get the quiz score. Your child can try doing the quiz multiple times, till gets the perfect score faster, as children learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Caves? Check out all our other fun Easy Science Quizzes for Kids and other Science and Geography for kids. Visit our Natural Science for Kids Website all about Caves page. Get lengthy info here.


Relevancy of Black History Month addressed
By Trevor Arnold
The Frederick Douglass Institute at KU closed February with a panel discussion on Feb. 20 in the Academic Forum titled “Black History Month: Is it Still Relevant?”
The panel discussion, moderated by Maria Sanelli, professor of history, discussed whether Black History Month is still necessary to discuss in American culture and education systems.
The answer given from each panel member, two KU students and two KU professors, was an emphatic “yes.”
Chanelle Williams, a KU graduate student, began discussion, stressing that Black History Month is not about emphasizing differences from others, but rather promoting equality.
“We don’t put the world ‘Black’ in front of ‘history’ to set us apart from others,” said Williams. “We do it because there is a lack of history compared to others. Aren’t we Americans, too?”
Deborah Johnson, professor of elementary education, reiterated Williams’ sentiment, noting that Black History Month is meant to be a peaceful celebration of accomplishments.
“The future is in information,” said Johnson. “It’s in sharing. That’s Black History Month.”
Maya Wilson, a psychology major, agreed with Johnson’s ideas. She explained that Black History Month is a time to highlight the contributions of the Black community to American society as a whole.
“Black History Month is really about saying ‘Look, we are relevant in this country.’ We did more than just pick tobacco or cotton,” she said.
While this month is meant to highlight these positive contributions, Wilson notes that negative psychological effects stemming from slavery still adversely affect the Black population, sending wrong messages to its youth.
“We were stripped of our identity and told we were animals,” said Wilson. “Without Black History Month, we cannot break those chains.”
She explains that addressing the mental enslavement of Black Americans is critical to instilling the idea that Black children can achieve any goal made to continue making positive contributions to America.
The Frederick Douglass Institute at KU will host another panel discussion on April 6 regarding hate speech policies at State System schools.


Kindergarten & 1st Grade-Design a House
2nd Grade-Smart Presentation
The students created a Google Slides presentation to showcase monthly Smart Vocabulary words. The students defined the words and found images (labeled for reuse) to illustrate the words.
3rd Grade-Speedometry 4
The students continued to learn about potential and kinetic energy using Hot Wheels. In this lesson, the students added height to their ramps with the addition of a clamp that could be attached to a table or other structure.
4th Grade-Relay Programming
5th Grade-Construct an Animal Pen 2
Continuing with our Minecraft Engineering unit, the students designed and constructed an animal pen for Minecraft farm animals. Students have been getting a lot of experience working in teams and sharing ideas while being sensitive to other teammates. The students had a limited number of supplies to work with, but were able to ask a foreman for additional supplies if needed. We completed our animal pens this week and shared the features of each pen.
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


Self-portrait of Leonardo da Vinci, a portrait created by the artist at the age of 60 years. Actually, this drawing on paper, the size of 34.3 x 24.5 cm, sanguine, pen. Among all the drawings of Leonardo da Vinci, the highest achievement of the artist can be considered to be the Turin self-portrait performed in the last years of his life. This image of a man of enormous internal power, but the features of his face bear the imprint of bitterness, born not only by a difficult personal destiny, but also by the tragedy of the era.
As the founder of the art of the High Renaissance, one master, Leonardo da Vinci,
The contribution of the artist Leonardo da Vinci to the art of the High Renaissance can be compared with the role of Giotto and Masaccio, the pioneers of the previous stages of Renaissance art, with the difference that according to the conditions of the new era and the greater scope of Leonardo’s gift, the significance of his art became incomparably wider. Leonardo da Vinci was born in 1452 in the village of Anciano, near Vinci, near Florence. He was the illegitimate son of a wealthy Florentine notary Piero da Vinci, his mother – a simple peasant woman.
Leonardo’s artistic abilities showed up very early, and when in 1469, together with his family moved to Florence, his father gave him to study with Andrea Verrocchio. The workshop of Verrocchio was one of the centers of versatile art education, the principles of which were developed throughout the quattrocento. Along with painting, sculpture and jewelry art, architecture and construction were studied here.
According to a long tradition, the students helped the master in the execution of his orders, and this, in particular, makes it very difficult to determine the authorship or measure of Leonardo’s participation in the works of this period, often performed together with the teacher and his other famous student, Lorenzo di Credit. Therefore, the attribution of Leonard’s works of the 1470s can not yet be considered final. The earliest paintings of the artist of this decade are now attributed to Verrocchio himself, the painting “Annunciation” and the portrait of Ginevra de Benci.


Science and arithmetic usually are not cool topics, say college students. In the United Kingdom, the Division for Engineering and Science report, The Supply and Demand for Science, Technology, Engineering and Mathematical Abilities within the UK Economy (Research Report RR775, 2004) projected the inventory of STEM graduates to rise by sixty two percent from 2004 to 2014 with the best growth in topics allied to medicine at 113 p.c, organic science at 77 p.c, mathematical science at seventy seven percent, computing at 77 percent, engineering at 36 p.c, and physical science at 32 percent.
College students want strong data and understanding in physical, life, and earth and area science if they are to use science. Additional, it is all the output of the experienced academics who perceive the issues confronted by college students who pursue education together with their jobs or cannot afford to go to a daily college.
This falls inside the boundaries of inquiry-based mostly educating and studying. The sequence of the seven grade-stage content material requirements will not be arbitrary: Every standard subsumes the data and skills of different requirements. All sources must be pre-screened to ensure that they meet national science requirements’ guidelines for instructing science utilizing inquiry primarily based practices.
It is essential for displaying real-time information for college students and many new software program packages are very easy to make use of. Directory sources which might be Most worthy to Okay-12 science educators embrace lesson plans, assessment guides, curriculum guides, requirements guidelines, search engines like google for science, and more.
Greatest Relationship Products And Services
Back in the old days, a typical faculty science weather forecaster consisted of a three dial unit that told temperature, humidity and barometric strain. Only the human conscience is organized based on human characteristics and is civilized, as was discovered via a research made within the human psyche through dream interpretation. Studying is confused much more today to meet state and nationwide education necessities and an internet resource would help educators save time trying to find books that meet content material standards.
The new academic expertise features a moveable datalogger that acts like a mini climate station. As students use our hands-on strategy to fixing real scientific problems, the actions challenge them to be taught essential mathematics skills and ideas too.
Science And Education
Back within the outdated days, a typical college science weather forecaster consisted of a 3 dial unit that instructed temperature, humidity and barometric strain. The fervor that propels people to excel at arithmetic and science education or engineering and art education are pushed by the identical desire: the need to find the intricacies and sweetness in one’s world and chosen work. This enormous part whose features are ignored is the half that belongs to the wild aspect of the human conscience.
Built-in schooling additionally affords the opportunity for real-world software of the maths and science education data. College students’ understandings and abilities are grounded in the experience of inquiry, and inquiry is the muse for the development of understandings and talents of the opposite content standards.
The best blessing to humanity is the arrival of Science for bringing social prosperity by means of spread of information and education. Additionally there is a want for online sources that support all science content areas. Not solely are JASON Curricula primarily based on nationwide mannequin standards for science, math, social studies, language arts, and technology; but they are also correlated to each state’s standards for science.
The unifying ideas and processes commonplace will be the main focus of instruction at any grade degree but ought to at all times be carefully linked to outcomes aligned with different content material requirements.


Are all your kids at home, and you’re quickly running out of activities to keep them busy? Well, this sounds like a good time to whip out all those STEAM activity ideas you’ve been stashing for the holidays!
These activities may include one or more of Science, Technology, Engineering, Arts, and Mathematics elements, and allows children to learn and make connections between the subjects through hands-on projects. In some schools, STEAM is a huge part of their curriculum.
Just take a look at the Canadian International School in Singapore, for example. At the school – which runs the IB programme – students from the IB PYP to IB MYP programme get ample opportunities to get their hands dirty with STEAM learning through fully-equipped makerspaces, STEAM projects, and STEAM fairs. While you might not have the luxury of fancy equipment or a lot of space at home, that’s not to say you can’t still get your child involved in STEAM learning.
Don’t worry if you run dry of ideas – the Internet is a wonderful resource of ideas and guides for STEAM activities you can do at home with your child. However, what happens if you have a few children of different ages at home? Or what if you found a really cool project, but you think your child is too young for it? Here are some tips to ensure that STEAM activities are pitched at the right level for your child:
For very young children: Incorporate learning into everyday tasks
If your kids are still very young, you might not need any special project to build up their STEAM skills. Instead, you can simply get them involved in everyday tasks! Get them to help you with counting and measuring ingredients when you are cooking or baking to improve their numeracy skills. Or use gardening time as an opportunity to teach them about the life cycle of plants, seed dispersion, evaporation, and so on. Learning opportunities abound everywhere, if you just know how to spot them and use them!
Do your research beforehand
If you are taking a STEAM project idea from online, make sure you’re familiar with it before starting on it with your child. Go through all the steps beforehand so that you won’t get caught unawares by certain risks, complicated steps, or materials needed. This allows you to assess the suitability of the project in its entirety to decide if it’s right for your child. It also ensures you are confident of guiding your child through the project – kids can sense when their parents are unsure!
For multiple children: Work together!
Rather than viewing multiple children as a challenge in finding the right STEAM activity, you can use it to your advantage! Split the project so that the younger ones can contribute to the easier parts, and the older ones can tackle the more challenging portions. This develops their ability to work together, and makes for great bonding time as well.
Provide help or demonstrate
If there are still some portions of the project that are too difficult or dangerous for your children to handle, you can step in and do it for them. For example, if there’s a project which requires a lot of cutting, you might want to cut up all the materials to size first before giving them to your child.
Steps involving fire, chemicals, or sharp objects that are crucial to the project can also be demonstrated by the parent instead. Don’t miss the chance to explain to your child the dangers of these elements, so that they respect your decision not to let them do it.
Focus on the learning
At the end of the day, it is not the product that matters, but the process of investigating, experimenting, and learning. So, don’t be too hung up if your child ends up with a less-than-perfect project, or a ‘failed’ experiment!
The key is to be flexible as you go along. If the project proves to be too complicated or long, you can break it into parts and continue another time. If the project goes awry, take the time to figure out why together. Or if your kids find a fascinating idea they want to work on, you can let them pursue it as a side project as well.
With these tips, you can bring STEAM learning into your home! While schools provide some of the most conducive environments and guidance for STEAM projects, stay-home days also give unique opportunities for a different learning experience. On top of that, you get to spend some precious time with your kids! So, pick a project and have some fun this week!


Art & Music
Students in Grades K-8 are taught by fine arts specialists who extend student knowledge, understanding, and appreciation for the various art forms.
In visual arts, students in Grades K-8 are taught drawing, painting, sculpture, graphics, and various types of media.
Art is a rotation in the middle school's Encore program. Encore art students conduct art research and create an artifact or image. They also learn how to read a painting based on the elements of art.
In Kindergarten, music is used to support student literacy development, build social interaction, and coordinate movement skills. In Grades 1-8, students are given opportunities to listen, improvise, compose, and perform music.
Music is a rotation in the middle school's Encore program. Encore music students discover the evolution of “pop” music, exploring how music has changed and evolved into current pop music. They also compose songs and music and create rhythms using instruments, iPads, and additional electronics.
A band program is provided for students in Grades 5-8. Band gives students an opportunity to develop, enrich, and refine instrumental performing skills. Public performances are part of the program. Grades 4-5 have opportunities to participate in chorus, hand chimes, Orff Club, and Music Makers.
Grades 3-5 and middle school students are given the opportunity to develop and refine their vocal skills through participation in a mixed chorus. Public performances are scheduled during the school year.


Tutor profile: Brianna N.
Subject: Basic Math
How is primary math skills used in every day life?
Math is used every day in our lives, even though we may not think about it. We use math skills to tell time, purchase items with money, measure ingredients and count objects. Although Math may not seem as important as English Language Arts, it makes students better problem solvers, critical thinkers and can be used as a universal language.
Subject: Early Childhood Education
What is the importance of investing resources into Early Childhood Education?
Studies have shown that when resources are invested into students in their primary years, not as much money, time and interventions will be needed later on in a student's educational career. This is a critical period of learning in which literacy and numeracy skills, social-emotional and behavioral skills are developed.
What are the components of English that make a well rounded Early Childhood Learner?
English Language Arts learning is a vital part of any students' Early Childhood experience. The focus on reading, writing, speaking, listening and viewing are all important skills for a English learner to possess. You can practice any of these skills within the Five Big Ideas of reading. These skills can be taught in a scope and sequence or integrated within other subject areas for cross curricular learning.
needs and Brianna will reply soon.


Resources › For Educators Education Quotes Thoughts About Education Share Flipboard Email Print Hulton Archive / Handout / Hulton Archive / Getty Images For Educators Teaching Issues In Education An Introduction to Teaching Tips & Strategies Policies & Discipline Community Involvement School Administration Technology in the Classroom Teaching Adult Learners Teaching Resources Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Homeschooling By Melissa Kelly Education Expert M.Ed., Curriculum and Instruction, University of Florida B.A., History, University of Florida Melissa Kelly, M.Ed., is a secondary school teacher, instructional designer, and the author of "The Everything New Teacher Book: A Survival Guide for the First Year and Beyond." our editorial process Melissa Kelly Updated September 29, 2017 What is the role and importance of education? The word education comes from the Latin verb educatus meaning "bring up (children), to train," or "bring up, rear, educate." Throughout history, the purpose of education has been to pass to younger members of a society the values and accumulated knowledge of a society and to prepare these younger members for their roles as adults. As societies became more complex, the transmission of values and knowledge were delivered by an expert or teacher. In both the Ancient and Modern World, the ability of a society to deliver education became a measure of success. Great thinkers have reflected on and recorded their opinions about education and its value to the individual and society. The following selected quotes are from individuals past and present, representing their thoughts on the importance of education: Plato: "The purpose of education is to give to the body and to the soul all the beauty and all the perfection of which they are capable."Herbert Spencer: "Education is preparation to live completely."John Milton: "A complete and generous education fits a man to perform justly, skillfully, and magnanimously all the offices, both public and private, of peace and war."Sully: "Education seeks, by social stimulus, guidance, and control, to develop the natural powers of the child, so as to render him able and disposed to lead a healthy, happy, and morally worthy life."W. T. Harris: "Education is the preparation of the individual for reciprocal union with society; the preparation of the individual so that he can help his fellow-men and in return receive and appreciate their help."Malcolm Forbes: "Education's purpose is to replace an empty mind with an open one."T. S. Eliot: "It is, in fact, a part of the function of education to help us escape, not from our own time — for we are bound by that — but from the intellectual and emotional limitations of our time."G. K. Chesterton: "Education is simply the soul of a society as it passes from one generation to another."George Washington Carver: "Education is the key to unlock the golden door of freedom."Jules Simon: "Education is the process by which one mind forms another mind, and one heart, another heart."Thomas Hill: "A complete education ought to preserve the pupil's bodily health and strength, and give him command over his mental and muscular powers, increase his quickness and sharpness of perception, form in him the habit of prompt and accurate judgment, lead to delicacy and depth in every right feeling, and make him inflexible in his conscientious and steadfast devotion to all his duties."Robert Frost: "Education is the ability to listen to almost anything without losing your temper or your self-confidence."Robert M. Hutchins: "The object of education is to prepare the young to educate themselves throughout their lives."Robert M. Hutchins: "Education is not to reform students or amuse them or to make them expert technicians. It is to unsettle their minds, widen their horizons, inflame their intellects, teach them to think straight, if possible."Martin Luther King, Jr.: "Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction."Martin Luther King, Jr.: "We must remember that intelligence is not enough. Intelligence plus character—that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate."Horace Mann: "Education then, beyond all other devices of human origin, is the great equalizer of the conditions of men, the balance-wheel of the social machinery."Anatole France: "An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't."Victor Hugo: "He who opens a school door closes a prison."Alvin Toffler: "The illiterate of the future will not be the person who cannot read. It will be the person who does not know how to learn."Aristotle: "Education is an ornament in prosperity and a refuge in adversity."


By Cathy Benedict and Patrick Schmidt
Professors of music education, FIU School of Music
We are surrounded by music every day as it plays a significant role in our lives in many forms and settings. This understanding shapes the basic impetus of the music education research we are conducting with Miami teachers and children at the FIU School of Music. Our research is strengthened by the premise that music is a diverse practice, offering the opportunity to enrich the lives of whomever shows an interest and desire to participate.
Social change through music
El Sistema was founded by economist and musician José Antonio Abreu with the idea that social change could be achieved through musical excellence using an ensemble model of instruction. The program has been quite successful in Venezuela and in other countries (e.g., Scotland’s Big Noise). The Miami Music Project developed El Sistema Miami (ESMIA), which is now the second largest El Sistema-inspired program in the United States.
The FIU research collaboration with the Miami Music Project further demonstrates how music effectuates social change within communities. Using the El Sistema framework, the duo provides free music education to Miami youth. ESMIA involves 300 Miami-Dade Public School students, ages 4-18 in two under served immigrant communities with distinct predominantly Hispanic and Haitian populations. The students take music lessons alongside FIU students for one to three hours weekly.
The project aims to discover the extent to which participation in El Sistema enhances the lives of children who may be at risk for various socioeconomic reasons. The children have embraced the process and each week we observe how they come to see themselves and their musical abilities differently and with higher esteem. Students grapple with technicalities along the way as musical challenges become progressively more sophisticated. We see confidence and self esteem bloom as students interact with, and support one another. For some, victory comes when technical issues are addressed and conquered, while for others it comes as they stand to sing alone with comfort and certainty.
This research is critical in guiding further implementation of these programs nationally and internationally, as well as further developing public policy of music education programs within public school settings.
Making sense of the world
Today’s challenge for music educators is to convey to society a larger picture of the role music already plays in our lives on a daily basis. If we recognize that music brings together cognitive, kinesthetic, aesthetic, cultural and social forms of thinking, we must also recognize that music and music education is experienced not only within school classrooms or concert halls, but also in homes, communities, places of worship and even work.
Most significantly, understanding music in different environments helps us to deduce how learning is fostered through musical experiences and how music helps us make sense of the world. This has many implications for how we facilitate musical encounters in our schools.
“Musicing” in public schools
Music education is an integral part of many Miami Dade Public Schools curricula however, many elementary schools have eliminated requirements for music before second grade. Consequently, music instruction at elementary grade level often becomes the responsibility of general educators. Although the FIU College of Education students are mandated to take a course to prepare them to teach and integrate music in younger grades, we have little analysis on the impact of such instruction on teachers.
Another aspect and goal of our research is to have a better understanding of teacher perceptions, dispositions and continued practices in implementing musical engagements in the “regular” classroom. A better understanding of how to incorporate music in their teaching can have an impact on student learning and facilitate more diverse teaching practices that address different learning styles, different intelligences and enable the higher-level thinking that is fostered by artistic engagement.
What we hope to accomplish beyond the joy of making music (or “musicing”) with these diverse groups, is self transformation as we engage with others. Engaging in research helps to focus these issues.


Young children just love music and often it is through music that young children communicate for the first time, whether it be through gesture, smiling or action.
But is there more to it than that?…..
There is a growing amount of evidence to show that music enhances a child’s ability to think, learn, reason and create and it is in the first five years of a child’s life that all of the formative brain development and connections are being formed. Music brain researcher, Dr Gordon Shaw describes music as
“A window into higher brain Function”
Here are three compelling reasons why we should be sending our children to music lessons while they are young.
Reason#1 – Music Makes Children Smarter
Neurological Research indicates that because music involves ratio’s, fractions, and thinking in space and in time that it provides learning not only for foundation musical learning,but also learning for foundation math learning being a pre requisite to learning both these subjects at higher levels.
In a study carried out by Debby Mitchell at the University Of Central Florida it was found that young children with developed rhythm skills perform better academically in early school years.
In a paper compiled at a Music Educators National Conference, 2001, it was noted that high school music students score higher verbal and math score than their peers
In research done by Phi Delta Kappan, 1994 and a paper prepared by Peter H Wood, It was found that Music Majors are the most likely group of college grads to be admitted to medical school.
Reason#2- Music is a recognized form of intelligence
In an article called ” The Changing Workplace is changing our view of education “, Business week, 1996 it was said “The nation’s top business executives agree that arts education programs can help repair weeknesses in American education and better prepare workers for the 21st Century”
Howard Gardner, a renowned Professor of Cognition and Education wrote a book in 1983 called Frames of Mind: The Theory of Multiple Intelligences, suggests that there are many kinds of human intellegence and identifies musical intellegence to be one of them.
Reason#3 – Skills learned through music can transfer into skills which are useful in every part of a child’s studies at school and can help with general well being.
As Senator Jeff Bingaman said “Music Education can be a positive force on all aspects of child’s life, particularly on their academic success”
It was reported in a Texas Commission on drug and alcohol abuse that secondary students who were involved in band and orchestra reported the lowest life time and current use of all drugs.
Skills learned through the discipline can transfer into study skills, communication skills and cognitive skills useful in every part of a child’s school life and a Harvard university study named the “Mozart Effect” found that spacial- temporal reasoning improves when children learn to make music.
As Michael Greene the Recording Academy President and CEO said at the 42nd Annual Grammy Awards in February 2000:
“Music is a magical gift we must nourish and cultivate in our children, especially now as scientific evidence proves that an education in the arts makes better math and science students, enhances spatial intelligence in newborns, and let’s not forget that the arts are a compelling solution to teen violence, certainly not the cause of it!”


As schools evolve, educators continue looking at ways to ensure learners have memorable educational experiences. The act of practicing kindness figures prominently in these considerations, and with good reason. More and more, modern education realizes our students’ emotional health is just as important as their capacity to learn.
After all, learners may not remember all of what their teachers say, but they will always remember how they made them feel.
Today you’ll find many schools whose values are based on the principles of kindness, mindfulness, and acceptance. Some examples are GEMS DAA, Melrose High School, and Parap Primary School to name just a few. These are schools we here at the GDCF have had the pleasure of working with directly. Within their walls, we’ve witnessed firsthand how practicing kindness enhances the educational process for everyone.
Kindness Changes Everything
Because practicing kindness has a solid role in school culture, the skills educators need coming into the field have also changed.
It’s no longer sufficient that modern teachers be simply content specialists. Today, they need to be counsellors, caregivers, and emergency responders.
They also require knowledge in educational psychology, interpersonal communications, and classroom management.
In this article from Mindshift, Katrina Schwartz writes:
“Some educators would like to believe that their job is to be content specialists, but increasingly they are realizing that without the social and emotional skills to navigate setbacks and difficult relationships kids won’t learn much.”
The act of being kind is also one of our best strategies for eliminating bullying in schools. Lisa Currie from Edutopia cites a connection between practicing kindness and the reduction of bullying:
“Many traditional anti-bullying programs focus on the negative actions that cause anxiety in children. When students are instead taught how to change their thoughts and actions by learning about kindness and compassion, it fosters the positive behaviour that’s expected and naturally rewarded with friendship.”
What about the idea of teaching kindness as part of a regular program of learning? As mindfulness makes its way into education, such a thing becomes more and more of a possibility. In this Greater Good article, Laura Pinger and Lisa Flook encourage practicing kindness through curriculum:
“Kindness bridges those gaps and helps build a sense of connection among the students, the teachers, and even the parents. Learning to strengthen their attention and regulate their emotions are foundational skills that could benefit kids in school and throughout their whole lives.”
All these examples point to a fundamental truth about practicing kindness in schools: it works. It’s easy to place a focus on the technical aspects of delivering the content and passing exams, and nothing more. History shows this has always been what both teachers and students are responsible for. However, as we move toward a kinder school environment, the improvements in student performance and attitude can’t be ignored.
By focusing on the well-being and safety of our learners, we get the results we want while instilling profound lifelong values.
How Practicing Kindness Helps Students Learn
In or out of school, we should all be practicing kindness. That said, the benefits it can have to how we learn are clearly worth considering.
It takes little effort to be kind as a habit, and the evidence of how it enhances learning is all around us.
This is great news for teachers and students alike.
It improves concentration: Serotonin, a neurotransmitter found in the brain, is widely regarded as a mood balancer. Practicing kindness can have an extremely positive effect on serotonin levels. Since this is an important chemical for improving cognitive ability, the need for kindness in schools becomes clear.
It alleviates stress: This goes back to the effects of serotonin, the feel-good chemical in our brains. When we are practicing kindness, we are experiencing a twofold benefit. Essentially, levels of stress tend to noticeably decrease in both the giver and the receiver of an act of kindness. As an added bonus, anyone who merely witnesses such an act can also experience stress reduction. Less stress means better focus, creative potential, and cognitive function, translating to better learning.
It encourages collaboration: As we become kinder, two things happen in terms of relationships. First, our self-esteem improves, making us more willing to interact with others creatively. Second, we develop more empathy and peer acceptance qualities, which help us form more meaningful connections with others. All this contributes to healthy and productive collaboration in any learning environment.
When it comes to better learning, you can’t beat practicing kindness. It is our hope that this becomes the norm in schools all over the world.
The cultures that practice kindness as a habit are those we ourselves can learn from.
As we become ambassadors for kindness in our own schools, we carry the ideals forward as our students lead the way.


KinderCorner is a comprehensive kindergarten program based on research indicating that young children learn best when material is delivered holistically rather than in isolation. Using a thematic approach to learning, KinderCorner addresses all key developmental domains for early learners. KinderCorner helps children make sense of the world around them, fostering the development of children’s language, literacy, math, and interpersonal and self-help skills and science and social studies concepts. KinderCorner consists of sixteen thematic units that are designed to relate to children’s lives, interests, and surroundings and introduce them to concepts that are then explored and reviewed through concrete, integrated, theme-related activities. KinderCorner specifically targets language and literacy development through the discussion of thematic concepts to promote the children’s phonological awareness, phonemic awareness, and oral-language development. These activities include interactive story reading and storytelling, action songs and rhymes, and verbal guessing games. Each day, children choose learning labs and engage in reflection activities to promote their problem-solving skills. Students also read KinderCorner concepts-of-print books, which helps them to develop phonics and other readingreadiness skills.
The teachers and staff at Great Lakes Academy stand TOGETHER against racism and police brutality.
We embrace, as a school community, the continued important conversations that surround all the issues we are currently facing.
“Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.”
-Dr. Martin Luther King, Jr.


In this study, the authors contribute to research on class size by focusing on two under-researched areas: secondary-level classes and learning processes.
This policy brief provides an overview of the most important research on class sizes.
The authors argue that research on class sizes should shift focus away from academic outcomes such as standardized tests and toward classroom processes.
OSSTF/FEESO simulated the class size increases in 60 schools across Ontario to determine the estimated impact on classroom sections. Further, OSSTF/FEESO estimated the potential shortfall of teachers with particular qualifications who retire and are not likely to be replaced.
An analysis of 2017-2018 outcomes in Michigan illustrates that virtual learning is not a good fit for all students. The pass rate for on-line courses was 55% compared to 79% for face-to-face courses. Although enrolment in virtual learning increased by more than 500% since 2010, the virtual learning pass rate dropped from 66% to 55% over the same period.
This research study, commissioned by OSSTF/FEESO, provided detailed insight on the current realities, benefits, challenges and impacts of e-learning on OSSTF/FEESO members.
This study relies on a sophisticated mixed-methods (quantitative and qualitative) research design to provide a close look at online learning in an unnamed urban school district.
Despite evidence that requiring all students to earn credits online is bad policy, the Provincial Government appears to be moving ahead with a 95% expansion of its e-learning program.
In this study and its accompanying study summary (Promises and pitfalls of online education), the authors compare learning outcomes for students in online learning and face-to-face classes at a large, for-profit college.
In this study, the authors use a randomised sample of students taking Algebra I credit recovery courses online and face-to-face.
This report shows that there has been a seven-fold increase in violence against educators in the past 12 years. Educators identified the importance of more and better supports as key to preventing violence.
This study examined how educational personnel in an exemplary school ensured students with severe disabilities were given access to the general education curriculum (i.e., the same curriculum taught to students without disabilities). The authors identify specific instructional and curriculum practices and highlight the importance of collaboration among various educational professionals.
The author of this study used interviews of elementary education workers to identify what practitioners consider to be essential elements of promoting full inclusion for students with special education needs. A key finding is the importance of collaborative practice.
This report by the Commission on Inclusive Education articulates a comprehensive strategy for ensuring all students have access to the education system, including significant funding shifts that are required to ensure full support for students with disabilities.
In March 2008, OSSTF/FEESO released its final report of Enhancing Services: Enhancing Success, an independent research project on improving student success through the provision of services by school board employed professionals such as psychologists, social workers and speech and language pathologists.
The plight of the teaching profession is a narrative that’s made headlines over the last two years, as educators have become more vocal about the state of their profession, including how their low pay stands in stark contrast to the high expectations placed on them.
In an update of its 2007 report, this McKinsey & Company paper examines how education systems throughout the world continue to make improvements. The report identifies Ontario as a “sustained improver” and places our education system in the top-tier of global systems.
For the second year, The Economist has published an index ranking education systems on how well they prepare students for the demands of work and civic awareness in the future. In this year’s index, Canada was ranked 5th out of fifty economies, ahead of Germany, Singapore and the United Kingdom.
The Financial Accountability Office of Ontario provides independent analysis of Ontario’s financial trends and the Government’s budgetary projections.
The provincial government has argued that Ontario’s budget deficit represents an urgent fiscal and economic crisis. Their response has been significant cuts to education, health care, services to youth with autism, environmental protection and municipal infrastructure.
The government has consistently – and misleadingly – argued that its 2019-2020 budget puts more money into the education system.


Many long time teachers feel that children struggle more now than they did 30 years ago with fine motor skills, which impacts legibility in both manuscript and cursive handwriting. Occupational therapists attribute much of this to the “back to sleep” movement, the frequent use of a variety of infant seats and carriers, increased screen time and decreased “typical” childhood play. So many of a child’s foundational skills are built during the first five years of life through play. Tummy time, creeping, crawling, climbing, running and overall coordination play helps build core strength, balance, oculomotor and coordination skills, while manipulating toys of various shapes and sizes helps to develop fine motor skills. If these foundational skills are not fully developed, we cannot produce proficient writers or keyboarders. It goes without saying that handwriting itself is much more than just a fine motor skill. Therefore, in order to build the fine motor skills that are critical to writing and keyboarding, it is important to establish good foundational motor skills.
In a 2013 New York Times article by Suzanne Baruch Asherson OT, the importance and relevance of cursive writing was discussed. Research has shown that puttingpen to paper stimulates the brain like nothing else, even in this technological age. In fact, learning to write in cursive is shown to improve brain development in the areas of thinking, language, and working memory. Cursive handwriting stimulates brain synapses and synchronicity between the left and right hemispheres, something that is absent from printing and typing. In a 2006 Chicago Tribune article, it was reported that students who learn both cursive and print perform better on reading tests. Many educators, including those at the Landmark School, use cursive to help students with dyslexia.
It is felt that the physical act of writing in cursive leads to increased comprehension and participation. Interestingly, a few years ago, the College Board found that students who wrote in cursive for the essay portion of the SAT scored slightly higher than those who printed, which experts believe is because the speed, automaticity, and efficiency of writing in cursive allowed the students to focus on the content of their essays. Cursive, therefore, is vital to helping students master basic written expression and critical thinking; life skills that are crucial throughout life.


Kids Cooking for Life
Our program is designed to inspire lifelong healthy cooking and eating habits in children.
We believe that by teaching children the importance of good nutrition as well as the joy and fun of eating food they have prepared with their own hands is one of the most effective ways to address the childhood obesity epidemic as well as the rapidly rising rate of lifestyle diseases such as type 2 diabetes.
Teaching throughout the Bay Area on-site, trained instructors with a wealth of knowledge and experience in nutrition, culinary arts, agriculture and elementary education lead our classes. Children are exposed to all aspects of food preparation and sanitation, learn about where our food comes from, master knife skills, learn to read and understand nutrition labels, and learn about heart health, diabetes prevention and much more.
Kids Cooking for Life's Unique Model
We work to make an impact on children’s lives particularly when they are still developing behaviors they will likely keep for a lifetime. What makes our program unique?
KCL Key Strategies
1) To work with elementary-aged children within the school day. Schools have their choice of either an eight-week course or a one-time cooking and nutrition demonstration. Teaching classes within the school day in partnership with classroom teachers reinforces KCL’s model (see above) and reaches the greatest number of children in an educational setting.
2) To work with children’s hospital programs to support chronic disease prevention for children that have been diagnosed with the early onset of obesity and/or type 2 diabetes
After participating in the KCL program, students have real-world skills they can share with their family and friends.
Research shows that children who are active and eat healthy are:
KCL program evaluation indicates our students:
Author: Ahavah Oblak
Mother, Jewish, Nonprofit Advocate, educator, grant writer, curriculum developer, dual US/Israel citizen, friend, dancer, lover of life.


The National Tests have been designed for diagnostic use, so that teachers will have information on the reading and numeracy skills of their learners, in order to guide the next stage of teaching.
In light of this, it is important that pupils are not drilled for these tests as this not only causes unnecessary stress but can also mask difficulties that some may be experiencing.
The National Procedural Test is now an online and adaptive test. As such, the window for this test is much wider and your child will take this test over the next couple of months.
Takes 45 minutes to complete.
15 minutes to give out instructions, distribute booklets,and present the stimulus materials.
30 minutes to complete the test.
Takes 80 minutes to complete.
5 minutes to give out instructions and distribute booklets.
15 minutes to review question types and complete practice questions.
60 minutes to complete the test.


Some of you may have heard me speak at your child’s Kindy about the importance of physical play and the role it plays in making sure that children have the necessary skills to start school. Below are some simple ways to develop your child’s gross and fine motor skills at home:
Gross Motor Skills:
If you think back to your own childhood I’m sure you can recall hours spent playing outside on the playground at the local park, on bikes and playing sport with neighbourhood kids. These tasks allow development of the centres of your brain that are responsible for interpreting movement and body position (vestibular and proprioceptive systems). They also assist to build sound core strength which is vital for success at school. Core strength allows children to maintain sitting posture at the desk and for mat-time. It also gives them a supportive base to carry out gross motor tasks with control. Without these underlying skills children appear clumsy, fatigue quickly, can’t sit still and produce lower quality written work.
Encouraging Gross Motor Skill Development:
- Backyard obstacle courses- jumping, hopping, balancing, climbing, crawling, throwing, catching etc.
- Playground- slides, swings, monkey bars, flying foxes, fireman’s poles, balance beams, climbing walls
- Equipment- trampolines, junior stilts, scooters, bikes
- Weight bearing walks- wheelbarrow walks, commando walks, animal walks (crab, bear, frog, caterpillar)
- Change the position you complete tasks in- reading whilst lying on stomach, propped up on elbows or writing up against a vertical surface.
Fine Motor Skills:
Again, if you think back to your childhood you may recall things like digging in the sand pit, using hacksaws (My parents used to let my brothers and I saw into an old tree stump,, with adequate supervision of course!) and hammers in the backyard, building Lego, completing jigsaws, creating craft (cutting, gluing, threading and drawing). These activities ensure that kids develop essential foundation skills such as hand strength, in hand manipulation, hand dominance and bilateral integration. These allow us to develop efficiency and control for tasks such as writing, cutting with scissors, doing up buttons and tying shoe laces.
Encouraging Fine Motor Skill Development:
- Make drawing and writing fun by using novelty pens- scented pens, stampers, window pens, wiggle writers, crayons, changer pens, invisible markers
- Pencil control activities- mazes, dot to dots, tracing, step by step drawings, stencils, colour by numbers
- Finger and hand strength- pegs, playdough, tennis ball monsters, pop beads, nuts and bolts, finger soccer, spray bottles, water pistols
- Tool use- hammers, screwdrivers, tongs, tweezers
- Paper craft- origami, paper plans, paper toys (there are heaps of templates freely available online)
- Construction toys- Lego, Mobilo, block designs, marble towers
Kate Kleinau- Occupational Therapist


Information for Families
The first five years of a child’s life are characterised by rapid growth and development. The learning pathways laid down in these early years form the foundation for future learning and life outcomes. Readiness to learn does not reside solely in the child, but reflects the environments in which children find themselves- their families, early childhood settings, schools, neighbourhoods and communities.
Learning through play
‘Play provides the most natural and meaningful process by which children can construct knowledge and understandings, practice skills, immerse themselves naturally in a broad range of literacy and numeracy and engage in productive, intrinsically motivating learning environments’. (p.21, Walker, 2007)
When children engage in play-based learning, it assists them to:
- develop thinking skills such as problem solving, reasoning and lateral thinking
- interact with others, develop communication skills and work in collaboration with peers and adults
- enhance literacy, numeracy and the development of scientific concepts
- make decisions and initiate play to become confident and motivated learners
- resolve conflict, challenge unfair play and embrace diversity
- develop a sense of responsibility and the skills required to self regulate
Ways you can support your child’s learning through play:
- A visual morning/evening routine can encourage independence, responsibility, planning and organisational skills.
- Write short story explanations written in the positive tense to develop pre-reading and communication skills, resilience and empathy. For example, a short story for making friends.
- Word games, rhymes, songs and poems enhance language development.
- Board, card games and outdoor games with simple rules develop concentration, turn taking, literacy and numeracy skills and resilience. For example, Communication Dice.
- Puzzles, drawing, painting, cutting, play dough and blocks strengthen hand muscles and hand-eye coordination, important skills for writing.
- Skipping, jumping and running, throwing/catching a ball and climbing are important skills for co-ordination, large muscle development and spatial awareness. Check out the Munch & Move Fundamental Movement Skills.
- Cooking, gardening, water/sand play and construction develop mathematical and science concepts.
Thinking about transition to school
Is my child ready to start school?
Starting School – Big Fat Smile
A useful guide to assist you in preparing your child to make a smooth transition to school. This booklet provides suggested play based activities to enhance development, information on immunisation, packing healthy lunches, out of school hour’s care and links to useful websites. A handy month-by month checklist outlines key dates for the year prior to your child starting school.
For further resources and information click here


6th grade Wheel Electives
6th graders get to try 3 Electives and are placed on an Elective Wheel.
Students build their foundational skills and apply them in meaningful and creative ways. Art students develop ideas and themes in original works of visual art and hands on activities. Topics covered include: color theory, elements and principles of art, ancient art history periods and movements, famous artists and vocabulary. Students will learn how to use tools, materials, and techniques of various 2D, 3D and digital media to make intentional choices in original art.
Students engage in a series of Explorations designed to help them present an amazing TED-Ed talk on an idea that they are passionate about. Along the way, students will become experts in:
• Identifying the elements of a great idea
• Researching, developing and presenting an idea
• Creating visuals to tell a compelling story
• Using best practices for camera, lighting and sound
By the end of the trimester, each student will have a filmed TED-Ed talk, and may be recommended to participate in our district’s TEDx event, or share his or her idea through social media outlets, ed.ted.com, the TED-Ed Clubs YouTube channel, or possibly even the TED stage!
Computer Science: Game Design Coding
This course is designed to inspire students and open their eyes to the endless possibilities of computer coding. Your student will create video games while designing their own interactive video games using Scratch. This drag-and-drop platform developed by MIT, allows them to expand upon basic coding concepts as they develop a strong foundation in computational thinking.
In the robotics program at Los Coches Creek we use the design and engineering process and the EV3 coding language to find unique solutions to complex programs.
Intro to Music
Beginning Band: Yearlong (Available Grades 6 and 7)
Band class is a wonderful opportunity to learn to read music, play an instrument and perform for an audience. This class is open to students who have limited experience with music, as well as those who know nothing about music. All you really need is to have an interest in playing an instrument.


Memorial and Essex Elementary Curriculum Resources
ELEMENTARY CURRICULUM GUIDES
Manchester-Essex Regional School district implements a Balanced Literacy approach rooted in evidence-based strategeies and techniques. This includes strong multisensory decoding instruction (Lively Letters), phonics instruction (Open Court), guided reading, and written language instruction (Write Steps).
Lively Letters RESOURCES:
Open Court RESOURCES:
Guided Reading Text Gradient:
Manchester-Essex Regional School district uses the Write Steps program to teach students how to communicate effectively through well-organized and well-developed written language. The program is a tool for our teachers to deliver the Massachusetts Core Standards (http://www.doe.mass.edu/candi/standards/) to our students.
Write Steps RESOURCES: http://www.writestepswriting.com/
Manchester-Essex Regional School District implements the Everyday Mathematics (EM4) program to deliver mathematics content to our students. This program is an outstanding tool to guide students to master the Massachusetts Core standards in mathematics. The program offers many resources online to help teachers and parents to work together with the common goal of student success in mathematics.
The RESEARCH Behind Everyday Mathematics:
Everyday Mathematics PARENT Resources:
Everyday Mathematics GAMES and Other Resources:
Everyday Mathematics TEACHER Resources:
Manchester-Essex Regional School District implements the KnowAtom program to deliver science content to our students. This program is an outstanding tool to guide students to master the Massachusetts Core standards (http://www.doe.mass.edu/candi/standards/)in science. The program is an inquiry-based program where students engage in many hands-on projects as they explore the scientific world.
KnowAtom INFORMATION: https://www.knowatom.com/
Manchester-Essex Regional Middle School
Manchester-Essex Regional High School


Kindergarten-Design a House
1st Grade-Straw, Wood, & Bricks
After listening to the fable The Three Little Pigs, students retold the story including key details. The students answered questions about the characters, major events in the story, and identified the materials used by each of the pigs in constructing their houses. Students will continue to use the terms structure and function as they consider these important concepts in terms of the building materials the pigs chose.
2nd Grade-Pixel Pictures cont./Catch Up
The students learned that pixels are minute area of illumination on a display screen and that when they are placed strategically, they create the images we see. After creating our own pixel pictures, we uploaded a snapshot to a Google Doc. Students used remaining time after completing their document to catch up on any unfinished assignments in the Google Classroom.
3rd Grade-Speedometry 3
4th Grade-Getting Loopy
Students repeated actions, learning how to take a series of steps and turn them into a single loop. We began learning with actions and movement, then moved to Code.org for practice using loops when coding.
5th Grade-Constuct an Animal Pen
Continuing with our Minecraft Engineering unit, the students designed and constructed an animal pen for Minecraft farm animals. Students have been getting a lot of experience working in teams and sharing ideas while being sensitive to other teammates. The students had a limited number of supplies to work with, but were able to ask a foreman for additional supplies if needed.
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


|Coaching Cycle||Active Listening||Coaching Language||Data-Driven Conversations||Coaching Notes||Reflective Practice|
“When you ground the discussion in behavioral evidence from the lesson, you can help the teacher analyze her own effectiveness in accomplishing her goals… You want your colleagues to learn that teaching is not about rules but about decisions that are grounded in children’s behaviors.” –Fountas and Pinnell, 2009
Effective coaching is grounded in data. We obtain data from both formal assessments and informal observations. Pre-lesson coaching sessions sometimes begin with a review of data from formal assessments gathered at specific times during the year, such as Observation Survey, Fountas and Pinnell Benchmark Assessment, or others. These provide coach and teacher with a common snapshot of children’s strengths and needs.
While formal assessments give useful data, the data we collect through close observation during lessons is especially important. We note the actions children take in their efforts to read and write – what they notice, what they work on, what confuses them – as well as the moves teachers make to facilitate their learning. This behavioral evidence provides the coach and teacher with rich sources of data to analyze and use in planning instruction.
In creating the running record as a tool for monitoring student progress, Marie Clay (2001) explained the importance of behavioral evidence collected during the lesson. “A Running Record is only one example of what I am calling an unusual lens. Any observational tool or research methodology which gathered detailed data on changes in literacy processing over short time intervals of time from subjects who were reading or writing continuous texts would be such a lens. It transmits a different kind of information from that provided by score on phoneme, letter and word tests, or from comprehension questions.”
This section presents examples of data analyzed during pre-and post-lesson coaching conversations with teachers, and how these data-driven discussions help to clarify instruction. The “Additional Analysis of Running Records” process shared in the Guided Reading with Struggling Readers Module on this website can also be incorporated in whole or in parts into coaching sessions and is linked here as another useful method of data analysis.
- Clay, M.M. (2001). Change Over Time in Children’s Literacy Development. Auckland, NZ: Heinemann.
- Fountas, I. & Pinnell, G.S. (2009, Fall). Keys to Effective Coaching: Cultivating Self-Extending Teachers in a Professional Learning Community. The Journal of Reading Recovery, 39 –47.


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This word family resource is filled with phonics activities to help children learn a variety of short A vowel word families and common cvc and cvcc rhyming words!
You will have everything you need to meet the needs of your students...
Word family study is an important part of reading instruction. They represent patterns in our language. By mastering these single-syllable words, students become more comfortable with rhyming and eventually learn to decode longer, more complex words. This practice will help your students become better readers.
This resource will help children build their phonological awareness of CVC and CVCC word families, rhyming words, and blends needed to learn to read and write.
Grab the Short A Word Family pack as part of the SHORT VOWEL WORD FAMILY BUNDLE with the same great activities TO SAVE $$. Check it out NOW!
12 Word Families included: at, am, an, ap, ag, ad, ab, ack, ash, and, amp, all
The activities included:
UPDATE: This resource has been given a complete update and new activities, assessments, and sorts have been added. Black and white options are available for color pages.
Look at the PREVIEW for an overview of the activities and materials provided in this pack. The video preview shows examples from the short A version of this word family resource in action.
The activities align with Common Core standards for Reading: Foundational Skills for Kindergarten and First Grade. This resource works for PreK, Kindergarten, and First Grade.
Check out all the word family packs HERE!
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The Curriculum in Primary, for our 7 to 11 year olds, builds upon the Early Years programme and ensures that students continue to develop from an early age the essential literacy and numeracy skills they need to learn.
As a key part of an British International School, Primary delivers a learning and teaching programme of the highest quality using the National Curriculum for England (British Curriculum). This is used by the majority of schools in England and by prestigious British International Schools throughout the world.
BISU provides memorable experiences and rich opportunities for high-quality learning and wider personal development and well-being. The curriculum is broad, balanced and customised to meet the changing needs of individuals and groups. High-quality cross-curricular provision, including English, Mathematics, Science, Art, History, Geography, Music, Physical Education, Computing and a choice of Modern Foreign Languages provides deeper and richer learning opportunities to support progression and raise achievement. The international programme is complemented by the option, from Year 2 students study the Ukrainian Programme and prepare to take the exams for Ukrainian Atestat.
Each and every child has the opportunity to enjoy success and to benefit from a learning environment which promotes outstanding results.


Enjoy this Easy Science for Kids Rodents Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Rodents. You need to answer all the questions to be able to get your score. You can do this fun quiz about Rodents again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the Rodents.
About the Rodents Quiz & FREE Online Quizzes
Our easy science quizzes are a free quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Rodents quiz helps your kids learn fun facts about Rodents while enjoying this FREE interactive science quiz for kids.
If your kid is home-schooled by you, or is in an after-school enrichment program, then this is a fun activity, with reading comprehension benefits for kids in grades one to five. Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this fun quiz game on Rodents.
As a reading comprehension training activity for kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or you can limit the number of times they can read about the quiz topic, before they do the actual quiz game.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun online quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Rodents quiz answer they think is correct, and at the end you get the quiz score. Your child can try unlimited times doing the Rodents quiz, till gets the perfect score faster, as he or she learn to listen more carefully and develop a better memory and attention span!


Music for Social Change
Sulamot, meaning both a ladder and a musical scale in Hebrew, is an innovative and inspiring music education program. Sulamot – Music for Social Change was initiated in 2010 by the Israel Philharmonic Orchestra in cooperation with the Faculty for Social Science at Tel Aviv University, where researchers are following and evaluating the social and emotional impact of children’s participation in the program.
Sulamot – Music for Social Change's mission is to create social change through music by opening the world of music to children from low socioeconomic backgrounds throughout Israeli society. Sulamot’s goal is to enhance children’s cognitive ability, educational achievement and their ability to work collaboratively within a group (orchestra playing and/or singing in a choir). All of this in order to give them a better chance of developing into successful adults and contributing citizens in the community.
Every student participating in the program is given his/her own professional instrument for practicing and playing in concerts.
Over 10,000 children, including 60 blind and visually impaired children, in the third to twelfth grades, have already received free intensive private/group music instruction on a variety of instruments, such as the trumpet, trombone, flute, saxophone, clarinet, percussion instruments, violin, cello, guitar, oud, darbuka and qanon. As well as playing in eighteen wind and string orchestras and staging live performances, the children also take part in an annual gathering and performance at the Tel Aviv Cultural Center, home to the Israel Philharmonic Orchestra.
These children come from all over the country – Beer Sheva, Mitzpeh Ramon, Arad, Rechovot, Yavneh, Tel Aviv- Jaffa, Pardes Hana , Haifa , Carmiel, Afula , Nazareth and from the Bedouin sector. They receive music lessons from talented musicians who play and perform on stages across the country and inspire each and every child they work with. Sulamot – Music for Social Change teaches that everything is possible and that music is the key to success.
The Social and Emotional Outcome of Participation
in the Sulamot – Music for Social Change Program
According to research conducted at Tel Aviv University and the feedback from participating organizations in the Sulamot – Music for Social Change Program, participation in Sulamot increases children's confidence, sense of belonging and feeling of pride, especially when they receive their own individual musical instrument. They display improved grades in school, more self-esteem and an increased feeling of happiness.
There are even children in the Sulamot – Music for Social Change program who are so talented that they are doing their matriculation exams in music; and a few are considering music for their future profession.
By empowering children with skills that cultivate self-worth, individual development and artistic accomplishment, Sulamot – Music for Social Change helps enable their successful integration into Israeli society.


Timbuktu Quiz – FREE Interactive General Quiz Questions for Kids
Enjoy this Easy Science for Kids Timbuktu Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Timbuktu. You need to answer all the questions to be able to get your score. You can do this fun quiz about Timbuktu again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Timbuktu.
About Timbuktu Quiz & FREE Online Quizzes
Our world Geography questions and answers are a free quiz for kids resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Timbuktu Geography quiz helps your kids learn fun facts about Timbuktu while enjoying this FREE interactive online quiz for kids.
If your kid is enjoying home-schooling, or is in a special education program, then this is a fun science activity, with reading comprehension benefits for kids in grade 1-5.
Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this fun interactive general quiz about Timbuktu.
As a reading comprehension fun activity for your kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or you set a restriction on the number of times your kids can read about the Timbuktu quiz topic, before they do the actual kids quiz questions.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this Timbuktu quiz and our other fun interactive online quizzes, as a listening comprehension activity; you read out to them about the topic and then read the interactive quiz questions and answers.
You will select the Timbuktu quiz answer they think is correct, and at the end you get the quiz score.
Your child can try doing the Timbuktu quiz again, till gets the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Timbuktu? Check out all our other fun General Quizzes for Kids and other Earth Science Made Easy for Kids. Visit our Easy Geography for Kids on Timbuktu page. Get lengthy info here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Timbuktu Quiz – FREE Interactive General Quiz Questions for Kids - ." Easy Science for Kids, Sep 2020. Web. 28 Sep 2020. < https://easyscienceforkids.com/timbuktu-quiz-free-interactive-general-quiz-questions-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Timbuktu Quiz – FREE Interactive General Quiz Questions for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/timbuktu-quiz-free-interactive-general-quiz-questions-for-kids/
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In the early childhood phase, children across different age groups are in different stages of development and hence need to be taught different skill sets.
Less structured and informal programe with focus on broader set of skills
More structured programe with focus on school readines
A mixed-age classroom operating without a clear instructional framework can lead to ambiguity in teaching and adversely impact the learning of students. Hence, given the various policy and budgetary constraints, we have narrowed our focus to providing quality ECE for students transitioning to class 1 in the subsequent year.
We believe that the following elements are integral for a school readiness program to provide quality ECE:
- Developmentally Appropriate Curriculum:
The curriculum should cater to the cognitive development, emergent literacy skills and pre-numeracy skills of a child, and should be compliant with the National Early Childhood Care & Education (ECCE) framework as well asthe guidelines being developed by the National Council of Educational Research and Training (NCERT).
- Separate Cadre of Teachers:
A dedicated cadre of teachers would give due attention and importance to the child’s development, reducing the burden on primary teachers. It would also ensure that the qualification and mindset of the teachers is relevant to ECE.
- Sufficient Instructional Time:
Allowing for 3-4 hours of instructional time would ensure that the entire spectrum of activities integral to school readiness of a child are undertaken.
- Effective Monitoring Mechanism:
A strong monitoring mechanism would put in place accountability measures for teachers and ensure adherence to the curriculum, in turn improving time on task and quality of delivery.
- Dedicated Infrastructure:
Having dedicated infrastructure for pre-primary sections can help prevent the grouping of 5-year-olds with older and more developed kids in multi-grade classrooms.


You’ll learn essential skills such as planning and running an event, preparing and serving food and drink, and delivering first-class customer service.
The course aims to allow pupils to develop practical food skills with the emphasis on food hygiene and safety. Due to the practical nature of this course there is a limited amount of homework but pupils will be expected to practice their practical skills so that they carry out tasks quickly and confidently.
Pupils are expected to practice the set recipes at home. A considerable amount of the course is assessed by portfolio therefore good attendance is vital for success.
This course enables pupils to:
• develop their practical cooking skills
• further develop their skills in the use of culinary equipment
• amend and adapt recipes
• practise their numeracy skills through food costing
• develop an awareness of international cuisine


There is no doubt that the use of Hollywood films in a classroom provides the students with a variety of benefits crucial to their learning and their understanding. Although movie day in a middle level classroom is typically viewed by students as a "blow off and relax" sort of day, there are ways to use Hollywood films to strengthen their understanding, and provide a way for students to take what they are learning and apply it to what they watch on television.
This article offers an adapted lesson plan that encourages the use of Hollywood films against a variety of sources in a middle level classroom. The strategy, Hollywood or History developed by Dr. Scott L. Roberts at Central Michigan University, was essentially formed as a way for social studies educators to teach students how to decipher differences between Hollywood films, primary sources, and secondary sources.
Though I do have a love for history, my love for English language arts content is even stronger, and I saw the opportunity to adapt this lesson plan for a classroom that I will someday have. The crucial questions combined in this lesson plan are how can we take the portrayal of a character in their primary source and compare it to how they are portrayed in Hollywood films and secondary sources? If they are portrayed differently, does that affect the character's storyline, or make him or her any less of a strong character than they were? Furthermore, is the Hollywood film true to the character?
For this lesson plan, I chose to focus on Greek gods, and more specifically: Zeus. I chose this because it is easily adaptable, and using Greek gods was a great chance to get students involved with the lessons. The first step I took in developing this lesson plan was to create a question for students to answer. Based on the primary, secondary, and Hollywood film source, what should they be able to find? Should there be similarities in the portrayals, or differences; and if there are differences, how does it affect the character and his or her meaning? The second step, once the questions have been determined, is to find standards that match. I chose Common Core Standards from seventh, eighth, and ninth grade that had some relation to analyzing sources.
Since I had planned on analyzing the Greek god Zeus, I chose to go with Disney's 1997 film Hercules. However, an English classroom provides a variety of opportunities to pair reading books with films. For example, The Freedom Writers Diary is a book that can be paired with the 2007 film Freedom Writers. Clips from the films should be 3-5 minutes in length (as not to lose students' attention) and should pair with the character. I chose three separate clips in which Zeus was a main point in the scene, and three clips in which my students would have the opportunity to pick out key actions for later comparison.
Once a Hollywood film was chosen, I decided on primary and secondary sources. My secondary source was an excerpt from Rick Riordan's book Percy Jackson's Greek Gods, and my primary source was a piece from Nancy Loewen's book Zeus.
This lesson plan provides students with the opportunity to look at the portrayal of Zeus throughout all three sources and determine if the Hollywood film is accurate compared to the primary source. Through collaborative, hands-on group work, students learn to differentiate between all sources given, and they learn to provide a strong, evidence-backed opinion regarding the film. In this case: is the portrayal of Zeus in Disney's film Hercules Hollywood, or is it history? In doing so, students can express their opinions and support their claims, providing a fun classroom discussion.
In conclusion, the use of Hollywood films in a classroom is crucial. By pairing these with different sources, it teaches students how to think critically about what they see on television and in films, and it teaches them to analyze the difference between character portrayals, and how that affects a character in any given story.
Black, M.E., & Roberts, S.L. (2017, March). Hollywood or History: Greek Literature. Lesson plan presented at the Michigan Reading Association Conference, Grand Rapids, MI.
Roberts, S.L. (2014). Effectively using social studies textbooks in historical inquiry. Social Studies Research and Practice, 9(1), 119-128. Avail:http://www.socstrpr.org/wp-content/
Michelle Black is a senior at Central Michigan University in Mt. Pleasant, Michigan. She is currently studying to get her Bachelor's in Elementary Education, English Language Arts.
Published September 2017.


When it comes to science I usually let my kids lead with questions and suggest we investigate from there. One morning last week my son didn’t finish his milk and I asked him to please pop it in the fridge so he could have it with his lunch. Instead he asked if he could put it in the freezer to see what would happen. Of course I was game. After he put it in the freezer I asked him what he thought would happen. At 6 it was no shock that he thought it would freeze, so I asked him how long he thought it would take. That sparked this simple kitchen science experiment we did a few days later. My kids love kitchen science for kids and I love doing it with them. Fun together time with science!
Our question was: Which kitchen liquid would be the first to freeze ?
- Gather your materials. You will need an ice cube tray, a line up of different kitchen liquids , a timer ( not really a must ) and a freezer. We had a measuring spoon too! Our liquids were water, vinegar, chocolate syrup, ranch dressing, dish soap, milk and apple juice.
- Start by filling your tray with the different liquids. Before you ask your kids to make predictions ask them what they already know about the different liquids. My kids and I noted that we freeze water all the time and it takes an hour or two. They noted that milk will freeze so they knew that more than just water can freeze. After they go over all their background knowledge ask them to make a hypothesis or prediction if you are focusing more on results not the reason for the results. If they make a prediction simply say “why do you think that will happen?” and voila you will also get a hypothesis out of them.
- Freeze it! We set my iPhone timer to go off at regular intervals.
- Observe what is happening. The apple juice was the first to form crystals. The water quickly caught up by the next time we checked. The dish soap had cool bubbles and was getting harder to stir, and the chocolate still tasted great although it wasn’t really ever frozen. We checked on the tray for 3 hours and by then end of that everything was solid except the chocolate syrup which still has a dough like texture days later.
- After the results are in ask your child what they noticed. My daughter noticed that the vinegar and water froze pretty easily and that the chocolate never did. My son noticed that the thicker liquids were much slower to freeze than their thinner counterparts. That’s when I jumped in with the word viscous. We talked about how the water, milk , vinegar ,and apple juice froze faster because they all have lower viscosity than the dish soap , ranch dressing and chocolate syrup. I kept it very simple explaining that the less viscous a liquid is the easier it is to take another form and for the cold to get to every part of it. The thicker liquid was harder to freeze because the cold air had to work harder to get all of it cold enough to freeze. I tend to over explain things to my kids and have learned their signals for when my answer is shifting into a lecture. If they keep asking questions keep answering them but those blank stares are a sure fire sign that you should keep it simple, at least for now!
The best part about simple kitchen science for kids is that it lets your children see that science is everywhere. It’s in their kitchen and is accessible to all.
Tomorrow we are talking about how teach the scientific method to young kids with Jillian from A Mom With A Lesson Plan!


Kindergarten-Design a Paintbrush
The students were introduced to and utilized the design process as they solved a problem presented by fictional characters Angelina, Suzi, and Mylo. The students designed a paintbrush using straws, feathers, and pom poms. After building the new paintbrush, students had the opportunity to paint with it and test their designs.
1st Grade-Design a House 2
The students designed and built one of the three houses described in The Three Little Pigs. Using materials to represent straw, sticks, or bricks, the students constructed a 3-dimensional model. In this lesson, students made improvements to their structures before testing them in front of a fan to see if the wolf could blow it down.
2nd Grade-Dear Santa
The students created a video letter using Photo Booth to tell Santa (or someone who may purchase a gift for them) what they want, need, would wear, would read, a wish for someone else. Completed videos were uploaded to Google Classroom.
3rd Grade-Speedometry 5
Hot Wheels cars took their final trials as the students used loops, extra track, and a vice grip to reach maximum potential and kinetic energy.
5th Grade-Capture a Creeper
As our final Minecraft engineering challenge, the students created traps to capture a paper creeper. After completing their designs, they demonstrated the mechanisms by recording a video.
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


These Reading, Writing, Oral Communication (Speaking & Listening), Learning & Numeracy Skills (LLN) resources are built around the Australian Core Skills Framework (ACSF). The ACSF provides a rich, detailed picture of real-life performance in adult learning, English language, literacy and numeracy. It draws on current theory and is also informed by the extensive expertise of specialist practitioners in these fields. They areÂ suitable for use as an LLN resource for high school students, job seekers, indigenous learners, people from non-English backgrounds and adult learners with Language, Literacy & Numeracy needs or as an assessment tool to assess a learners LLN skills level. There are 5 manuals each target all macro skills at the same level e.g. Reading, Writing, Oral Communication, Learning & Numeracy Skills at level one etc..


Publisher: The Creativity Hub
Number of players: 1 - 6
Official Recommended Age: 6 years and above
Users' Recommended Age: 4 years and above
Playing Time: 15 minutes
Publisher's Game Description: There are infinite ways to play with Rory's Story Cubes. You can play solitaire or with others. Here are some suggested uses: Party game or ice-breaker, Literacy development, Speaking, listening skills, Creative inspiration, Mental workout, Problem solving.
This game reinforces:
How To Play: Rory's Story Cubes is a pocket-sized creative story generator, providing hours of imaginative play for all ages. With Rory's Story Cubes, anyone can become a great storyteller and there are no wrong answers. Simply roll the cubes and let the pictures spark your imagination!
Reviews & Comments:
BGG Rex Plasmator:"Great fun to play with friends. It is interesting to see what stories they come up with. Some of the subjects can be quite surprising, as they can take a very figurative rather than literal interpretations of the icons. I do not think I will pass up a round or two of this game."
BGG Aeos James:"My kids love this one. He took it to school for show and tell and the teacher now needs it"
BGG S K:"I'm glad that I found Rory's Cubes. This cute little game stimulates creativity and imagination. There are no limits to using these dice. The more you use them, the more ideas you will have for their use.The quality of the cubes is very good. Recommended."
BGG Cubsfan31:"OK, this isn't really so much a game as an activity, but my kids love it. We used it tonight as an exercise to have my son review his vocabulary words -- I gave him a topic to build his story around, then he rolled the dice and had to tell us a story incorporating all his vocabulary words. It gave me a chance to help him understand how to use his words in context and how to form sentences while he came up with a crazy story about a guy who parachuted into Alaska and encountered a crazy old man in a cabin. By the end, we were all embellishing the story and the kids were rolling on the ground laughing - it was great fun! We ran through it a second time with a new roll of the dice and since he had the hang of it by then, the story was even funnier. Then his sister had to get into the act ... it was all I could do to get them to bed tonight. Not something I'd be inclined to pull out too often on game night, but great fun when you just want to relax and get creative. A great tool to use with kids."


Children, Music and the mind
It's children's mental health week. We explore how music can help our children...
If you're reading this there's a good chance you're an adult, and perhaps you were one of the fortunate children who had an opportunity to play a musical instrument when you were young, and hopefully you're still playing now. You might not be a professional, but you still enjoy improving and playing with others. You've learned to not take yourself too seriously, understand the power of determination, enjoy the exhilaration of working hard and appreciate that listening is often more important than making yourself heard!
Did you see those pretty crucial life skills that music taught you? This is why we believe music education is so important for the future well-being of children.
From birth we sing to our children, it continues into early years education, but often not into secondary schools, unless you actively seek it out - or the school put music on the agenda. In those formative years music is not just important for learning to speak but also understanding complex emotions, developing social skills and communication, allows you to relax, (or give you energy!) and helps to combat loneliness. When should we stop utilising all the rich gifts music gives us? Never!
For years music therapy has been used to help children with mental health issues. It can also be used to help in difficult times. Do you remember this poignant scene below in Harry Potter? In this moment of despair, music lightens for a time and gives new hope.
Music itself doesn't judge; we all have music within us; from the beat of our heart to the tone of our voice - what is music if not rhythm and tone? It's also a great social leveller and has a unique ability to reach those with disabilities in a way like no other.
I recently stumbled upon the PS22 choir in America and am always struck by the children's enthusiasm for singing - and each other. Do explore their rich catalogue of arrangements...
Does it matter which instrument you learn? No - you get similar mental benefits whether you're singing, playing the recorder, piano or trombone! But it makes obvious sense to go with an instrument that audibly (and visually) inspires you.
We've made our student range of instruments very affordable so that everyone can get started. We even have a rental scheme from £15 a month. The most important thing is making sure that everyone - and our children especially - have the opportunity to reap all the benefits.
Want to get started? Contact us here, or call 01823 282386.


This collection follows the Benchmark Advance Kindergarten sight word list, arranged by frequency. The set includes 70 sight word songs, plus 5 bonus songs from the First Grade list, all using the same, high quality songs and active learning movies from our animated Sing & Spell Sight Word series!
HeidiSongs has partnered with Benchmark Education to provide digital videos that support foundational skills and phonics instruction for their Benchmark Advance online program! These interactive and engaging videos can be integrated into the program instruction to support teaching letters, sounds, sight words and phonics. This set includes 70 sight word songs, plus 5 bonus songs from the First Grade list, all using the same, high quality songs and active learning movies from our animated Sing & Spell Sight Word series! All the videos feature catchy songs, the words written out onscreen and fun movements choreographed to help with memorization, to help children easily memorize the spellings of the toughest high frequency words.
I (word), like, am, do, not, our, who, the, we, go, see, be, too, will, can, she, A (word), at, eat, is, out, was, has, he, on, little, play, good, in, and, you, big, but, up, with, her, run, for, no, get, jump, one, did, going, so, are, have, said, two, just, look, me, come, here, yes, it, my, to, came, made, make, of, what, new, put, ride, want, saw, this, can. Bonus Word Songs: him, which, then, there, must


Neurological research has permitted many startling and beneficial revelations about what is known as the Autistic Spectrum, but perhaps one of the most interesting is Asperger’s Syndrome. While there have been many changes in the diagnostic terminology related to this family of disorders, understanding each within its own right remains as salient as ever. The availability of detailed information ensures a greater quality of experience for those with the disorder, and greater peace of mind for family and friends who want to enrich their own comprehension.
Deciphering the DSM V
The Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM V) catalogues the various features and salient points related to the entire range of disorders or diseases related to neurological and psychological development. The latest research in regards to autism have given rise to some beneficial adjustments to how we view the disorders categorized generally as autism. However, it can be a bit confusing when you’re seeking answers.
The latest terminology blurs the lines between the various types of autism, placing them within a larger family, also known as the Autism Spectrum Disorders. With this arrangement, there’s no longer the hard division between the manifestations that gave rise to individual syndromes, such as Asperger’s. According to the National Institute of Neurological Disorders and Stroke (NINDS), this spectrum “refers to a complex of neurodevelopment characterized by repetitive and characteristic patterns of behavior and difficulties with social behavior and interactions.”
The ultimate rationalization for the realignment of terms is that studies have uncovered the common links between the many formerly discrete syndromes. They are not truly different in nature, but only in scope and magnitude of impact. The spectrum allows the focus to fall on how much the individual’s brain has been shaped by the factors that impact all those who fall within the spectrum—some manifestations are more intense than others. Another factor of severity are non-primary neurological impacts. Some who experience certain types of ASD also experience physically debilitating difficulties with digestion or other nerve-regulated processes within the body.
According to Autism Speaks, a respected advocacy and education group, Asperger’s Syndrome is considered a “high functioning” form of autism. While individuals who have this syndrome do exhibit some of the characteristic patterns of repetitive behavior and difficulty adjusting to social interactions with ease, they are quite often highly intelligent and capable of communicating that intelligence. They may excel within their chosen professional spheres—which are often highly demanding and detail oriented.
It is noted that children with Asperger’s may experience delayed motor skill development, which can result in physical clumsiness. This is an obstacle that is often quite easily overcome with the help of physical therapies. However, because they are not as internally focused as some who experience other manifestations of ASD, their socially awkward behaviors may be more noticeable.
It is vital that they receive emotional and psychological support from family and friends should their social group react negatively to what may be perceived as rudeness or even lack of intelligence. These individuals can excel in life, caring for themselves and even families with great diligence. But much of society has yet to embrace the more refined understandings offered by the scientific community about these disorders. Those who are ignorant are also too often cruel. If you have a friend, a child, or other family member with Asperger’s Syndrome, educating your peers can help ease their passage through society and will ultimately benefit us all.