Learning at St. Mary Elementary is about developing the whole student. We want each child to broaden their minds and their faith, master foundational skills, always be curious, and grow to their fullest potential.
Students receive standards-based instruction in math, language arts (reading, grammar, and writing) science (STEM), social studies, and religion. Our curriculum exceeds state requirements and prepares our students to excel as middle school students.
Students participate in and help to lead weekly Mass. They receive daily religion classes and prayer is an important part of each day.
Students participate in a rotation of special classes each week that allows them to explore and learn in different ways:
At St. Mary Elementary, we believe that play is an important part of learning. Research tells us that recess is crucial to a child’s cognitive, social and emotional development. Each day our students receive two recesses (one shorter and one longer).
Technology is integrated across the curriculum during daily instruction through the use of our computer lab, mobile Chromebook carts, and multiple SMART Panels. Programs such as LEGO Education WeDo and the elementary Robotics Club enable the further integration into our classrooms and extracurricular activities.
Elementary is an important time to explore interests and with that in mind, St. Mary works to provide many outside the classroom opportunities for our students:
St. Mary Elementary is pleased to provide an on-site Speech- Language Pathologist to serve the students with speech services at school.
It is in the very mission of St. Mary School System to “empower students academically” and this means we work to meet our students where they are in their learning journey and move them forward. St. Mary offers individualized learning opportunities through our resource teachers. These teachers work with a student or small groups of students who need additional academic supports in order to be successful.
Additionally, our resource teachers also work with individual or small groups of students who are accelerated learners to broaden their understanding and provide challenging enrichment opportunities for them to grow.
Throughout the year, students in 1st through 5th grades participate in Success Labs. Success Labs allows students from various grades to be grouped with other students to work on specific academic skills.
St. Mary Elementary is committed to helping our students become a positive influence on others. One of the ways we do this is through serving others. Each year and in each class, our students participate in service projects. These may be class specific or it may be a school-wide service project, but serving others is a point of focus at St. Mary. Every student will have opportunities to serve others both on and off campus throughout the school year.
St. Mary High School students help with classroom activities and mentorship through our Experimental Education Program. In addition, the elementary students are each part of a Faith Family. The Faith Families are comprised of students from various grades (K-5th) which meet each month to do activities, pray for each other, and simply have fun. Our Faith Families provide our students with opportunities to create new friendships and gain valuable teamwork and communication skills.
Each grade plans curriculum-related field trips off campus. Though always fun, field trips are an important part of the learning experience at St. Mary Elementary.
Classes regularly visit the Carson Center, the Land Between the Lakes National Recreation Area, Mammoth Cave, National Quilt Museum, Discovery Park, and many others!
Our after-school program for grades K-8th grade is offered daily until 5:30PM. Each day we provide snacks, homework time, and active play. There is an additional fee for this service.
In addition to our after-school program, we also offer a variety of special after school opportunities including art workshops, orchestra, choir, and more.


- Subject index
What are the ways in which young children learn to communicate? Collating their extensive experience of language and literacy in the early years, the contributors explore key aspects of this topic, linking practical ideas for early years settings and classrooms to relevant theory and research.
This second edition is updated to take into account important developments in research, policy and practice, and now covers the 0–8 age range. It also addresses developments in new media and the impact this has upon literacy in young children, and offers chapters on new areas which have emerged in recent years, such as multimodality, media literacy, creative arts and literacy.
Explored in the book are:
the relationship between play and literacy; the role environmental print has in early literacy development; the language ...
Chapter 1: Learning to Talk, Talking to Learn
Learning to Talk, Talking to Learn
We can take it for granted that by the time a child enters nursery he or she will have acquired much of the grammatical system of his or her native language, much of the sound system and a substantial vocabulary. ...


“Reduce, Reuse, Recycle.” It’s perhaps the most common phrase in relation to living an eco-friendly lifestyle. More than words, it’s a philosophy that asks people to be more conscious of what they take and give back to the earth. While it certainly is a standard to hold ourselves to, there’s so much more to it than using a water bottle over and over again. “Living Green” is not only about improving the planet, but improving ourselves as well. This is the objective of the group featured in this week’s video, The Long Beach Depot for Creative Reuse.
Nestled among the galleries, boutiques, and museums in the East Village Arts District in Long Beach, the Long Beach Depot promotes the reuse of what many people would consider garbage. They ask that instead of throwing items away and sending them to landfills, people donate reusable items such as egg cartons, books, bottle caps, feathers, wire, ribbons, cardboard, and other miscellaneous items. What could one possibly do with such garbage, you might ask. As it turns out, any kind of art you can imagine!
The Long Beach Depot is a shop where people can buy these donated supplies to use in all kinds of art projects. Whether it’s creating a scrapbook, collecting vintage magazines, or assembling a collage, among other things, people can walk in and be astounded by all the options they can create from “garbage.” At its most basic level, the purchase of these materials is a perfect example of what it means to reuse, in that they don’t end up as waste. By adding artistry and manipulation into the mix, however, one person can turn another’s trash into something new and beautiful; creative reuse in its purest form. Old buttons, bottle caps, and glass pebbles can easily make a necklace, and for only a fraction of the price it would normally take with new art supplies!
More important than the individual consumer, though, is how The Depot is helping the Long Beach community. Being located in the East Village Arts District, the shop is certainly proud of its heritage, and works to help promote creativity and a green lifestyle among its patrons. Specifically, they host art classes on Saturdays for local kids, in an effort to keep art education alive when budget cuts ravage the school system. Education is the first step to understanding conservation and how we can all help reduce waste, and The Long Beach Depot certainly does its part.
Remember that reuse is not only about using things over and over. Reusing materials gives us the creative power to turn trash into treasure.
For more information on The Depot, please visit their website, where they also accept donations:
The store is located at 320 Elm Avenue, Long Beach, California, 90802, and their business hours are Monday through Saturday, 11:00am to 6:00pm.


Music in childhood : from preschool through the elementary grades / Patricia Shehan Campbell, Carol Scott-Kassner ; Motivation and management (chapter 11) and Technology resource boxes and links written and compiled by Kirk Kassner.
- http://catdir.loc.gov/catdir/enhancements/fy1409/2012951713-t.html - Table of contents only
- http://catdir.loc.gov/catdir/enhancements/fy1409/2012951713-d.html - Publisher description
- http://catdir.loc.gov/catdir/enhancements/fy1409/2012951713-b.html - Contributor biographical information
- 1 of 1 copy available at Berklee College of Music.
0 current holds with 1 total copy.
View other formats and editions
|Location||Call Number / Copy Notes||Barcode||Shelving Location||Holdable?||Status||Due Date|
|Library Reserve Desk||MT1.C3 M8 2014||37684001082859||MusicEd - Alphin Library||Not holdable||Available||-|
- ISBN: 1285057473
- ISBN: 9781285057477
- Physical Description: xvi, 460 p. : ill. ; 28 cm.
- Edition: 4th ed.
- Publisher: Boston, MA : Schirmer Cengage Learning, c2014.
Material for ME-211 (Allison, Langol).
|Bibliography, etc. Note:||
Includes bibliographical references (p. 439-447) and index.
|Formatted Contents Note:||
The multiple meanings of music for children -- From theory to practice in teaching music to children -- Methods of teaching music to children -- The singing child -- Pitch and the child -- The moving child -- Rhythm and the child -- The playing child -- The listening child -- The creating child -- Motivation and management -- Curriculum design -- Assessment and evaluation -- Music in an integrated curriculum -- Music, children, and cultural diversity -- Music for exceptional children -- Appendix : The school music program : a new vision.
As inspirational as it is informative, this text combines the best research and practical knowledge to give music education students the necessary tools to take to their future classroom. This comprehensive text presents contemporary theories and practices of music education including strategies for developing pitch, vocal, rhythmic, instrumental, listening, movement and creative responses in children. It includes chapters on multiculturalism, motivation and management, special learners, assessment, and curriculum integration and development.
Search for related items by subject
|Subject:||Music > Instruction and study.
School music > Instruction and study.
Preschool music > Instruction and study.


The website for Witnesham Primary can be found here.
Maths with your child at home
“Parents are a child’s first and most enduring educators, and their influence cannot be overestimated.”
Parental involvement in the form of 'at-home' interest and support has a major influence on pupils’ educational outcomes and attitudes. However many parents feel uninformed about current educational practices and how they can be more involved with their child’s learning.
On this page, you’ll find information on
• Activities using numeracy skills in everyday life
• Documents and videos that explain how mathematics is taught in school
• Activities that help to reinforce what your children are learning in school.
We hope it will help!
Numeracy in Everyday Life
Learning in numeracy takes place all around us, not just in the classroom! Here are just some ideas how parents and families can help support and develop numeracy skills:
Understanding Mathematics in School
The following link provides guides and videos that show how basic mathematical skills are taught in the school:
Reinforcing Learning in School
In school, the children are assigned activities on our Active Learn and Purple Mash platforms, and they are encouraged to complete these at home as well as in school. They may also have been allocated a video to watch that explains a written procedure, for example column subtraction using decomposition. Logon with your child and have a look together at what they’ve been assigned. You will find their usernames and passwords for both sites in their home school diary.
When your child is logged into Active Learn, have a look at ‘Maths at Home’ and ‘Calculation methods and mathematical models’ in the ‘Grown-ups’ section.
There are some great sites out there. Here are some of our favourites:
This is a great site for helping your child with learning times tables.
a whole host of activities, simple ideas, top tips and eBooks to help your child with their mathematics at home.
Cooking or baking: How will we measure how much? Can you read the numbers? Can you help me count the spoons? How many cupcake cases will we need? How long will it take to cook? What time will it be ready? What if we double or halve the recipe? How many will we make? How many cakes will we get each in our family? How many chocolate buttons will we need if we put three on each cake?
Shopping: How many will we need? How much? Will we have enough from this amount? What shape is this? Which is more or less? Which is bigger? How do we work out 20% off? What will it cost if we buy ten? Which is better value?
Watching or playing sports: what’s the score now? What if they get two more goals? How much is the black worth? What is treble twenty? How much better have they done than last week? What do these statistics mean? How long is the game? What time will it be at half time?
Recycling: how will we sort these? How many? What shape is this? Which is the longest? Can you find me a cylinder?
Walking or driving to school: How long does it take? How many steps? How many number fours can you spot on the way? What number patterns can we spot? Are these numbers odd or even? What shapes can you spot? What directions are we taking? What would be the time difference if we walked or cycled?


Students who take music courses in high school tend to perform significantly better on math and science exams than their non-musical peers, no matter what their socioeconomic backgrounds, according to a large Canadian study published this week in the Journal of Educational Psychology.
The effect was observed among all types of high school music students, although it was stronger among those who played an instrument than among those who sang.
The findings suggest that schools should be encouraging rather than eliminating music programs, the study’s authors say.
“In public education systems in North America, arts courses, including music courses, are commonly underfunded in comparison with what are often referred to as academic courses, including math, science and English,” says Peter Gouzouasis, the study’s senior author and a professor of music education at the University of British Columbia, in a released statement. “It is believed that students who spend school time in music classes, rather than in further developing their skills in math, science and English classes, will underperform in those disciplines. Our research suggests that, in fact, the more they study music, the better they do in those subjects.”
For the study, Gouzouasis and his colleagues examined the academic records for more than 112,000 young people attending public schools in British Columbia. All had started the first grade between 2000 and 2003, had completed their last three years of high school and had taken at least one standardized test for English, math or science. The researchers also had demographic information for the students, including their socioeconomic status (determined by the neighborhood in which they lived).
About 13 percent of those students had taken at least one music course during their time in high school that required performing and practicing music, such as concert band, jazz band, conservatory piano, concert choir or vocal jazz.
The study found that students who had participated in these courses consistently scored higher on English, math and science exams than their peers who took no music courses. And the higher their level of involvement in music, the higher their exam scores were likely to be.
“Those associations were more pronounced for those who took instrumental music rather than vocal music,” adds Gouzouasis. “On average, the children who learned to play a musical instrument for many years, and were now playing in high school band and orchestra, were the equivalent of about one academic year ahead of their peers with regard to their English, mathematics and science skills, as measured by their exam grades.”
Students from more affluent backgrounds are more likely to take music lessons (both inside and outside of school). They are also more likely to score higher on standardized tests. So the researchers adjusted the data to control for this factor.
The findings still held.
Limitations and implications
This study is observational, so it can’t prove a direct causal relationship between taking a music course in high school and scoring higher on English, math and science tests. Other factors not controlled for in the study may also explain the results. (The parents of children who are involved in music classes in high school may have a parenting style that leads to higher academic achievement, for example.)
Also, the database used in the study only identified students who took music classes in schools. Some students may have been involved in private music instruction outside of school.
Nor was the study able to measure the quality of the music lessons offered in the schools.
Any of those factors that may have influenced the study’s results.
Still, Gouzouasis and his co-authors say there are good reasons to believe that the skills children learn from studying music are transferrable to their studies in other subjects.
“Learning to play a musical instrument and playing in an ensemble is very demanding,” Gouzouasis points out. “A student has to learn to read music notation, develop eye-hand-mind coordination, develop keen listening skills, develop team skills for playing in an ensemble and develop discipline to practice. All those learning experiences play a role in enhancing children’s cognitive capacities and their self-efficacy.”
“Often, resources for music education — including the hiring of trained, specialized music educators, and band and orchestral instruments — are cut or not available in elementary and secondary schools,” Gouzouasis adds. “The irony is that music education — multiple years of high-quality instrumental learning and playing in a band or orchestra or singing in a choir at an advanced level — may be the very thing that improves all-around academic achievement and an ideal way to have students learn more holistically in schools.”
FMI: You can read the study in full on the website for the Journal of Educational Psychology. The journal is a publication of the American Psychological Association.


Contemporary Wall Art Goes Public with Native American Graffiti Artists
Contemporary American Indian Art is finding a voice in unconventional art forms. Modern American Indian artists are using graffiti to represent Native American themes and concepts.
As is reflected in artist John Neito’s paintings, cultural pride is the central driving force behind today’s contemporary Native American art and is depicted in each piece. From the critically acclaimed Nieto to the new emerging artists like Dwayne Manuel who have spearheaded American Indian graffiti art, they continue to give Native American culture a strong voice in the modern day society.
Manuel is at the forefront of this cultural art movement and striving to bring indigenous themed art to the forefront. For graffiti and American Indian artist Manuel, art was second nature. He picked up drawing at the young age of three years old and later on got into spray painting. He found spray painting to be captivating as is expressed in the following quote: “I love seeing the color and stuff and these walls painted with graffiti…It kind of opened my eyes when I started seeing it on the streets when we’d go into town” Manuel said. But what began as a school age hobby eventually sparked into a cultural movement among Native Americans and others all across the United States.
Today’s American Indian artist incorporates rich indigenous themes to reflect their deep cultural roots. Manuel for example, started painting history that cataloged Onk Akimel O’odham, his tribe. His mother also influences his artwork. In the Onk Akimel O’odham tribe, basket weaving is a task that is only completed by women, so men are not allowed to do it. He used to like the designs he would see his mother create on her baskets, and started to create art that would honor and recognize her skillful and creative designs.
To continue his art education, Manuel attended college, and soon after graduation worked with Nike to create a Desert Journey Collection that reflected American Indian concepts like war shields and whirlwinds. As American Indian art gains influence in unique niches, expect to see emerging artists give voice to Native American concepts.


Numeracy and health
Professor Gill Rowlands of Health Literacy UK explains why good numeracy is vital for managing your health.
Too many people struggle working out the numbers behind dietary information on food labels, according to a recent poll carried out by YouGov for National Numeracy.
National Numeracy delved further into the importance of good numeracy skills for staying healthy with Gill Rowlands, Professor of General Practice, Institute of Health and Society at Newcastle University, and founder of Health Literacy Group UK.
Why is there a link between numeracy and managing your health well?
We need to be able to understand and manage numbers for many areas of health. We need these skills to stay healthy (such as knowing how to eat healthily, get the right exercise, have safe levels of alcohol drinking), prevent illness (such as understanding our own risk of diabetes or deciding whether cancer screening is right for us), and manage illness (such as knowing how and when to take our tablets).
What sort of things do you need numbers for in relation to health and diet?
Firstly we need to understand the importance of a healthy weight, and how weight relates to height (the Body Mass Index or BMI). Then we need to understand what types of foods should be in a healthy diet, and what amounts of different food types we should be eating for health. So we must be able to understand what is right for us and our families, and be able to use nutrition labels on foods to help us get the balance right.
How does numeracy fit into overall ‘health literacy’?
Health literacy is people’s knowledge and ability to obtain, understand and apply health information. Clearly numeracy is key because so much health information is in numbers. Without numeracy skills people will not be able to make sense of the information they are given.
How much difference can people make to their health by being confident with numbers?
A large difference; by being confident with numbers people can take control of their health, make their own health decisions, reduce the risk of being ill, and, if they do get ill, increase their chances of recovery or of living healthily with a long-term illness.


Lesson Intentions: This kit will provide your child/student hand-on activities to understand and learn about the parts of a turtle, what a reptile is, and learn fun turtle and reptile facts. This kit will help build your child’s/student’s vocabulary awareness and visual discrimination.
Kit Includes: Illustrated lesson plan; “Turtles” (a National Geographic kids favorite) storybook; laminated four-part turtle matching cards; full-size laminated turtle picture; 2 copies of “parts of a turtle” worksheets (1 color and 1 black and white to color); 4 “parts of a turtle” mini color sheet pages (for your child/student to make their own “parts of” booklets); turtle color page; a three-page animal report template; a miniature turtle figurine, tracing paper (2 sheets), a pencil sharpener; and color pencils. You are allowed to make copies of worksheets with the purchase of this kit for your use. * At different times of the year, when our ABC turtles shed, crates may include a piece of their scute. They will come in a plastic bag for your child/student to explore.If you let your child/student handle them, they should wash their hands right after.
Creator: Lesson Plan and follow up work prepared by: Caroline Moulsdale, Owner and Lead Educational Consultant of ABC Crate, LLC, with Credentials in Early Childhood Education (Preschool and Kindergarten) from CMTE/NY, 2001; Elementary Education I (grades 1stto 3rd) and II (grades 4thto 6th) from Delaware Institute for Montessori Education, 2015; BS from The University of Delaware; Lead Teacher in Montessori Education for 18 years, and Parent Education Director for 8 years. Turtle artwork originals by Fiona To Smith.


New York State Standards
New York State Next Generation English Language Arts Learning Standards
Reading Anchor Standards
- Key Ideas and Details
- Standard 1: Read closely to determine what the text says explicitly/implicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- Craft and Structure
- Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- Integration of Knowledge and Ideas Standard
- Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Writing Anchor Standards
- Text Types and Purposes
Speaking and Listening
- Comprehension and Collaboration
- Standard 2: Integrate and evaluate information presented in diverse media and formats (including visual, quantitative, and oral).
- Standard 3: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.
- Presentation of Knowledge and Ideas
- Standard 4: Present information, findings, and supporting evidence so that listeners can follow the line of reasoning. Ensure that the organization, development, and style are appropriate to task, purpose, and audience.
Common Core State Standards
College and Career Readiness Anchor Standards for Reading (K-12)
Reading 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Reading 6: Assess how point of view or purpose shapes the content and style of a text.
Reading 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Reading 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
College and Career Readiness Anchor Standards for Writing (K-12)
Writing 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Writing 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Writing 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
College and Career Readiness Anchor Standards for Speaking and Listening (K-12)
Speaking and Listening 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Speaking and Listening 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Speaking and Listening 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
National Core Arts Standards
- Anchor Standard #7-Perceive and analyze artistic work.
- Anchor Standard #8-Interpret intent and meaning in artistic work.
- Anchor Standard #9– Apply criteria to evaluate artistic work.
- Anchor Standard #10-Synthesize and relate knowledge and personal experiences to make art.
- Anchor Standards#11-Relate artistic ideas and work with societal, cultural and historical context to deepen understanding.
National Curriculum Standards for Social Studies – National Council for the Social Studies (NCSS)
- Theme 1: Culture
- Theme 2: Time, Continuity, and Change
- Theme 4: Individual Development and Identity
- Theme 5: Individuals, Groups, and Institutions
National Standards for Music Education – National Association for Music Education (NAfME)
Core Music Standard: Responding
- Analyze: Analyze how the structure and context of varied musical works inform the response.
- Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent.
- Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.
Core Music Standard: Connecting
- Connecting 11: Relate musical ideas and works to varied contexts and daily life to deepen understanding.


The tiny country of Luxembourg sits between Germany, Belgium and France. Luxembourg is one of the wealthiest countries in Europe and its citizens enjoy the country with the highest standard of living in Europe.
For centuries, Luxembourg has been a route for invading armies on their way to bigger, more powerful countries. Castles and walled towns were built to protect local people from the soldiers.
Fun Facts About Luxembourg for Kids
- The capital city of Luxembourg is Luxembourg City.
- Xavier Bettel is the Prime Minister of Luxembourg (data 2018).
- Luxembourg has 998 square miles of land.
- The country is landlocked (has no coastline).
- More than one third of the country is covered by forests.
- 590,321 people live in Luxembourg.
- People speak French, Dutch and German here.
- Most people are Christian.
- The Luxembourg government is a multiparty democracy.
- The recognized money is the Euro.
- Luxembourg is a member of the European Union and one of the founding members.
- It is one of the safest countries to live in the world.
- After Australia, Luxembourg has the highest minimum wage payment to employees in the world.
- 99 percent of adults can read.
- People in Luxembourg can expect to live 82.4 years.
- Tiny: extremely small
- Wealthy: Having many resources and money
- Route: path
- Invading: intent on entering and conquering
All About Luxembourg Video for Kids
Check out this cool video about Luxembourg for kids:
Question: Does Luxembourg have many castles?
Answer: Luxembourg’s countryside is dotted with castles and the ruins of castles. One of the oldest, Bock Casemates, was built in 963 by Count Siegfried.
Map of Luxembourg
Here’s a map of the country of Luxembourg and all its cities and villages. Zoom in to get into street level or zoom out to see other countries around Luxembourg! You can see the terrain, but also see the roads, images of the buildings and even take a 3D tour through the streets of the cities of Luxembourg, as though you are actually there!
Enjoyed the Easy Earth Science for Kids Website all about Luxembourg info? Take the FREE & fun all about Luxembourg quiz and download FREE all about Luxembourg worksheet for kids. For lengthy info click here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Luxembourg Facts for Kids ." Easy Science for Kids, Sep 2020. Web. 18 Sep 2020. < https://easyscienceforkids.com/all-about-luxembourg/ >.
APA Style Citation
Tobin, Declan. (2020). Luxembourg Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-luxembourg/
We've recently added
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
Sponsored Links :


Carbon Atom Facts for Kids Video
Watch a great hand-picked and very easy to comprehend Carbon Atom science kids video:
About this Carbon Atom Video
This video is a presentation about the carbon atom. With this video, you will be able to learn about the exchange of carbon throughout the Earth or the carbon cycle, how carbon is the most abundant element to be reused throughout the biosphere, what the carbon atom might look like, and what are the ways the carbon atom is transferred. Find some fun facts about the life of a carbon atom with this great video for kids.
This is an amazing Carbon Atom facts for kids video and significantly grow your kid’s knowledge and interest in Carbon Atom.
This Carbon Atom video is easy to pick up from for kids, from those partaking in early learning programs for pre-K kids, to fifth graders, certainly likewise suitable for preschoolers children and kids educated in your home.
Continue and enhance your youngster’s perception our offered free of charge educational videos for kids, hand recommended by our deputy editor. These videos are an enormous assemblage of science for kids videos available on our science kids website. Check out a lot more compelling as well as instructional albeit enjoyable science facts on our science for children online resource website about comparable subjects, and download and delight in our many COMPLETELY FREE simple science worksheets, online interactive quizzes and free learning games for children.
Appreciated our Carbon Atom video? Research lengthy content on Carbon Atom.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Carbon Atom Facts for Kids Video - ." Easy Science for Kids, Sep 2020. Web. 27 Sep 2020. < https://easyscienceforkids.com/carbon-atom-facts-for-kids-video/ >.
APA Style Citation
Tobin, Declan. (2020). Carbon Atom Facts for Kids Video -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/carbon-atom-facts-for-kids-video/
We've recently added
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph


Allied Arts of Whatcom County established the Allied Arts Education Project (AAEP) in 2002. The AAEP is a consortium of local arts organizations, schools, artists and arts advocates committed to supporting art in education. The project supports our community by helping to develop equal access to art education programs. This creates cultural awareness, engages multiple intelligences and promotes the value of arts as basic education.
What We Do
The 2012 Arts Impact Report on Sustaining Arts-Infused Education found that “the conceptual intersections of dance, theater, and visual arts with other subjects:
- Give students more opportunities to show their knowledge
- Provide new ways to communicate ideas
- Apply learning in multiple contexts
- Help students think critically
- Engage students in collaboration
- Nurture creativity
For more information see www.arts-impact.org
Other important advocates for art and children education include Americans for the Arts, the National Endowment for the Arts, WA State Arts Alliance, and WA State Arts Commission.


Prominent Russians: Aleksandr Glazunov
Aleksandr Glazunov was a Russian composer, professor and rector of the St. Petersburg Conservatory. His works of the late Russian Romantic period reconciled nationalism and cosmopolitanism in Russian music.
Child musical prodigy
Glazunov was born into a wealthy merchant family – his father was a prominent publisher and book trader in St. Petersburg. Glazunov’s mother was a good pianist and had a major influence on Aleksandr’s music education. She hired the best piano teachers for her son. To her great satisfaction, Glazunov was an eager student and as early as 13 he revealed a great talent for composition. In 1879 he met Mily Balakirev, one of the founders of the Russian nationalist school of composers known as The Five or The Mighty Handful.
Impressed by Glazunov’s talent, Balakirev recommended him to Nikolai Rimsky-Korsakov, a composer and a member of The Five. Rimsky-Korsakov took it upon himself to teach Glazunov the theory of composition, harmony and instrumental accompaniment. Glazunov was a bright student and was able to cover the whole Conservatory program in just a year and a half.
Glazunov composed his first symphony at the age of 16, which was first played at a free school concert. It was also later performed at the Moscow Exhibition, conducted by Rimsky-Korsakov. Glazunov’s symphony was very well received and was followed by other works, which were just as fine as his first piece.
Glazunov with Fedor Chaliapin and Vladimir Stasov
Portrait of Alexander Glazunov.


Research shows that what happens during the first five years of life is critical to healthy child development. Head Start's comprehensive focus on the five central domains of birth to 5 development is essential to children getting ready for school.
Head Start programs offer services that support families and strengthen communities so that children are healthy, safe, and ready to learn. They focus on early identification, treatment, and health promotion. Staff use these health strategies to make sure children engage in learning. They are critical parts of Head Start's school readiness activities.
THE FIVE CENTRAL DEVELOPMENT DOMAINS
Approaches to Learning
Focuses on how children learn. It refers to the skills and behaviors that children use to engage in learning. This domain incorporates emotional, behavioral, and cognitive self-regulation under a single umbrella to guide teaching practices that support the development of these skills. This domain also includes initiative, curiosity, and creativity.
Language and Literacy
Refers to emerging abilities in listening and understanding (receptive language) and in using language (expressive language). For Infants and Toddlers this includes their development of emergent Literacy Skills. For Preschoolers this includes their development of Phonological Awareness, Print and Alphabet Knowledge, Writing, Comprehension and Text Structure.
Social Emotional Development
Refers to a child's ability to create and sustain meaningful relationships with adults and other children. Infants and toddlers develop relationship-building skills and behaviors through their earliest interactions with important adults in their lives.
Includes reasoning, memory, problem-solving, and thinking skills that help young children understand and organize their world. For preschoolers, this evolves into complex mathematical thinking and scientific reasoning.
Perceptual, Motor, and Physical Development
This area of development is represented as four elements: perception, gross motor, fine motor, and health, safety, and nutrition. This domain is foundational to children's learning in all areas because it permits children to fully explore and function in their environment.
Information in this section is from The Head Start An Office of the Administration for Children and Families Early Childhood Learning & Knowlege Center (ECLKC) Website
Interactive Early Learning Outcomes Framework. (2015). Retrieved July 20, 2016, from https://eclkc.ohs.acf.hhs.gov/hslc/hs/sr/approach/elof/i-elof.html


Reading A-Z Product Features
Leveled Reading Resources for Comprehensive Instruction
Reading A-Z delivers research-based leveled reading resources at developmentally appropriate levels for every K-5 learning environment. The product contains a wealth of leveled materials and tools that make it easy to provide the personalized instruction each student needs.
Ensure each student receives differentiated reading support with more than 2,000 leveled fiction and nonfiction books at 29 levels of reading difficulty, complete with corresponding lesson plans, worksheets, discussion cards, and comprehension quizzes.
Skill and Theme Packs
Teach critical reading skills and themes to meet a variety of reading needs, including whole-class, small-group, and one-to-one instruction.
Reading Skills Lessons and Activities
Support the teaching of key reading skills, including fluency, comprehension, writing, and vocabulary.
Foundational Skills Lessons and Activities
Support the teaching of important reading foundations, including the alphabet, phonological awareness, phonics, high-frequency words, and fluency.
Common Core / 21st Century Resources
Teach targeted college- and career-readiness skills emphasized by the Common Core State Standards and state, national, and international curriculum initiatives.
Offer a wealth of content in Spanish, French, and British English — ideal for monolingual, ELL, dual-language, and bilingual programs.
Support a number of instructional needs, including intervention sessions, summer school, literacy frameworks, project-based learning, and tutoring programs.
Offer expires at 11:59 p.m. CT on Monday, September 30, 2020. Offer valid for purchase of 12-month subscriptions of individual products (collections not included). Sale prices reflect the cost per classroom. Offer is valid for up to 9 classrooms. For 10+ classroom orders, please contact us online. Offer may not be eligible in all international markets. Have questions about ordering? Visit our Support Center for answers.
Retail Price is per classroom or family/home. For 10+ classrooms, contact us for volume pricing.


Dr Sue Dymock
Qualifications: BSocSci, MEd Waikato, PhD Auckland
Linda Clark (2015). Primary school teachers’ knowledge of phonemic awareness and its importance as a factor in learning to read
Kylie Te Arihi (2014). The effects of an English reading intervention in a level two Maori-medium context
John-Paul Oliver (2014). Exemplary teachers approaches to supporting vocabulary development during shared reading
Annette van Lamoen (2013). Adult dyslexia in New Zealand
Rachel Rachmani (2011). Phonological and alphabet knowledge intervention
Janet McHardy (2009). The characteristics of adult readers in entry level tertiary settings
Lisa Sargusingh-Terrence (2008). Reading comprehension instruction in St Lucia
Tracey Bennett (2007). Strategies and characteristics of effective one-to-one literacy tutors
Talking about text: The effects of text structure knowledge on reading comprehension and writing
Current research focuses on year 5/6 students’ knowledge of how writers structure fiction and nonfiction text and the impact this has on reading comprehension and writing composition. International research shows that students who know how writers structure text have higher achievement in reading comprehension and writing. There is little New Zealand research on this topic. The study involved 163 year 5/6 students from two schools who were randomly assigned to two groups. The treatment group was taught reading comprehension strategies, including text structure strategies, and the treatment control group was taught math, three days a week, for one hour each day, for 10 weeks. Teaching was in small groups by trained tutors. Children were assessed using normed tests prior to the training and immediately after the intervention.
Reading difficulties and dyslexia
I am the Director of the Hamilton Children’s Reading Centre. The Centre opened in 2003 and provides specialist diagnosis and tuition for children, aged 7-15, who are experiencing reading difficulties, including children with dyslexia. The New Zealand Dyslexia Handbook (Nicholson & Dymock, 2015) and the accompanying DVD, Talking About Dyslexia, feature two children with dyslexia who attended the Reading Centre. Research continues to focus on how best to teach children with reading difficulties to read.
Nicholson, T., & Dymock, S. (2018). Writing for impact: Teaching students how to write with a plan and spell well (Vol. 1 & 2). Wellington, New Zealand: NZCER. Retrieved from https://www.nzcer.org.nz/writing-for-impact
Nicholson, T., & Dymock, S. J. H. (2015). The New Zealand Dyslexia Handbook. A guide to understanding dyslexia in children and youth, with strategies for assessing and teaching reading and spelling. Wellington, New Zealand: NZCER Press.
Dymock, S., & Nicholson, T. (2013). Dyslexia decoded: What it is, what it isn't, and what you can do about it. Auckland, New Zealand: Dunmore Publishing.
Dymock, S., & Nicholson, T. (2012). Dyslexia decoded: What it is what it isn't, and what you can do about it. Hamilton, New Zealand: National Centre of Literacy and Numeracy for Adults.
Find more research publications by Sue Dymock
Contact DetailsEmail: [email protected]
Phone: +64 7 838 4500 ext. 7717


Enrichment and Affirmation
Creating music is common to every culture in the world. Music is an expression of who we are as individuals and as a society, and its impact is deep and profound. Making music feels great, no matter what the skill level. The importance of music and its benefits are just beginning to be understood. University studies have shown that music instruction has a significant and positive impact on youth, including:
- Dramatically improved academic performance
- Decreased drug use
- Increased positive social behavior
Despite all the benefits, music education is an afterthought or absent in many schools.
The Music & Youth Initiative offers music education and mentoring to underserved youth who would not otherwise have access to that opportunity. Music & Youth develops and supports Music and Studio Clubhouses outfitted with state of the art instruments, recording equipment, and most importantly instructors and mentors. The hallmarks of the Music Clubhouse are quality music instruction, creative programming, and mentoring that encourage youth to share their experiences and creations with their peers and with the
We partner with professional youth development organizations such as Boys and Girls Clubs, YMCA’s and other community based organizations, as well as world class colleges and universities. These partners leverage Music & Youth’s expertise and financial resources to open young minds to opportunities and experiences that they might not have imagined, in an incredibly cost-effective way.
Clubhouse attendees become members, creating a sense of belonging to something special. This membership creates a virtuous cycle reinforcing the benefits of music education. Membership at new clubhouses grows rapidly and each clubhouse quickly serves hundreds of underserved young people.


In order to succeed, students must develop literacy skills in order to access, learn, and comprehend. With the adoption of the Common Core State Standards (CCSS), teachers in all subject areas are finding themselves actively involved in their students' literacy development. In this course, you will discover literacy development strategies that make content come alive for each and every student!
You will see how new literacy standards relate to the content areas, and uncover the many ways adolescent development is connected to effective teaching. You'll explore differentiated education and see how easy it can be to deliver content to students at varying levels of literacy development. In addition, you'll analyze your current teaching practices to identify the effective literacy development that you're already doing. You'll adapt some of your favorite lessons to enhance reading, writing, speaking, listening, and language development. By the end of the course, you'll be confident in your ability to utilize the best of what's new, keep the best of what you've already got, and enjoy being a great 21st-century teacher
To register for this class go to www.ed2go.com/rsu19ae


University’s new study guide for academic year 2020-2021 is published at https://opas.peppi.oulu.fi.
The study guide includes information on degrees, curriculums, courses and course timetables. Course registrations are still done in Oodi.
If you have questions on information in the study guide, please contact the study field's Academic Affairs Service Team https://www.oulu.fi/forstudents/faculty-study-affairs.
The primary goal of the studies in music education is to achieve a strong and diverse expertise required in the profession of a music teacher in primary and secondary education. The studies develop the student’s ability to work in the field of music education on a broad basis.
As a music education student, you develop your skills in the various areas of music and education, become acquainted with a wide range of issues related to educatorship, advance your own personal practical, cognitive, professional and pedagogical skills, and develop yourself as a researcher. The principles in the music education studies include the reciprocity of education and research, a close relationship with a working life in music teaching, learner-centredness, and the experiential, bodily and social nature and cultural diversity of music and learning. Also important are working life skills, an active and critical relationship with media phenomena, a meaningful relationship with current music education technology, equality in education and a constructive relationship with society.
The knowledge and skills of the music educator are deepened through the advanced studies for the Master’s degree and the pedagogical studies for subject teachers. Competence is also developed further through the research studies leading to a Master’s thesis. Periods of school experience and the optional components in the advanced studies profile the student’s competence towards a working life in music education.
Learning outcomes for the Master’s degree
· The student is capable of developing diverse and innovative entities related to music education and music learning
· The student knows how to work in multiprofessional and multicultural communities
· The student knows how to analyse and evaluate knowledge related to phenomena, education, teaching and learning in music and how to create new things based on it
· The student knows how to plan and implement music teaching based on research and with due consideration of the learners
· The student knows how to analyse the relationship between music, art, culture, education and society
· The student knows how to analyse his/her own conception of music, art and man as well as the social and cultural assumptions connected with childhood and adolescence
· The student is capable of analysing his or her working life skills and developing them in a purposeful manner
· The student is capable of implementing inclusive music education


Title: A Storm Called Katrina
Written by: Myron Uhlberg
Illustrated by: Colin Bootman
Publisher: Peachtree Publishers (August 1, 2011)
Suitable for ages: 4 and up
Themes/Topics: Hurricane Katrina, New Orleans, natural disasters, family, community, survival, compassion, empathy, courage
Brief Synopsis: A Storm Called Katrina is the story of a family’s experiences with Hurricane Katrina told through the voice of Louis Daniel, a 10-year-old boy who dreamed of one day playing his trumpet like Louis Armstrong. Like many in the city, the family prepared for the storm but did not evacuate. The day after the storm the water began to rise and the family was forced to leave their home. They left with nothing but the clothes they were wearing but Louis took his horn. They were rescued and ended up in the Superdome. Although the family survived the flood waters, the conditions in the stadium were harsh and dangerous. When his father went out to find water for the family, Louis and his mother, feeling unsafe, moved to different seats. Fearing his father would not be able to find them, Louis ran down to the football field to play his trumpet. The family is reunited when his father hears him play.
Opening Pages: “HURRICANE’S COMING, Baby,” Mama said.
“I’m not a baby anymore, Mama. I turned ten last month.”
“Doesn’t matter how old you are, Louis Daniel. You’ll always be my baby,” she said. “Hush now and go to bed.”
The wind rattled my window something fierce. When the storm howled louder, I covered my ears and hid under the blanket.”
Why I like this book: Author Myron Uhlberg writes a moving story about a tramatizing event that shows how one family was able to navigate and survive a natural disaster. However it is presented in a way that is not too scary for children and is rather touching. Illustrator Colin Bootman adds to the story with his authentic images of New Orleans at the time of the flood. I especially like the page where sunlight beaming through the torn off roof of the Superdome shines on Louis as he plays his trumpet hoping his father will hear his music. This book is a wonderful tribute to family, community, and survival.
Click here to find classroom discussions questions about A Storm Called Katrina.
Click here for Facts for Kids.
Click here for Education World lessons on hurricanes.
Click here for Scholastic site. Hurricane Katrina for upper primary and middle school kids.
Click here for a wealth of articles and lessons for kids from TeacherVision
Click here for more about hurricanes from Science for Kids.
In My Heart: A Child’s Hurricane Katrina Story on YouTube.
Children of the Storm on YouTube


Cheri Chloe July 30, 2020 worksheets
There are many ways you can choose to obtain budgeting worksheets for yourself or for your household, and the best way is through the internet. Also, you have the option whether you like to purchase highly optimized worksheets that are designed and distributed by certain companies or you would like to simply get free worksheets. You must know that just because some worksheets are free does not mean they are not credible and reliable. In fact, if you do not really need the specialties of advanced and complicated budgeting, you don’t have to buy worksheets at all. Then again, the decision is on you.
5. Never allow boredom to set in. We know now that when learning is fun and exciting, the brain is actually growing many new dendrites that make connections with many other dendrites. The more connections the better. We also know now that boredom destroys dendrites. Small children quickly become bored with worksheets, especially skill and drill worksheets. Yet another reason to avoid skill and drill worksheets like the plague.
– Do I feel anxiety if I don’t have worksheets copied? (The answer should be no.)
Homeschool worksheets have pros and cons that depend on the type of material the worksheet deals with. One advantage is that worksheets are very handy if you want to give your child something to do. Some types of worksheets are very easy to grade and can be completed without much input from you. Worksheets can also give you a good idea of how much your child was able to understand of the subject matter.While worksheets for homeschool can assist in home schooling, they cannot take the place of a proper homeschool curriculum. One disadvantage they have is that they often focus on one subject area only, without integrating the whole curriculum. They can also be simplistic and give the impression that the student understands more than he actually does.
There are also worksheets that teach how to read. It includes the basic sounds each letter produce. Kids try to read the words displayed before them. In the First Alphabet worksheet, kids learn how to write the alphabet. And in the First Animals worksheet, kids try to recognize the animals in the picture and learn the names of these animals.There are many more worksheets available. They vary in complexity of the activity depending on the age and grade level of a child.
Planning Worksheets for Kids.Before creating the worksheet for children, it is important to understand why the worksheet is being made. Is there a message to be conveyed? Can students record information that can be understood later? Is it being created to just teach a basic concept to little children? A well designed worksheet will make its objective clear. The different aspects that should influence the design of the worksheet are the age, ability and motivation of the students. A young child may not be able to write or read more than a few words. Worksheets should be created keeping these factors in mind. When you buy worksheets for your children, look for how the concept is explained. Is it pictorial or is it just a collection of words? A pictorial worksheet will hold the attention of a child more than just a combination of words.
Tag Cloudyear 7 maths worksheets preschool english worksheets free printable writing activities for kindergarten printable exercise sheets free student worksheets free printable games for kindergarten school worksheets for kindergarten maths for year 5 free worksheets i maths worksheets free printable math worksheets for grade 6 printable math facts free printable writing worksheets for kindergarten arithmetic worksheets printable fun activity printables for kids pre kg worksheets math sheets children\'s worksheets preschool prep activity sheets printable kindergarten math worksheets free worksheets for ks2 math papers to print out free math worksheets with answers math worksheets for kids grade 1 free preschool math worksheets sixth grade math worksheets basic math skills worksheets fun classroom worksheets make a worksheet free grade 4 worksheets fun activity worksheets for kids preschool worksheets free practice math problems numeracy skills worksheets simple worksheets for kindergarten worksheet to print kids school worksheets preschool activities printable worksheets math multiplication worksheets writing practice for kindergarten worksheets maths worksheets for kids fractions math fast facts worksheets easy worksheets free math worksheets to print custom math worksheets preschool learning sheets maths sums for kids free year 7 maths worksheets reception maths worksheets printable best worksheets elementary math sheets


At REACH we believe that Maths should be taught not just as an independent academic subject, but as a life skill and as a gateway to achievement in all subjects.
The study of Numeracy and Mathematics empowers students to become active members of society. It gives them the tools and the skills to navigate not only the world of work but also their worlds outside work. Looking after family life, their social life, understanding the numbers when it comes to the environment and the statistics that affect them from the political world.
At work, they will need Maths when giving or checking correct change, weighing and measuring, using spreadsheets and understanding data. In practical everyday activities at home and beyond like working out how many minutes until the next train or increasing a recipe to serve extra guests.
As consumers they will need to understand how to work out things like percentage discounts, checking they have received the right change or working out how much to tip in a restaurant.
Maths will help them in managing their finances by setting and keeping to a budget, understanding what interest is and understanding the financial implications of borrowing money.
Maths is in everything including health. Managing diets and calorie intake, knowing how to tell the time to aid making and keeping medical appointments or measuring medicine doses in different units.
Maths and Numeracy skills will help our students become active members of society. Understanding the world about us by making sense of statistics and graphs in the news, understanding information about government spending and thus allowing them to make truly informed choices in our democracy.
In our digital age of information Numeracy is equally as important as Literacy when preparing students for the world beyond school. In saying that, at REACH we also strive to ensure that our students are pushed towards a Maths qualification truly reflective of their ability that will give employers and colleges a glimpse at our students’ true potential.


Resources › For Educators What is Special Education? Share Flipboard Email Print Jamie Grill / Getty Images For Educators Special Education Applied Behavior Analysis Behavior Management Lesson Plans Math Strategies Reading & Writing Social Skills Inclusion Strategies Individual Education Plans Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Teaching Homeschooling By Sue Watson Education Expert Sue Watson is a developmental support counselor who has worked in public education since 1991, specializing in developmental services, behavioral work, and special education. our editorial process Sue Watson Updated November 13, 2019 There are many students who have special learning needs and these are addressed through special education (SPED). The range of SPED supports varies based on need and local laws. Each country, state, or educational jurisdiction has different policies, rules, regulations, and legislation that govern what special education means and looks like. What Is Special Education? In the US, the governing federal law is the Individuals with Disabilities Education Act (IDEA). Under this act, special education is defined as: "Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability." Students qualifying for special education services have needs that often require support that goes beyond what is usually offered or received in the regular school/classroom setting. Special education is in place to ensure that all students' educational needs are met. This means that additional services, support, programs, specialized placements, or environments are supplied when necessary and at no cost to the parents. The 13 Categories Under IDEA Typically, the types of exceptionalities/disabilities that fall under special education are clearly identified in the jurisdiction's law. Special education is for students with disabilities, which are defined under IDEA as follows: AutismDeaf-BlindnessDeafnessEmotional DisturbanceHearing ImpairmentIntellectual DisabilityMultiple DisabilitiesOrthopedic ImpairmentOther Health ImpairmentSpecific Learning DisabilitySpeech or Language ImpairmentTraumatic Brain InjuryVisual Impairment The goal of special education is to ensure that students who have any of these disabilities can take part in education along with students without disabilities and can access the curriculum whenever and as much as possible. Ideally, all students would have equitable access to education in order to reach their potential. Developmental Delays Even if a child does not have any of the disabilities outlined above, they can still qualify for special education. It is up to the individual states to include children at risk for disabilities in the eligible group for special education. This falls under Part C eligibility in IDEA and relates to developmental delays. Children identified as having developmental delays are generally those who are slow to meet or who are not reaching certain educational milestones. Part C eligibility is determined by each state's definition of developmental delay and includes children with established physical or mental conditions with a high probability of resulting in developmental delay. Sidenote: For gifted and talented students there are no minimum federal standards, and it is up to individual states and local administrations to make any decisions about programs and services for gifted learners. As a result, there are large differences even between districts in the same state. How Do Students Obtain Special Education Services? A child suspected of needing SPED support will usually be referred to the special education committee at the school. Parents, teachers, or both can make referrals for special education. Parents should have any necessary information/documentation from community professionals, doctors, external agencies etc. and inform the school of the child's disabilities if they are known prior to attending school. Otherwise, the teacher will typically begin to notice the student's special needs and will relay any concerns to the parent which can lead to a special needs committee meeting at the school level. The child who is being considered for special education services will often receive assessment(s), evaluations, or psycho testing (again this depends on the educational jurisdiction) to determine if they qualify to receive special education programming/support. However, prior to conducting any type of assessment/testing, the parent will need to sign consent forms. Once the child qualifies for additional support, an Individual Education Plan/Program (IEP) is then developed for the child. IEPs will include goals, objectives, activities, and any additional supports needed to ensure the child reaches their maximum educational potential. The IEP is then reviewed and revised regularly with input from the stakeholders. To find out more about Special Education, check with your school's special education teacher or search online for your jurisdiction's policies surrounding special education. Sources “Sec. 300.39 Special Education.” Individuals with Disabilities Education Act, 2 May 2017.ECTACenter. “Part C Eligibility.” ECTA.


El Museo Escolar como entorno inclusivo en la Educación Artística
Author(s)Bajac, Ana María Montserrat
Full recordShow full item record
AbstractThis paper presents an investigation of the School Museum as an inclusive environment for education, a study based on the experience of the Private Management Education Center "Los Laureles" of Paraguay in the city of Asunción. Its main objective is to evaluate the quality of the CEL School Museum for inclusion through Art Education, so that it is possible to determine if the School Museum can serve as an interactive learning tool that allows integration. Such an approach justifies this research work based on the importance that quality education must be developed in all its aspects. This purpose was achievedthrough existing bibliographic funds, books, articles, materials provided by the educational institution, photographs, videos and anything that could help us to form a sustainable theoretical framework.The research proved that the museum is no longer conventional and not flexible, but has undergone transformations and that spaces that were once considered as "sacred spaces or scholars" have been rethought, as any space where learning is generated. Therefore, according to the research, the school environment is more than a learning space, it is an area where knowledge, sense of belonging, inclusion, cooperation, integration, formality and informal is intermingled. Promotes the investigation and instruction of the collective.


By Samuel Kotz, Samuel Kotz, Norman L. Johnson
This can be the second one of a quantity number of seminal papers within the statistical sciences written up to now a hundred years. those papers have every one had an excellent impact at the improvement of statistical concept and perform over the past century. each one paper is preceded via an advent written through an expert within the box delivering historical past details and assessing its impression. Readers will take pleasure in a clean outlook on now well-established positive factors of statistical thoughts and philosophy through turning into familiar with the methods they've been constructed. it truly is was hoping that a few readers should be encouraged to check the various references supplied within the advent (and additionally within the papers themselves) and so reach a deeper heritage wisdom of the foundation in their paintings.
Read Online or Download Breakthroughs in statistics. PDF
Best elementary education books
Strict conformity to trendy stipulations is the keynote of this enterprise mathematics. during the removal of lifeless fabric the entire topic is gifted in a one-term direction. pace, accuracy, right tools, — those are the calls for of recent enterprise they usually were totally met. ample oral and written difficulties, and vocational, agricultural, and handbook education functions were supplied.
Combining concise summaries of the newest study with transcripts of school room dialog, case reports and proposals for the improvement and implementation of sound geographical paintings in perform, Geography within the Early Years provides assistance on: making plans and association evaluate and record-keepin the formation of complete tuition coverage in-service expert improvement.
One function of this booklet that units it except others is the care that's taken to explain the authors’ interpretation of the word 'teaching for understanding'. each one element of this interpretation – connections, representations, reasoning, verbal exchange and misconceptions – is then effectively included as a subject matter within the next chapters that advance very important mathematical issues.
Grand Conversations,Thoughtful Responses presents the most important to supporting your scholars turn into enthusiastic, convinced readers. within the writer s special approach to Literature Circles, no roles are used and no limits are set at the volume scholars learn. scholars pick out their books from a suitable pre-arranged set, have interaction in significant conversations approximately their books with their friends, preserve reaction journals, and paintings biweekly on a whole-class comprehension method.
Additional resources for Breakthroughs in statistics.
This approach to contextual value-added data may well address some of the criticisms voiced about the use of value-added data in the primary sector, although our own experiences in working with primary schools on the RBA Project suggests strongly that value-added analyses are often afforded a status and a degree of objectivity beyond their merits, and are frequently used without discernment and appropriate caution. Equally, there is the possibility that highly valued pupil aptitudes and skills, such as problem-solving, collaboration and decision-making, creativity and imagination, are downplayed and under-valued within such a tightly constrained ethos.
6 Progression of pupils from level 2c at Key Stage 1, 1998, to the expected level (or above) at Key Stage 2, 2002, by gender and ethnicity Percentage of pupils achieving at or above the expected level at KS 2 English Mathematics Science Reading Writing Ethnicity Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys White Indian Pakistani Bangladeshi Black Caribbean Black African Black Other Chinese 70 75 67 84 67 73 73 90 66 71 66 74 54 65 60 79 70 79 71 78 57 66 61 94 85 86 77 85 81 81 85 97 90 90 84 88 84 82 88 92 78 78 72 78 66 71 73 85 59 69 58 67 52 61 56 89 78 76 68 82 73 77 80 92 47 64 60 75 53 58 54 76 36 51 48 57 36 45 33 60 Source: National Statistical Bulletin/DfES (2003).
These include not only factors such as gender, ethnicity, special educational needs, level of free school meals, and EAL (English as an additional language) status, but wider-ranging considerations such as pupils' ages within the school year, a postcode measure of affluence and deprivation, mobility and looked-after-children status. This approach to contextual value-added data may well address some of the criticisms voiced about the use of value-added data in the primary sector, although our own experiences in working with primary schools on the RBA Project suggests strongly that value-added analyses are often afforded a status and a degree of objectivity beyond their merits, and are frequently used without discernment and appropriate caution.


Sunday schools were originally intended as a stop-gap measure, providing British working-class children with an elementary education until replaced by a national school system. Through its utility and service, the temporary expedient became a respected national institution. Evangelical Christians were to turn the Sunday school movement into an instrument for the evangelisation of the young. Their promotion of the schools as 'nurseries for Christians' caused a serious erosion of the role of home and church in Christian formation.
Melbourne's Sunday schools began with the first Methodist, Presbyterian and Independent congregations in 1838-39. The proliferation of particularly Methodist preaching places encouraged the formation of schools staffed by lay teachers and reproducing the character and significance of the British institution. A standard pattern evolved of morning and afternoon Sunday classes, supported by a range of auxiliary organisations. Their weekday social activities, picnics and anniversary celebrations reinforced the holding power of the schools and fostered an enduring domestic religiosity.
At their peak in the early 1960s, Anglican and Methodist enrolments were 80 768 and the Victorian total was 238 740. The success of any school depended on teacher effectiveness; thorough training, a sense of duty and strong religious convictions became the hallmarks of acceptable teachers. To promote these ideals, denominational school unions were formed. In 1871 lay people from various churches formed the Victorian Sunday School Union and began a wide program of religious education. A Children's Church was erected in Collingwood for the 'neglected poor' in 1876 and operated until 1932. A Teacher Training College from its inception in 1886 until 1943 had 3411 students graduate after completing a two-year course. The union book depot and lending library serviced all Protestant denominations and the 126 city schools established by 1903. Schools were encouraged to use the American International Uniform Lessons, a curriculum with one lesson for all classes and schools. Changes in educational theory replaced uniform lessons with Australian-prepared graded lessons.
To overcome inadequate accommodation the union recommended a model that was used for Independent schools in Prahran and Hawthorn, and adapted elsewhere. Methodists favoured the American Akron Plan, featuring a series of classrooms facing a central rostrum with offices and library. A two-storey version was built in Brunswick and the plan used in Auburn, Port Melbourne and St Kilda. All-purpose halls divided into departments accommodated later schools. In the 1970s attendances declined sharply and churches focused on recruitment and new forms of children's ministry. Their quest for a comprehensive replacement of the traditional Sunday school continues.


Curriculum and Assessment
Each teacher develops a class schedule that best meets the needs of her students. Students will participate in story/language group, table work, social time, music/movement, arts, snack and play. Twice a week a mental health provider will push in and provide direct social-emotional instruction. Field trips are determined on an annual basis.
English Language Learner (ELL) Supports
Students with limited proficiency in the English language have the opportunity to work with a teacher-specialist to develop needed verbal and written skills deemed necessary to be successful in the regular education program. ELL classes providing support services take place during the school day in each of our classrooms.
When they enter schools, students are identified, through the Home Language Survey. Students whose parents speak a language other than English in the home are tested by an ELL specialist to determine the level of English language proficiency in the areas of reading, writing, and speaking. Based on this proficiency, students are provided services by the ELL specialist either within or outside of the classroom setting. In addition, the ELL specialist and the classroom teacher collaborate to determine how to best meet the needs of the student in the classroom.
Students are not exited from the program until the student has acquired a sufficient level of proficiency to be successful in the general education classroom.
The Illinois Early Learning and Development Standards (IELDS) provide the framework for instruction within the program. The IELDS align to the Illinois Kindergarten Standards and the Common Core Standards for Kindergarten. The Early Childhood program has developed a rigorous scope and sequence for teaching instructional units in the following: language arts, math, science, social studies, physical development and health and social/emotional milestones.
Teaching Strategies Gold
Progress through the curriculum is monitored order to ensure that all children are learning and acquiring skills/concepts being taught. A checklist from the Teaching Strategies Gold is used to gauge each child’s progress. Information from the checklists is reviewed by staff and used to guide instructional planning within the classroom. A report for each child is compiled in the Fall and shared with parents.
- Individual Growth and Developmental Indicators
Early literacy and early numeracy skills are monitored through the Individual Growth and Developmental Indicators (IGDIs). This general outcome measure for preschoolers is utilized to design and deliver instructional activities within the classroom.
- Positive Behavior Intervention Strategies
In collaboration with the Illinois State Board of Education (ISBE) the Early Childhood program has initiated the Positive Behavior Intervention Strategies (PBIS) model. The purpose is to identify, adapt, and sustain effective school-wide disciplinary practices. The Early Childhood staff has developed three behavior expectations that are actively taught to children throughout the school year and across the school environment. The three, expectations for students are:
- Be Ready – Children learn to be ready for active learning
- Be a Friend – Children learn how to interact appropriately with people in the building
- Be Safe – Children learn how to engage safely with the environment
Throughout the school year, your child’s teacher will communicate information about PBIS skills that are being taught at school. If your child has difficulty with behavior at school, you child’s teacher will inform you of any behavior concerns. Sometimes children have difficulty maintain expected behavior. In these situations, additional support can be provided through individualized plans. Should you have any questions or concerns about your child’s behavior please contact your child’s teacher.
Wellness is taught by a school social worker in grades early childhood through 5th grade in Batavia Public School District 101. Wellness is one avenue in which Batavia Public School District has chosen to address the Illinois Social Emotional Learning Standards. The social workers in the district use the Second Step curriculum (secondstep.org) to teach skills in the following four areas:
- Skills for Learning: Children gain skills to help them be better learners, including how to focus their attention, listen carefully, and ask for help.
- Empathy: Children learn to identify and understand their own and others’ feelings. Children also learn how to show care for others.
- Emotion Management: Children learn how to calm down when they have strong feelings, such as worry or anger
- Friendship Skills and Problem Solving: children learn how to make and keep friends and to solve problems in a positive way.
How can parents support? Parent are encouraged to use the common vocabulary of “Be Ready”, “Be a Friend” or “Be Safe” when talking to your child at home. Parent links from weekly lessons from the Second Step curriculum are also sent home for parents to review and use the common language and strategies. This helps students to learn the skills and generalize them across all settings.


Humanities › Literature Recommended Nonfiction Kids' Books About Tornadoes Share Flipboard Email Print Literature Children's Books Top Picks Children's Book Reviews Authors & Illustrators Young Adult Books Best Sellers Classic Literature Plays & Drama Poetry Quotations Shakespeare Short Stories By Elizabeth Kennedy Education and Literature Expert M.S., Instructional Design and Technology, Emporia State University B.A., English Literature, Brown University Elizabeth Kennedy is an educator specializing in early childhood and elementary education who has written about children's literature for over a decade. our editorial process Elizabeth Kennedy Updated February 03, 2019 These 5 nonfiction kids' books about tornadoes include one for ages 6 to 10 and four for ages 8 to 12. All provide basic information about tornadoes, as well as tornado safety information. You should be able to find all of these books at your public or school library. 01 of 05 Inside Tornadoes by Mary Kay Carson Recommended for: Ages 8 to teens, as well as adultsOverview: Mary Kay Carson is also the author of and numerous other informational books for kids. Visual learners will be particularly impressed by the number and variety of visual images to illustrate the book, including photographs, diagrams, maps, and charts. There's also a tornado experiment for kids to try. 02 of 05 Surviving Tornadoes by Elizabeth Raum Recommended for: 8 to 12-year-oldsOverview: Using the actual experiences of children to engage readers' interest, the author provides an account of several major tornadoes, including ones in Fargo, North Dakota in 1957, Birmingham, England in 2005 and Greensburg, Kansas in 2007. Along with the eyewitness accounts are photographs of the damage and details, including statistics, maps, a glossary, tips on keeping safe, an index and more. There is also information about how the town of Greensburg, which was virtually destroyed by the tornado, chose to rebuild to make it the "greenest" town in the US, including powering the entire town using wind energy. 03 of 05 Tornadoes by Gail Gibbons Recommended for: Ages 8 to 12Overview: Unlike the other books, this one is not illustrated with color photographs but with pen and watercolor, making it less scary for those kids who'd be horrified by actual photographs of some of the destruction from tornadoes. Gibbons provides a particularly good overview of the Enhanced Fujita Tornado Scale that's used to classify tornados, with an illustration of a "before" and "after" scene at each level. There's also a helpful double-page spread, with 8 illustrated panels, that covers what to do when a tornado is approaching. The book also includes information and diagrams on the origin of tornadoes. 04 of 05 Twisters and Other Terrible Storms by Will Osborne and Mary Pope Osborne Recommended for: Kids reading at the Grade 3.0 level, particularly those eager to read on their own and those who are already familiar with the Magic Tree House series by Mary Pope Osborne. The book can also be used as a read-aloud for younger kids who are not yet independent readers but who enjoy the Magic Tree House series or informational books. The publisher recommends the book for ages 6 to 10.Overview: Twisters and Other Terrible Stories is the nonfiction companion to Twister on Tuesday (Magic Tree House #23), a chapter book set in the 1870s, which ends with a tornado on the prairie. This Fact Tracker does not just cover tornadoes. Instead, it presents a lot of information about weather, wind, and clouds to set the context for a discussion of tornadoes, hurricanes, and blizzards. The authors include information on storms, safety, storm prediction, and additional sources of information, from recommended books and museums to DVDs and websites. 05 of 05 Erased by a Tornado by Jessica Rudolph Recommended for: Ages 8 to 12Overview: This book uses one college exchange student's experience during the Super Tuesday Tornado Outbreak in 2008 to capture the reader's interest. The author uses a great many photographs, along with a few maps and diagrams to tell about how tornadoes form and the damage they can do. There is a page on famous tornadoes, one on tornado safety, a glossary and a bibliography. The author also includes an explanation of the Enhanced Fujita Scale and a chart about it. Kids will be amazed by the double-page spread of photographs titled "Bizarre Sights," which includes a photo of a pickup truck tossed and crushed against a building by a tornado.


The key to learning a new motor skill - such as playing the piano or mastering a new sport - isn't necessarily how many hours you spend practising, but the way you practise, according to a 2016 study.
Scientists have found that by subtly varying your training, you can keep your brain more active throughout the learning process, and halve the time it takes to get up to scratch
The research goes somewhat against the old assumption that simply repeating a motor skill over and over again - for example, practising scales on the piano or playing the same level on your game over and over again - was the best way to master it.
Instead, it turns out there might be a quicker (and more enjoyable) way to level up.
"What we found is if you practise a slightly modified version of a task you want to master, you actually learn more and faster than if you just keep practising the exact same thing multiple times in a row," said lead researcher Pablo Celnik, from Johns Hopkins University.“
The researchers figured this out by getting 86 volunteers to learn to a new skill - moving a cursor on a computer screen by squeezing a small device, instead of using a mouse.
The volunteers were split into three groups, and each spent 45 minutes practising this.
Six hours later, one of the groups was asked to repeat the same training exercise again, while another group performed a slightly different version that required different squeezing force to move the cursor.
The third group only completed the first training session, so they could act as a control.
At the end of the training period, everyone was tested on how accurately and quickly they could perform the new skill, and predictably, the control group did the worst after their one training session.
But the surprise was that the group that had repeated the original training session actually did worse on the test compared to those who had mixed things up and trained in new areas - in fact, the group that modified their training did twice as well as those who'd repeated the original skill.
So how does that work?
The researchers believe it's due to something called reconsolidation, which is a process whereby existing memories are recalled and modified with new knowledge. It's long been suggested that reconsolidation could help to strengthen motor skills, but this is one of the first experiments to test that hypothesis.
This is also why the researchers gave the participants a 6-hour gap between training session - earlier neurological research has shown that's how long it takes for our memories to reconsolidate
"Our results are important because little was known before about how reconsolidation works in relation to motor skill development. This shows how simple manipulations during training can lead to more rapid and larger motor skill gains because of reconsolidation," said Celnik.“
We're pretty keen to try it out.


The Common Core State Standards (CCSS) DO:
- Simply lay out what foundational skills our students should have mastered at each grade in order to be on track to graduate ready for college and career.
- Provides you, the parent, with a clearer picture of how prepared your child is for his or her next steps.
- Provides you and your child’s teacher an opportunity to make adjustments as needed to ensure there are no surprises down the road.:
- Not tell teachers how to teach nor are they a curriculum
This was a presentation given by the super intendant to the PTSA about Common Core to help parents get better acquainted with it: Common Core PPT
- Changes in learning for English/Language Arts and Mathematics
- Benchmarked against academic standards from the world’s top performing countries
- Aligned to College and Workplace expectations
- Focused on 21st Century skills


Tags.K 1st grade 2nd grade 3-D 3rd grade 4th grade 5th grade Augmented Reality book arts Brazil camera CANmera choice experiments Explore. Create. Make it Great. fiber arts flipping the art room gelatin gelliarts high school inspired by artist ipad legos literacy lithography maggie carberry maggie pasquan make it take it mask mixed media NAEA paper photography photoshop pinhole printmaking prints pronto plates pumpkins recycle Sharpie steam stop motion sub plans technology
Category Archives: Uncategorized
The following guide was created to supplement my presentation at NAEA 2018 called Four Fun Ways to Engage Art Students with Augmented Reality.
This year, I have been making an effort to add more choice and student-directed learning to my curriculum. This unit grew as an extension of the 4th grade pinhole camera project. I needed a way to occupy the class while … Continue reading
Last year I had a conversation with Nicole Croy at the NAEA Convention that blew my mind. For the last few years, she has been recording incredible images with long exposure pinhole cameras that do not require any darkroom chemicals! I could … Continue reading
I am getting so excited about the National Art Education Association National Convention in New York this week. I am presenting a hands-on workshop on Thursday, March 2nd, called: Homemade Gelatin Plates. How to Make it Work for 20+ Students. … Continue reading
My first experience with wet felted vessels was during the MAEA Convention in North Adams last fall. I took a workshop with Carolann Tebbetts and was immediately hooked. I wasn’t sure how to break the process down for elementary students, … Continue reading


DIALOGUES WITH VISUAL ART EDUCATORS ON SOCIAL-EMOTIONAL LEARNING: ADVOCATING FOR ART EDUCATION IN A PERIOD OF INCREASED SCHOOL STANDARDIZATION
by S. Bailey Jacobson
Published by the School of the Art Institute of Chicago, 2012
Educators struggle with the affects of school standardization, specifically the high-stakes testing requirements of the No Child Left Behind Act. Standardized testing often pushes out art classes in favor of subjects that are the focus of high-stakes assessment. This model of education reform relies solely on quantitative measurement, promotes positivist theories of education, and has been shown by the research to have utterly failed to improve the state of public education. Through my own research I seek to better understand the perspectives of teachers regarding the significance of social-emotional learning in art education, and how standardization is impacting teaching and learning. Prior research shows that students work on the social-emotional skills of self-awareness, self-management, social awareness, relationship skills, and responsible decision making through visual art. Simultaneously increasing pressures of standardization have upset the constructivist pedagogy that is often present in art education.
While teaching in public schools I observed how the environment of a constructivist art curriculum fostered the social-emotional growth of adolescent students. I longed for interaction with other teachers to discover if my experiences were isolated or common. I witnessed the increasing pressures of standardization upsetting the constructivist atmosphere prevalent in art education. I noticed educators pressured by the provisions of standardization and wondered if other communities were experiencing similar challenges. Through phenomenological interviews with three art educators in Chicago Public Schools, this research explores the lived experiences of teachers working Dialogue with Visual Art Educators on Social-Emotional Learning: Advocating for Art Education in a Period of Increased School Standardization in tension between NCLB and art education in public schools. The main interview questions are: How has NCLB and standardized testing affected the art classroom and curriculum? What benefits do art educators observe for their students in the practice of making art? In what ways do art educators describe how students relate to others in socially skilled, respectful, and constructive ways? How do art educators advocate for their programs?
Each interview was audio-recorded, transcribed, and coded for commonalities and differences. Participating educators expressed thorough disapproval for the mandates of standardization. Interviewees agreed that social-emotional learning occurs in art education, but disagreed on how this can be observed and the intentionality. Examples of school- and community-level advocacy methods for art education were explored. Recommendations for more overt recognition and application of social-emotional learning are suggested. Alternative and comprehensive structures of assessment are encouraged, and emergent examples of testing alternatives explored. This research advocates for the relevance, importance, and right for students to access art education in public schools.
For more infromation, please contact the John M. Flaxman Library at the School of the Art Institute of Chicago.


Conceptual Framework & Objectives
University of Minnesota, Morris Division of Education’s conceptual framework for teacher education describes the discipline’s intellectual philosophy and institutional standards, which distinguish Morris graduates from those of another institution.
It reflects the teacher education program’s vision and mission, and provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability.
The conceptual framework is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated.
Coursework in elementary education is designed to meet standards of effective practice required for licensure and provide prospective teachers with opportunities to:
Understand central concepts, tools of inquiry, and structures of disciplines taught in the elementary school
Understand child and adolescent development theory, individual and group motivation and diversity among learners
Create instructional opportunities adapted to learners of diverse cultural backgrounds and abilities
Use instructional strategies and technologies that reflect personal knowledge of effective verbal, nonverbal, and media communication techniques
Encourage development of critical thinking, problem solving, and performance skills
Understand and use formal and informal methods of student assessment
Collaborate with parents/guardians, families, school colleagues, and the community in an ethical manner


Memorization by way of spaced repetition learning technique
Talent needs polish
Unleash the learning ability in your child
Curiosity and IQ
Curiosity is the key to learning
Have you at any point given your students a money word problem where somebody purchases a thing from a store, yet your students concoct an answer where the individual that purchased the thing winds up with more cash than the person came in with? That is why here are the 5 Best Math Problem-Solving Strategies for Kids!
Problem-solving thinking is a unique little something that a significant number of our kids battle with. At the point when utilized adequately, addressing and performance can be useful assets for our students to utilize when taking care of these sorts of issues.
Here are 5 best math problem-solving strategies for kids!
Kids often get baffled when they face a math problem! Be it a class discussion or in a test. For starters, we need to reassure the kids that they can solve it! The answer is in the question statement. Maintain the stance that if they read hard enough! They will understand that the answer is in the statement. This is the key to math problem-solving strategies!
1. It is not a problem!
It helps if you could relate the issue with a difficult level in a game. Make your students or kids realize that this is just a difficult level! Surely if they work it out! There will be a reward! Or a level up!! Such measures help kids stay excited and curious. They will strive to solve it until the end of the class.
In a class of young preschoolers. We can not give them a problem-solving exercise an expect them to solve it! No. They will be confused and scared and most of them will develop a mindset believing that they don’t have it in them to tackle the situation. If you wish to inculcate problem-solving skills in your kids. it is wise to presume it is a problem you are stuck in and you need their help. Encourage everyone to participate!
3. Make a Plan
Devise a plan with your kids towards how to tackle this problem. Give Suggestions. Problem-solving skills usually take the pace of the predecessor who teaches them. When the time comes and they start having math problems in class. They will always approach it in the manner you taught them.
4. Forget the numbers at the start!
When you present hem with a math problem. Start by taking out the number. Discuss what the question is actually suggesting. What the object is doing. Drive your kids and students to the brink of a solution. Remind them of what they have done. does this addition or subtraction?
5. Last attack on number!
Lastly! Attack all the numbers in the end. show them what the question was actually hiding. And how they have already done this. it was just in the way math pops up in real life. Give them examples from activities done in the homeroom.
A little gift to help you with math problem-solving strategies for kids!