Reimagine childhood as a time of incredible competence and creativity.
Early childhood elementary teachers are a unique group of educators who guide young learners during some of their most formative years. This major will prepare you to be a classroom teacher for children ages 0-8, with a unique academic program that emphasizes social constructivism and Reggio Emilia philosophies.
The Early Childhood Endorsement will enable you to teach in either a general early childhood education or special education classroom. Plus, graduates earn both a bachelor’s degree and faculty recommendation for the Michigan Elementary Standard Certificate.
What will I Learn?
- Candidates for certification will be capable in their content specialty areas.
- Candidates for certification will be capable users of pedagogical knowledge.
- Candidates for certification will be reflective about their practice.
Visit the University Catalog to learn more about required coursework for the Elementary Education - Early Childhood major and the requirements for the Michigan Elementary Standard Teaching Certificate.
Philosophy of UM-Dearborn Early Childhood Programs
The Early Childhood Education (ECE) programs are guided by the philosophy, objectives and standards promulgated by the National Association for the Education of Young Children (NAEYC) as well as those positions taken by the National Association of Early Childhood Educators (NAECTE) and the Standards of Quality for PreKindergarten through Second Grades and other State Department of Education guidelines. The program aims to not only meet these guidelines but often to exceed them.
The basic approach of the curriculum design for the ECE program is based on the view, consistent with NAEYC and the State Department of Education, that programs for young children must be developmentally appropriate taking into account the physical, social, emotional, and cognitive development of children while respecting the needs of families with diverse sociocultural backgrounds.
The ECE program is designed to provide graduates with a strong background in child development, family and societal studies, and the pedagogical knowledge and skills, which will enable them to plan and implement a developmentally appropriate curriculum, that is consistent with the most current thinking in early childhood education.
An essential component of the ECE program is field experience at the UM-Dearborn Early Childhood Education Center (ECEC), the NAEYC accredited on-campus education and childcare center for children ages one year through kindergarten. The UM-Dearborn teacher education program and the ECEC share the same philosophy and goals, that is, the preparation of high quality teachers and high quality educational experiences for young children.
Both programs share a constructivist education philosophy based on the legacy of Piaget, Dewey and Vygotsky. This constructivist philosophy of the ECE program is consistent with CEHHS' “Teaching for Understanding” model. In addition, the ECEC and the teacher preparation program are nationally recognized for implementing the principles of the Reggio Emilia program, an innovative approach to the education of young children.
Making the Most of Your Major
There are opportunities to develop skills and connect with others interested in early childhood beyond the classroom. Check out the Elementary Education - Early Childhood Major Map to get a more detailed, year-by-year plan of how you can learn, engage, network and transform your community and prepare for life after graduation.
Join the National Association for the Education of Young Children (NAEYC) as a student member.
Join the Student Michigan Education Association (SMEA).
Get Real World Experience
Request a practicum experience in a high-needs school outside of your own community.
Substitute teach in different districts to learn more about diverse learners.
Plan for Life After Graduation
Volunteer in a classroom or tutor in an after-school program.
Visit Career Services for advice with job searching and interviewing, resumes, and graduate school applications.
General Program Information
- Bachelor of Arts - Major/Certification
- Internships Available
- Scholarships Available
Department Contact Information
CEHHS Office for Student Success
262 Fairlane Center South (FCS)
By taking at least 15 credit hours a semester you can save thousands of dollars in tuition by completing your degree in four years. The sample academic plan of study for Early Childhood Major show how graduation within four years can be completed. Visit your academic advisor to FastFOURward your academic pursuits. More information can be found at the #FastFOURward website.


The development of fine motor skills are an important part of life for young children. Fine motor activities help them to develop the muscles in their hands and help coordinate these movements with their eyes.
These activities go a long way in setting your child up for good academic skills, independent self-care, and helps them develop their attention span.
The following fine motor activity is a ton of fun for toddlers- and probably preschoolers too! Because what’s more fun than smashing something with a hammer?!
Hammering Fruit Loops for Fine Motor Skill Development
My boys love to use real tools- especially hammers. And they love to destroy things with them. This fine motor activity is perfect for filling this need to destroy, all while helping build hand eye coordination and developing small hand muscles!
For this activity you will need:
Fruit Loops (or other cereal of your choosing)
A small hammer ( a real one!)
A Tray (for containing the mess, these get a lot of use in our house!)
This takes no time to set up- just throw a handful of cereal out on the tray and hand your toddler or preschooler the hammer.
If they’ve never used a real one before you might want to do a brief safety lesson on how to hold it and remind them to keep their fingers out of the way.
Then just let them whack! And smash! And create a big mess!
You’ll probably have to add more cereal a few times.
What’s great about this fine motor activity is that it really helps with coordination. They have to line up the hammer and the piece of cereal in their mind before swinging the hammer.
It also develops muscles in the hands from holding a somewhat heavy hammer and swinging it over and over.
This also doubles as a great sensory activity. Fruit loops engage sense of sight, touch, and smell.
Once my 2 year old was done smashing he recognized that his tray looked a little like a construction zone. The ran to get his dump truck, tractor and snow plow. and spent another long while ‘cleaning up’ the mess on the tray and making piles of ‘rocks and dust’.
All totaled, my toddler spent a good hour on this fine motor activity. He LOVED it.
And, it’s about the best $2 I’ve every spent on a box of cereal!
Check out my post on 13 Different Learning Activities Using Fruit Loops for all the other ways we’ve used cereal to learn and explore!


Added 11th February 2019
An exploratory project by National Numeracy, commissioned by the Nuffield Foundation, has found that many undergraduate students do not have the numeracy skills required to fully understand their course.
Social science students from nine different UK universities assessed their skills using the National Numeracy Challenge, an online resource which any adult can use to assess and improve their everyday maths skills.
- Only 26% of those involved had the numeracy levels identified as generally necessary for daily life and work. Or in other words the equivalent of a ‘C’ or ‘4’ at GCSE.
- 71% of students who used the available learning resources and then retook their assessment improved on their original score.
The participating degree subjects (all from institutions involved in Nuffield Foundation’s ‘Q-Step’ initiative) included Sociology, Geography and Criminology, areas highly dependent on quantitative data analysis.
The report concludes that for students embarking on a degree where data and numbers may be central to successful study, this lack of numeracy skills may compromise future employability, especially in relation to certain graduate careers.
The findings also suggest that universities can support students to develop their numeracy skills, but need help to identify were gaps in skills and knowledge lie first.
In an interview with The Times newspaper, Mike Ellicock, National Numeracy CEO said: “Most people think numeracy is a skills issue for people who aren’t employed; in reality anywhere we lift the stone we find remarkably similar stats — that three quarters of people are below the level expected of a 16-year-old.
“Most of us wouldn’t have thought this would be a problem for undergraduates. The logical next step is that we should do something about it. We have lots of data showing people can improve.”
The project, set up as an exploratory exercise, sought to find practical approaches to engaging students with the National Numeracy Challenge tool and to better understand maths anxiety amongst Q-Step students. National Numeracy will now continue to work with the Nuffield Foundation to explore feasible models of embedding numeracy benchmarking and support into degree programmes.
What’s your numeracy level?
The National Numeracy Challenge is a free tool which you can use to check which numeracy level you are roughly working at, see strengths and weaknesses and get help to improve.


We are currently reviewing our curriculum and new details will be published shortly.
“Could we ever build a computer that knows everything?”
Computers are now part of everyday life and, for most of us, technology is essential to our lives, at home and at work. ‘Computational thinking’ is a skill that all pupils must learn if they are to be ready for the workplace and able to participate effectively in the digital world.
Our department prides itself on teaching engaging and challenging lessons that motivate our students to become self-motivated learners who can use their skills to aid their learning both in and out of school.
Learning skills such as personal organisation, time management, self-reflection and the ability to make mistakes and learn from them are given particular emphasis. Nobody knows which button to press all the time, and it’s how we cope when we don’t know what to do that really shows how good a learner we are.
All student work in computing is completed in an online electronic notebook called onenote. Learning programs and all lesson resources are distributed by this method. Students can access this both in school and at home by going to onenote.com and typing in their school email address (students have been provided this in lesson).
Homework I also distributed by this method, should students have a problem with completing homework via this method computing rooms and the library are open at lunchtimes in order to assist with this completion.
Students at Key stage 3 will have a new onenote notebook for each year of study
Students at key stage 4 will keep all content in their onenote notebook throughout their 3 years of study.
Students at key stage 5 will keep their content in onenote for both AS and A-Level.
The computing curricula at St Mary’s have been developed to equip our young people with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives.
Through the new programme of study for computing at KS3, they will learn how computers and computer systems work, they will design and build programs, they will develop their ideas using technology, and create a range of digital content. Our learners have one hour of computing per week, with the chance to opt for Computing or a Vocational IT Course at Key Stage 4
We offer two different courses at Key Stage 5 to meet the needs of a variety of students. These qualifications are AQA A Level Computing and OCR CTeC IT Practitioners. These courses are designed in order to provide students with the experience and knowledge to equip them either for university or a degree apprenticeship in the area of Computing allowing students to study and gain higher level qualifications at the same time.


I was always concerned in my elementary classrooms when I realized that my students principally saw only finished product in their lives – film, novel, technology, building, business. When are young students these days ever exposed to process other than through concerted efforts on the part of educators to show, for example, how stories are deliberately constructed? Children meeting professional authors offers an essential insight into how ideas are formed, massaged, written down, and ultimately formed into a story through diligent effort and many re-writes. Such is another limited example of students seeing process. In previous times, children were directly involved in family businesses or farming where they were personally involved in the process of production. How does something start, and how do people get it to completion? Not knowing how to connect a topic of study to its practical outcome in the ‘real world’ could lead students to question its relevance to them.
Some of the steps involved in what I will call “the creation of something” are:
– the idea itself
– is it a good idea or not? What are its benefits to me or others?
– is the idea an adaptation? I need to draw information from various sources
– working the idea to a place where it can be explained to others
– seeing if the idea already exists, and if/how this impacts our moving forward
– ascertaining what we need to complete the project
– getting others to cooperate in the execution of the project
– assembling the resources to complete the project
– trying and failing
– trying again and failing
– not getting despondent and keeping resources focused on the project
– trying again, and hopefully succeeding
These are but a few steps in general idea and project conception, process, and completion.
In elementary mathematics, providing opportunities for students to use their hands and minds in a cooperative learning environment are somewhat limited. To that end, we have invented two products for elementary education which help children work physically towards solutions either individually, or in groups.
Aspects of our manipulative products are discussed below:
intooba – intooba HERE
This K-6 construction manipulative offers many lessons in both specific mathematical concepts such as shapes, estimation, and fractions and in engineering challenges. In math, we provide a spiraled program offering teachers instructional ideas in many math concepts. In engineering, we offer students over 25 construction challenges each with varying levels of complexity.
This is hands-on work asking for actionable solutions through construction and mathematics. Resource constraints such as assigning a project budget and input costs makes this learning very relevant.
diskii – diskii HERE
This K-4 manipulative offers students and teachers opportunities to explore mathematical concepts hands-on either individually or in groups. Our ten tokens (essentially representing 0-9) have unique names, faces, and colors offering many layers of complexity in problem construction. Instructional possibilities include logical reasoning, understanding the equals sign, and substituting a token for an unknown algebraic quantity x as in: token + 4 = 10 for lower grades.
Drawing on information to solve a problem is a critical skill. Using diskii, equations can be created where certain token values are given, and students have to use this information to solve for the unknown tokens.
We have created these advanced thinking manipulatives with lesson support to offer easy-to-implement hands-on group problem solving opportunities we feel are unavailable in many physical manipulatives available in classrooms today. We focus on fun, creative visual challenges making math relevant in concrete ways to elementary learners.
In our manipulatives, we are diligently focusing on process as an integrally important part of learning. Students work cooperatively with their hands and minds to solve challenges.
In this environment, drawing on spiraled learning, students have opportunities to produce increasingly complex product through their own efforts.


For years Modern Curriculum Press Plaid Phonics has been trusted by teachers nationwide to provide effective phonics instruction. This trusted and proven program has helped more than 55 million children learn to read! Year after year, it continues to stand up to latest findings and validation studies as a standard in phonics instruction. The flexible, systematic and proven scope and sequence of Plaid Phonics provides children with the skills they need to master reading.
The 2011/2012 Modern Curriculum Press Phonics Level B student book contains the same comprehensive instruction as the 2003 version. The only difference is that cover artwork and internal photographs have been refreshed with updated graphics. Another bonus is the addition of perforated flash cards in the student book that indicate the corresponding page and lesson number that matches the student book.
MCP Plaid Phonics Level B builds readers with an abundance of skill practice, review and fun activities that appeal to multi-sensory learners. 240 pages, softcover w/ perforated punch-out flashcard section.
GRADE 2 - Plaid Phonics Level B, Grade 2 is the third book in the program. This book works to build foundational reading skills at the beginner’s level. Goals include:
- Ability to read multisyllabic, simple words, like "open."
- Ability to read, identify and understand prefixes and suffixes.
- Identify mistakes when reading aloud and correction of them.
- Reading of age-appropriate words with irregular spelling, like "half."
Product Name: MCP Plaid Phonics Level B Student Book Grade 2
Publisher: Pearson Education - Modern Curriculum Press
Literacy development transitions into grades 4, 5 and 6 from phonics to word study integrating comprehension, thinking and writing skills thru a solid and well-structured approach that is designed to meet appropriate standards set forth for intermediate grade level students.
Modern Curriculum Press Plaid Phonics Teacher Guides, which are sold separately, facilitate easy lesson planning with an array of instruction and flexible teaching options.
Modern Curriculum Press Phonics is an ideal choice that provides all the necessary ingredients to teach students to master phonics and become lifelong readers!


In a constantly changing environment, having life skills is an essential part of being able to meet the challenges of everyday life. … To cope with the increasing pace and change of modern life, students need new life skills such as the ability to deal with Time Management, Communication Skills, stress and Anger Management etc.
It is a Centre for Employability Enhancement
Employability Skills (or) Foundational Skills(or) job-readiness skills. These are soft skills that allow you to work well with others, apply knowledge to solve problems and fit into any work environment. They also include the professional skills that enable you to be successful in the workplace.


Independent Reading is Critical
Why Independent Reading is a Critical Skill to Master
Reading is the foundation of all formal education and when started early offers neurological, educational, psychological, social and linguistic advantages to your child. This means that a critical skill for success in school is the ability to read independently. Reading builds word knowledge and context, so once you have a dynamic vocabulary, you can communicate your thoughts and ideas to others.
It’s Academic Dear Watson
Early academic success is linked to a child’s ability to read and absorb information, and usually leads to a love of learning that is carried through their time at school. Strong oral skills are needed for literacy development. This means that children who have experienced reading aloud from an early age usually have greater general knowledge, become fluent readers more quickly, and display improved attention spans. Early readers also recognise some words by sight, which means they will learn to read independently more rapidly. Children from homes where reading and reading strategies are modelled from an early age also display high comprehension levels and improved information retention.
The Popularity Factor
The link between reading at a young age and social acceptance may not be immediately apparent; however educational research suggests social development is linked to exposure to early reading. In fact, the finding that “the frequency of reading to children at a young age has a direct causal effect on their schooling outcomes regardless of their family background and home environment” proves the benefits of reading go beyond academic success. Children who can read independently in early primary school relate to their peers more confidently and offer creative solutions to problems in the classroom and playground. The ability to manage social interactions through language increases a child’s confidence and self-image and lessens the risk of bullying and anti-social behaviours.
It can be hard to get primary-aged children away from technological devices and into a book, but studies have shown that most children prefer to read a real book. Employ some of the following strategies to encourage your child’s development into an independent reader;
- Allow your child to choose stories or non-fiction books that stimulate and interest them. If they find a series they love, helping them collect every title can assist them to maintain an independent interest
- Schools encourage children to borrow books from the library and usually have a good stock of books in the classroom. Ask your child about the books they borrow and help them with their home reader each night
- Most children still enjoy hearing their parent read aloud. If they choose a book from the library that is beyond their vocabulary, offer to read alternating passages. This means you are there to help out with hard words and to share the story
- Ask questions about the story or information in the book your child is reading. Children enjoy sharing their knowledge and in so doing, incorporate and articulate information
- Draw your child’s attention to stories on the television, on websites and in magazines and newspapers. Encourage them to keep reading or listening to find out more detail.
Independent reading is a critical skill that can be mastered by all students in primary school. Vigorously encourage your child to enjoy reading and love books and your efforts will lay the foundation for a lifelong love of reading and learning.


How safe is your art?
Artists work with almost every material under the sun, sometimes using traditional techniques, often experimenting in ways never before imagined. The dangers are real and can be deadly.
Ready to protect yourself and the environment? Check out these selected health and safety resources. We’ll add more, so visit again to learn the latest – and tell us what you think!
There’s an art to staying healthy…
Art can be made out of anything – but many materials contain harmful substances that can damage your health if stored, handled, or worked with unsafely.
Children too young to read or follow precautions are especially vulnerable. And art materials tested for adults may not be healthy for growing children.
Pregnant women are at special risk, too. Pregnancy may be affected by low levels of exposure to toxics. And developing fetuses are particularly sensitive.
Adults may have medical conditions which make them more vulnerable to toxic exposures. Cognitive disabilities may also prevent adults from taking needed precautions.
Because many toxins don’t show immediate symptoms but boost the risk of cancer or cause other damage over time, it’s important to learn about art hazards early on and make safety part of your lifelong technique.
It’s never to early or too late to start making art safely.
When customers ask, you need answers…
As a responsible retailer, you and your staff need to be able to advise customers on ways to work safely with the products you sell.
You should also be able to suggest safer alternatives.
Unfortunately, many art labels are less than helpful. Even those conforming to federal standards may not describe the long-term dangers or detail precautions.
As an employer, you also have a responsibility to your employees and your community to ensure safe handling, storage, and disposal of hazardous art materials. Local, state, and federal regulations often apply.
Where can you find information and help? Feel free to refer customers and staff to this site as a starting place. The published references and links you’ll discover here make it easier to access basic facts and gain guidance.
While nothing on this site substitutes for professional legal and medical advice, we hope its contents will help you encourage safer, healthier art work.
Students take creative risks, not health risks…
Exploring the potential of different materials is a vital part of art education. So is making sure that experimentation is safe and healthy.
Your own approach to health and safety will influence your students for the rest of their lives. Knowledge continues to grow about the harm toxic substances can do to humans and the natural environment. Whether you teach solo, in a K12 setting, or on the university level, take the time to integrate safety and health into your coursework and studios.
Many states have explicit rules banning toxic art materials in lower grades. Middle and high schools also may need to observe educational regulations. Universities, art centers, and art conservation programs are often obligated by law to design and communicate health, safety, and environmental plans protecting staff, students, and the larger community.
We hope this introductory web site promotes awareness and leads you to some of the resources you need. This is a learning experience for all of us. We welcome your comments and suggestions.


In order to read or download eBook, you need to create FREE account. eBook available in PDF, ePub, MOBI and Kindle versions
In this remarkable resource, Maria Walther shares two-page read-aloud experiences for 101 picture books that tune you into what to notice, say, and wonder in order to bolster students’ literacy exponentially. A first-grade teacher for decades, Maria is a master of “strategic savoring.” Her lesson design efficiently sparks instructional conversations around each book’s cover illustration, enriching vocabulary words, literary language, and the ideas and themes vital to young learners. Teachers, schools, and districts looking to energize your core reading and writing program, search no further: The Ramped-Up Read Aloud delivers a formula for literacy development and a springboard to joy in equal parts.


Why Handwriting is Important
Technology is a part of daily life and it supports student learning, but should it completely replace handwriting? Research has shown that there is a connection between letter-naming and letter-writing fluency and solduccessful reading development. There is a strong connection between the hand and the neural circuitry of the brain. This means that students who learn to write letters correctly also learn to recognize them more fluently, aiding in reading development. In addition, when students write letters manually, they will learn them more effectively. If the students go straight to a keyboard, it could reduce their ability to recognize the letters. Another reason handwriting is so important is because if a student labors on handwriting it drains their mental resources that should be used on paying attention to the content, elaborating on details, or organizing ideas. Because handwriting is used on a basic level in most subjects (taking notes, taking tests, and doing classroom work and homework), poor handwriting can have a negative effect on school performance. To make matters worse, when a student has a tough time with handwriting, the motivation to write may be greatly reduces, leading to lack of practice that may further the difficulties.
Manuscript or Cursive?
Manuscript (print) is typically taught in kindergarten or first grade, whereas cursive has been eradicated in many classrooms. So which should you teach first? Consider these:
- Does the student struggle with fine motor activities? If the student struggles with fine-motor skills, it is helpful to begin with cursive. It requires significantly fewer fine-motor movements than manuscript.
- Does the child show signs of reversing letters while reading and/or writing? If the student has demonstrated confusion about the direction of b’s and d’s, or p’s and q’s, cursive can be very helpful in minimizing the issue. Cursive handwriting naturally emphasizes the direction of reading and writing from left to right.
- Does your school teach manuscript handwriting? If manuscript writing is taught at your school it may be best to teach manuscript to minimize confusion.
- There are advantages to having students learn the form of writing similar to what they must read in print which is almost always manuscript.
Here are two articles that go into greater depth about which to teach first:
Why Teach Cursive First
How to Teach Handwriting
Brief instruction and frequent feedback for students is key for teaching handwriting. There are four main aspects of handwriting instruction: pencil grasp, formation, legibility, and pacing.
Pencil grasp: When it comes to how your student holds a pencil, there are correct and incorrect grasps. The correct way is which the index finger and thumb hold the pencil against the middle finger. This is the most comfortable and efficient way to write. Incorrect holding of the pencil can cause poor letter writing and the student’s hand may start to get tired early.
Formation: This is how a student forms a letter. Straight lines are often easier for students to write than curves ones, so it’s developmentally appropriate to teach capital letters before moving on to lowercase letters. For students who struggle with letter formation, explicit instruction is really important. Students should be taught to start their letters at the top (or middle as is the case with some lowercase letters) and use continuous strokes as much as possible. Using visual aids such as arrow cues for stroke direction, dots for starting points, and dotted letters for tracing will help a lot.
Legibility: An important factor impacting legibility is spacing between words. Putting a “finger space” in between words is a good place to start.
Pacing: If students are holding their pencil correctly, that will often solve any pacing problems. Another issue to look for is how hard the student is pressing his pencil to the paper. If they are pressing too hard they will most likely get writing fatigue and be a slow writer.
Here are a few videos that are great for teaching handwriting:
School days are packed, and it can be easy to let handwriting sit on the back burner. However, using just a few minutes a day to instruct and give feedback to your students about their handwriting can lead to positive outcomes in their overall literacy development.


SCHOOL OCCUPATIONAL THERAPY
Occupational Therapy (OT) services are offered at the Farmington River Regional School District to students whose Individual Educational Plan specifies the need for Occupational Therapy interventions. Children are initially evaluated for eligibility by the Occupational Therapist. This process is initiated by a student’s case manager. All the district classes serving pre-school handicapped and autistic students will receive Occupational Therapy.
The aim for school based Occupational Therapy is to support and maximize educational participation in class. OT is provided to enhance sensory-motor responses and to strengthen foundational skills underlying good motor control. Other students receiving special services qualify for OT when specific motor, social and functional skills will be enhanced through school occupational therapy. The OT assessment includes observation of the child in class, the OT room, and searches for parent and teacher input. Many times formal testing of motor and developmental skills will be part of the OT evaluation process. When indicated, an OT intervention plan will be written up, goals set and OT will be implemented after an Individual Educational Plan (IEP) is set up. The IEP confirms the agreement of the OT, parent, child study team member and teacher to include Occupational Therapy as support service into a student’s educational plan.
Occupational therapy can be provided as a direct or indirect service. Direct service could be individual or small group session, or at times the participation of an entire class in activities introduced by the school occupational therapist. OT service can be provided in the children’s classes or the OT room. Indirect OT is the monitoring of the progress of students and consultation to parents and teachers. The goal of both the direct and the consulting OT model is to support a child’s successful participation in classroom activities by modifying the environment, adapting tasks, or introducing learning activities to promote sensory-motor maturation and skill development.


Lesson Intentions: This kit will provide your child/student hand-on activities to understand and learn about the parts of flowers and seeds. This kit will help build your child’s/student’s vocabulary awareness and visual discrimination.
Kit Includes: Illustrated lesson plan with four different activities (12 pages including worksheets); “The Magic School Bus Plants Seeds,” story book; laminated five-part flower matching cards; laminated two-part “parts of seed” cards; laminated “parts of a seed” labels; full size laminated flower picture; full size laminated seed picture, 2 colorful 3 inch flower pots with water trays (colors vary each set); a packet of seeds (seed types vary in each kit, but you can message us if you prefer herbs, vegetables, or flowers); 2 flower color sheets (you may copy); 2 seed color sheets (you may copy); 3 copies of “parts of a flower” worksheets and 3 copies of “parts of a seed” worksheets (1 color and 2 black and white to color, you are allowed to make extra copies of these); 4 “parts of a flower” mini color sheets and 3 “parts of a seed” mini color sheets (for your child/student to make their own “parts of” booklets); 2 colorful plant markers (colors vary in each set); a bag of soil to fill the two pots; a pencil sharpener; and color pencils.
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 1st to 3rd) and II (grades 4th to 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. Flower and seed art work originals by Fiona To Smith.


The Annette Island School District (AISD) serves students from Metlakatla and surrounding areas on the beautiful southeast Alaskan island of Annette. Metlakatla or Maxłaxaała means “salt water passage” in the Tsimshian language. The community is only accessible by boat, ferry or plane.
Dr. Jan Hasbrouck is a leading reading specialist and education consultant, and provides professional development to Alaskan educators through the Alaska Staff Development Network
Researchers have made extraordinary progress in understanding what “reading” really is. Numerous complex brain processes involved in the act of reading have been identified, along with many individual component skills that must be learned and used automatically and efficiently by a reader. At this point, compelling evidence from a convergence of reading research indicates that close to 95% of all students can achieve literacy levels at or approaching grade level. These statistics include students with dyslexia and other students with learning and cognitive disabilities. Continue reading Foundational Skills in K–5 by Jan Hasbrouck, Ph.D. Educational Consultant and Researcher


BY: CAROLINE ROLF
It is no secret that public music education needs a revamp.
I have been thinking this since my first music class in public elementary school – each student in my grade three classroom was handed a shiny plastic recorder that my teacher had purchased out of pocket at the local dollar store. Thanks to her generosity, we could learn a few scales and practice “Mary had a Little Lamb” until we were out of breath.
That was the first time I had considered this attempt at music education wasn’t up to par with the hour of French or Spelling we had to put in each day. It became more clear in middle school when we were using the same, dulling, shitty, plastic recorders to play a few advanced notes with accompanying buckets as drums from my classmates in the back. My public high school was no improvement – Music or “Band” was an option for half a semester in grade nine, but if you chose a different education path, that’s all music was ever going to be, an option.
Music isn’t mandatory like Math or English is. Yet studies show music education can lead to higher test scores in classes like these. Music education has also been linked to children with higher mental ability and keeping them on a path towards higher education and employment.
You know what there is less evidence of? Hamlet or The Great Gatsby helping with any of these goals. But here I stare at these old novels on my bookshelf, collecting dust right next to my saliva-crusted recorder, recognizing that the teachings of those books aren’t going anywhere.
The U.S. Department of Education reported in 2012 that, “In the 2009-10 school year, music education was almost universally available in the nation’s public elementary schools,” but upon closer inspection it was found that a large percentage of teachers rated their resources inadequate. The evidence in the DOE suggests that over two million students across America go without any music instruction at all.
Why is music education necessary?
It is thought that musical training aids brain development since birth. Early in life, the left side of the brain is known to process language and reasoning is physically developed by the basic nature of hearing music to making it. As we grow up, music has been linked to our spatial intelligence and problem solving ability.
These studies among many others support the claim that students who participate in music education have higher academic scores than students who do not. Advocates of this are continually linking the effects of music on academic performance and the central nervous system.
While these reports hold importance, they disregard the true value of music education, which is that music is fundamental to the human experience. It has been considered that the creation of music by humans predates language itself, dating back 53,000 years. Music has the ability to express humanity on a deeper level and communicate a meaning that cannot be put into words.
Given the relationship between post-secondary education, employment rates and salary, it would seem reasonable to consider if arts education could be included in the ongoing discussion concerning income inequality. Even if you don’t end up in a world-renowned orchestra, studying music could help you in securing your chosen career, becoming a Nobel Prize winner, or even an Olympian. At least you could end up an exceptional cellist. It’s time that serious public music education is reinstated.


Edublox is a system of cognitive exercises, aimed at developing and automatising the foundational skills of reading, spelling, writing, mathematics and the skills required in the learning of subjects such as History.
Our programme is adaptable for the gifted and less gifted, and is applicable for all age groups. It can develop the learning skills of the high school learner to a very high degree, while it can also be used to prepare the Grade R child for reading and learning.
Edublox is effective for a variety of learning difficulties: reading difficulties, maths difficulties, dyslexia and ADD/ADHD.
What skills are developed?
• Focused attention
• Sustained attention
• Divided attention
• Visual foreground-background differentiation
• Visual discrimination
• Form discrimination
• Spatial relations
• Visual synthesis and analysis
• Auditory foreground-background differentiation
• Auditory discrimination
• Auditory synthesis and analysis
• Iconic memory
• Short-term memory
• Long-term memory
• Visual memory
• Auditory memory
• Sequential memory
• Working memory
• Deductive reasoning
• Inductive reasoning
Language Skills (Edublox Classes):
Maths Skills (Mathblox Classes):
• Understanding of terminology
• Mental arithmetic
• Word sums
• Reading time, etc.
What should one expect?
After about fifteen to twenty hours on the programme you may notice improvement in some non-academic areas. It may be that the learner is able to organise their work better, is more attentive in class, or is able to express themselves more easily. At first you may not be sure whether this is the result of Edublox or not.
After about thirty to forty hours on the programme you should see some significant improvements in the learner’s academics. The learner might remember more of what was said in class, spend less time to complete homework, study less but maintain the same marks for tests and exams, or attain higher (sometimes much higher) marks for tests and exams. At this point one usually starts seeing an improvement in self-esteem.
It must be noted, however, that improvement is seldom gradual. When improvement becomes noticeable, it is usually sudden. After this initial — and usually clearly visible — intellectual jump, it frequently happens that the learner finds himself on a plateau again, followed by another leap forward. This pattern can repeat itself many times.
The above scenario could be described as a “staircase effect”. However, one may occasionally also see a “snowball effect”, meaning that the initial progress is slow but as the learner continues, their progress accelerates.
The learner will surely reach plateaus. This is normal. Usually the learner will plateau for some time and then surge forward again.
Try to limit breaks from the programme to the minimum. Long breaks can cause some of the momentum to be lost.
Don’t stop too soon:
It is important to continue with the programme until the foundational skills have been thoroughly automatised. If one stops too soon there is the danger of a relapse. The minimum time that is required to achieve this is about 90 hours, but it can take up to 240 hours if the learner has severe learning problems.
What is Edublox? Who can benefit from it? To answer these questions we combined two TV programmes and a radio interview.


The much feared skills deficit has been a popular topic in the media for the last couple of years, with many fearing its potential impact on businesses and the economy in the future (1). An OECD report found that UK teenagers aged 16-19 were ranked 22nd out of 23 in a list of developed nations for numeracy skills, creating a situation where low skill levels are now the main concern for businesses (1). What are schools doing to combat this serious problem? Well one solution may involve loading up the popular game, Minecraft, in the classroom.
In January 2016, Minecraft developers Mojang and their new owners Microsoft announced plans for a new version called ‘Minecraft: Education Edition’, aimed at students and teachers (2). Such an ambitious move was unprecedented, and the idea of using a video game as a means of education seemed like a step into the dark. However, jump forwards to the present day and Minecraft has become a staple in many classrooms all over the world with a user base of over 150,000 students and teachers in more than 100 countries (3). The educational benefits have been particularly aimed at improving levels of engagement in STEM (Science, Technology, Engineering and Mathematics) with teachers noting the ‘powerful opportunities for mathematics learning, as well as some great lessons in how to communicate and collaborate as a team.’ (4) The use of Minecraft in schools has now become so popular that not having access to it has even been used as an argument of educational inequality! (5)
The idea of using computer games as a tool for learning is not unwarranted. Past studies have shown that more interactive learning can have educational benefits, especially in relation to a child’s STEM abilities (6). For those who went to school in a time before the presence of tablets and computer games in the classroom, you would have likely encountered something similar to Minecraft in the form of LEGO. Utilising its comparable interactive attributes, LEGO has been used for years in classrooms to encourage children to think creatively about tasks and to help make lessons more stimulating (7). Considering the current omnipresence of technology in everyday life, it is unsurprising that some view Minecraft as the potential successor to LEGO; the new ‘respectable creative toy’ (8).
Microsoft has obviously seen strong potential in Minecraft and the expansion of its Education Edition has hit the ground running (3). Yet, whilst the chances of the Education Edition finding its way into SATs and GCSE exam halls might be a bit far-fetched, it is worth bearing in mind that Minecraft is one generation’s tool of expressing creativity in the digital space, much like another generation would use Microsoft Office for theirs.
To read some of our other blog posts click here


This unit describes the skills and knowledge required to use routine measuring equipment, to convert units within the metric system, to estimate and calculate routine measurements including simple area of rectangles and squares.
This unit applies to individuals who need numeracy skills at Australian Core Skills Framework (ACSF) level 3 to undertake a vocational training pathway or workplace tasks.
This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
This course is for anyone who are, or may be, elected as a Heath and Safety Representative for their workplace.
This course will assist to give the participant the necessary skills to operate in the role of a Health and Safety Representative.
• Work Health and Safety Framework
• Consultation, Representation and Participation
• Issue Resolution, Support for HSRs and Managing Risks
• Inspections, Notifiable Incidents and Incident Investigation
• Provisional Improvement Notices (PINS) and directing unsafe work to cease
This course is designed for employees and employer's using any type of Personal Protective Equipment
After this course, all employee's/employer's will have the knowledge to Use, Care and Store Personal Protective Equipment appropriately.
Why do we need Personal Protective Equipment (PPE)?
Personal Protective Equipment is designed to help minimise the risk of injury that can result from workplace incidents. However, PPE is regarded as the last line of defence against hazards in the workplace.


Our world needs Christ-centered educators. A major in elementary education prepares you as a highly qualified teacher with the knowledge, skills and Christian character to be a servant leader who influences your world for Jesus Christ.
Qualities for Career Success
Cornerstone University's academic programs reflect our commitment to develop your knowledge, skills and attitudes in five distinct yet interconnected areas: specialized knowledge, applied knowledge and collaborative learning, intellectual skills, civic and global learning and biblical worldview integration.
This means that successful completion of our Bachelor of Arts in Elementary Education degree program equips you to:
- Demonstrate knowledge of and proficiency in the terminology, theories, concepts, practices and skills specific to the field of education.
- Demonstrate knowledge of and proficiency in discipline specific pedagogy.
- Demonstrate a working knowledge of educational theory.
- Develop a specialized knowledge of diverse learners.
- Exhibit competency in applying your knowledge in instructional planning, classroom management and soft skills in a classroom setting.
- Plan and implement learning experiences that accommodate and meet the needs of diverse learners.
- Demonstrate effective implementation of instructional theory and pedagogy.
- Assess students' current competency of knowledge and skills.
- Demonstrate your ability to integrate both traditional and non-traditional cognitive skills, including analytical inquiry, information literacy, quantitative fluency and communicative fluency.
- Demonstrate intercultural competence in addressing civic, social, environmental and economic issues.
- Articulate a Christ-centered worldview and its personal, professional and communal embodiment through Christian virtues.


If a child can’t learn the way we teach,
maybe we should teach the way we learn.
~ Ignacio Estrada
I have been seeing this quote circulate amongst my friends and those I follow on social media quite frequently. As I observed my children in music last week, I reflected upon the meaning of the words. It has been fascinating to watch my children progress in their music education. Each approaches their lessons in dramatically different ways, staying true to their unique personalities. We are fortunate to have a music teacher who is adept at teaching each of the kids according to their unique styles.
Sweetie is methodical and slowly works out each note and the proper fingering as she sight reads. When she first begins to learn a new song, it sounds nothing like what is written. Though the notes are generally correct, she lacks rhythm. In addition to her daily practice, she is also required to listen to the accompanying CD to hear the piece correctly (she presently uses Suzuki Violin Book & CD Volume 1). This helps her to work out the rhythm as she gets the fingering and bow position worked out.
On the other hand, Buddy learns a new piece more naturally. He can be shown how to play a section of a song and after just two or three attempts, have the rhythm worked out but will hit several wrong notes. As he proceeds and the section can be played without error, another section will be added. In learning this way, music theory is taught and patterns are prevalent. Part of his daily practice is to continue to play pieces he has learned in the past. Each piece is memorized so he requires no sheet music when he preforms. In addition to his daily practice, his homework includes assignments from The Music Tree.
Buddy is passionate about music and practices with relish without necessary pleading from me. I do, however, have to sit with him to ensure he completes the exercises in the Music Tree book. Sweetie, on the other hand, needs more incentive to practice her violin. It is more of a chore to her though she does insist that she likes it. As her skills have improved (she started violin only a year ago) and she has been able to play pieces that appeal to her, she has been more enthusiastic about playing. They have both grown so much in their musical ability since we first began. I enjoy listening to them when they play and hope they will continue to pursue music when they are an adult.


Developing Important Skills in Pre-Kindergarten
In the past decade, kindergarten requirements have skyrocketed. One example of this is that about two-thirds of kindergarten instructors now expect their incoming students to know the alphabet. Due to the increased expectations, over 200,000 children need to repeat kindergarten each year. Our prekindergarten education program addresses the concerns of parents by teaching basic math and problem-solving skills, increasing literacy and vocabulary, and sharpening motor skills so that your child is prepared to excel in kindergarten.
A Successful Elementary Education Starts in Pre-Kindergarten
Studies have shown that Pre-K students are more likely to experience greater high school graduation rates and lifetime achievements and can expect higher earnings than those who have not undergone Pre-K education. Research also suggests links between Pre-K programs and high reading and math scores.
• Cognitive: At age four, many children discover the joys of wordplay, reading simple books, storytelling, and counting to 20 and beyond! We encourage and celebrate these accomplishments with engaging interactions and stimulating environments so that all Pre-K students at our daycare can proudly make use of these new skills.
• Socio-Emotional: A sense of independence and the formation of close friendships are the hallmark socio-emotional stages of this age. To ensure that your youngster can make the most of his or her enthusiastic approach to life, we focus on parent-teacher collaborations and providing appropriate behavior to model.
• Physical: Run, jump, and play! These activities, as well as ladder climbing and purposeful drawing and painting, become newfound sources of joy for four year olds. We provide outdoor and indoor play facilities that meet strict state and federal safety regulations so that your little one can develop their new physical capabilities in a secure environment.
Pre-K Program Activities Include:
• Skill Mastery: Winwood Children’s Center’s curriculum covers science, social studies, math, fitness, and literacy to encourage optimal growth.
• Safe Confidence Boosts: As the need for independence increases, your child will be prone to explore the world around them. We take steps to ensure that they do so in a safe environment with guidance from our daycare professionals.
• Building a Strong Vocabulary: One of the best ways for pre-K students to advance in writing, reading, as well as listening and communicating in general is to practice fun vocabulary lessons in groups. Our teachers assist with language expansion by conducting daily vocabulary lessons and introducing new words.
• Promoting Literacy: Our daycare educators lead group activities that immerse budding new minds in letters, sounds, words, and stories. These activities focus on teaching phonological and print recognition. We also give students time to practice their writing and letter formation skills on our Pre-K Word Wall.
• Bilingual Studies: At Winwood Children’s Center, we expand cultural and linguistic horizons by introducing games such as cooking, weather forecasting, and playing make-believe in Spanish, the second most-common language in the world.
• Early Fitness Habits: Studies indicate that learning about wellness, fitness, and health at an early age drastically increases the likelihood of maintaining healthy habits later in life. We teach fun physical fitness as well as simple and healthy cooking lessons to all of our Pre-K students.
• Fostering Computer Skills: Computers and the Internet have become extremely influential aspects of education. Our programs introduce children to the digital world through use of educational computer programs. An increasing number of our Winwood Children’s Center locations incorporate the use of the Smart Board, a touch-screen whiteboard that stimulates writing and fine motor skills in fun, exciting ways.
Give Your Child the Best Pre-Kindergarten Education Possible
Our experience has taught us that an unparalleled Pre-K education starts with small classrooms, low child-to-instructor ratios, and an experienced and supportive team. With our help, your child develops the skills required to thrive in kindergarten


Content Curator : Rajeshwari
April 14th is significant as it celebrates the birth anniversary of Dr. Baba Saheb Bhimrao Ramji Ambedkar as Ambedkar Jayanti. He was born in 1891. He has greatly contributed to the society as a Philosopher, an Activist, a Historian, and a Juror.
His contributions towards spreading messages of equality and annihilating caste system, organising campaigns for political and social freedom of Dalits, and architecting the Constitution of India as the chief architect, has deeply moved the masses, significantly shaping the establishment of the modern state of India.
The Reserve Bank of India was set up based on the recommendations of the 1926 Royal Commission on Indian Currency and Finance, also known as the Hilton–Young Commission. It was conceptualized as per the guidelines, working style and outlook presented by Dr. Ambedkar in his book titled “The Problem of the Rupee – Its origin and its solution” and presented to the Hilton Young Commission.
At the 7th Session of Indian Labour conference, Ambedkar changed the working hours in India from 14 hours to 8 hours.
As a homage to his contributions, his birth anniversary is declared as a public holiday. It is customary for the senior national figures, the President, the Prime Minister, and major political leaders to pay homage to Baba Saheb’s statue at the Parliament of India in New Delhi. Ambedkar Jayanti is celebrated throughout the world, especially by Dalits and large number of people who have embraced Ambedkar’s ideals and principles.
Apart from commemorating the birth anniversary of Ambedkar, this day is also marked by Sidereal Vernal Equinox, and is celebrated as a New Year across many South and Southeast Asian cultures including Assamese, Bengali, Burmese, Hindu, Lao, Nepali, Tamil, Sinhalese, Thai, etc. Many of the festivals like Vishu ( Malayalam New Year), Bohag Bihu (Assamese New Year), Baisakhi (Punjabi New Year), etc., signify the time of harvest.
All the festivals are marked with celebrations according to different traditions adopted by the cultural milieu. People observe their festivals by paying their respects and thanks to their deities, preparing special dishes, visiting their family and relatives, and celebrating through processions, fairs and singing songs.
Activities for your classroom:
- Architect your Constitution: Bring alive your classroom by Constitution Drafting Activity. Engage your students to draft a constitution on their rights, roles, and responsibilities for their classroom. Talk about the challenges faced by the drafting committee of the State of India and the importance of the Constitution in a democracy.
- Homage to Ambedkar: Conduct quizzes, essay writing, debate, and assembly activities to educate students abouts Ambedkar’s principles and ideals.
- Harvest Project: Ask students to gather information on how they celebrate the harvest festivals in their families and communities and share it with their class.
Resources for Teachers:
This week we bring to you diverse podcasts (an audio series on a certain theme) that you can use to engage your classrooms with fun and innovative activities and strategies, and engage in the larger debate around educational reform.
Podcast series started by Regional Resource Centre for Elementary Education, Delhi, to bring to fore issues around education in India and across the world with the focus on creating educational reform for social justice.
Teacher Created Materials:
Podcasts for educators looking for new strategies to use in the classroom. Podcasts are arranged by topic and cover all subject areas.
Power to Learn:
Cablevision’s Education Initiative offers a podcast that highlights user-friendly strategies and tips for teachers. Some examples of topics include plagiarism, common core standards, and mobile teaching ideas.
Schools are considered as a miniature ecosystem of the larger society, an important institution in building citizenship in a democracy.
As teachers, what role do you think the school has towards creating a just and inclusive society?


We too often take for granted our ability to process sounds efficiently, even in noisy surroundings. For children with Auditory Processing Disorder (APD), however, accurately sifting sounds from other noises can be an enormous challenge – especially in a classroom. Quaver friend and advisor, Fred Laughlin, is back on the blog sharing how Quaver Music has been supporting a study on the effects of music education on children with APD.
Take it away, Fred!
How Music Education May Help Children with APD
Quaver Music is assisting audiologist, Dr. Susan Fulton Ph.D., an assistant professor at the University of South Florida, and her colleague, Dr. Mary Ann Littrell, Au.D, an audiologist with Johns Hopkins Medicine/All Children’s Hospital, in their research on ways to help children with Auditory Processing Disorder (APD).
APD is a neurological defect that affects how one’s brain breaks down auditory information. This makes filtering out background noise, concentrating, following directions, and retaining verbal instructions difficult for children affected by the disorder – especially in the classroom.
Because children with APD can struggle with auditory memory, they have trouble following instructions or forget them altogether. They become lost when classroom assignments are given and may partially complete the work or don’t do it at all. They are frequently labeled as problem students or criticized for not working to their potential. Accurately diagnosing APD typically takes an audiologist, who can carry out a series of specifically designed tests.
Because of Quaver’s ability to engage children with creative, educational, and engaging techniques to communicate music training, Drs. Fulton and Littrell chose to partner with QuaverMusic while studying the effects music training has on the ability of APD children to process auditory information.
Dr. Fulton selected Quaver because of its ability to engage young people with innovative techniques to communicate sound musical training. She remarked that, “Quaver’s approach is thoughtful, substantive, educational, and engaging for the research participants. They connect immediately with the material and identify with the Quaver characters. Parents report that the children look forward to their daily music training. The Quaver characters share basic musical concepts in a way that is easily understood and retained.”
Using the Quaver curriculum for grades K-5, the children were taught:
- pitch training
- interval identification
- chord discrimination
- music theory
- music history
Although the study is ongoing, after an eight-week period of music training, students who are using QuaverMusic.com curriculum have shown promising results and significant improvements in their ability to understand and retain speech. The magic of music is powerful!
We are proud and excited to assist Drs. Fulton and Littrell in their pursuit to standardize the use of music education and music training in APD treatment. At Quaver Music, we look for opportunities to support professional research. If you know of a research project that could benefit from Quaver’s help, we would love to hear from you!


Sir Isaac Newton and Laws of Gravitation
Sir Isaac Newton once said, “What we know is a drop. What we don’t know is an ocean.” Newton was a deep thinker who wanted to know more. He was curious. He became one of the most prominent mathematicians of his time. He discovered the theory of gravity, as well as ideas about the nature of color and light.
Sir Isaac Newton was born in 1643. His father, a farmer, died three months before Newton was born. Isaac’s grandmother raised him. When he was eighteen, he went to Cambridge University where he studied mathematics, physics and astronomy.
Fun Facts about Sir Isaac Newton for Kids
- Cambridge closed for two years because of an epidemic of the plague. When it reopened, Newton returned. He later became a professor there.
- Newton had many leadership roles. He was the warden of the Royal Mint, which meant he took care of the country’s money. He was also the president of the Royal Society.
- Newton was brilliant, but he was difficult to be around. He argued with other scientists and was often grumpy.
- Sir Isaac Newton was born prematurely. He was tiny and very weak. He was not expected to live, but he did.
- Sir Isaac Newton loved school, math and science as a child. When he was 12, his mother returned for him after her second husband died. She pulled him out of school to make him a farmer. He did not like farming. Finally, he went back to school.
- When Newton went to college, he waited tables and cleaned the rooms of wealthy students.
Sir Isaac Newton Vocabulary
- Curious: loves to learn, engaged in life
- Prominent: important, well-known
- Epidemic: wide-spreading
- Plague: a disease that killed thousands of people in Europe in the middle ages
- Warden: caretaker
Learn More All About Sir Isaac Newton
View this video about Sir Isaac Newton:
A video explaining the laws of Sir Isaac Newton.
Sir Isaac Newton Q&A
Question: Was Sir Isaac Newton married?
Answer: Sir Isaac Newton never married and he had few friends. He preferred to work alone.
Enjoyed the Easy Science for Kids Website all about Sir Isaac Newton info? Take the FREE & fun all about Sir Isaac Newton quiz and download FREE Sir Isaac Newton 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. " Sir Isaac Newton Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 24 Feb 2020. < https://easyscienceforkids.com/all-about-sir-isaac-newton/ >.
APA Style Citation
Tobin, Declan. (2020). Sir Isaac Newton Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-sir-isaac-newton/
Sir Isaac Newton Quiz / Question Paper
Sponsored Links :


Hey there fellow teachies!!
#truestory The other day, a friend was telling me about her recent CRT experience with grade 6 students when teaching subtraction with re-naming to Grade 6 students and she was left absolutely gobsmacked! These students had never been taught how to trade because an “expert” had come in and told the teachers to just teach them one strategy! However, this one strategy just didn’t connect with every student…so there was a classroom full of kids who arrived at Grade 6 missing this foundational maths skill. 🙈
This is why I am SO PASSIONATE about giving students MULTIPLE strategies for learning. There is no one perfect way and we need to give our students different opportunities to master the basics. This inspired me to do “Get Your Teach On” as my theme for Term 3 and really focus on ensuring that as teachers we are setting up our students with all the foundational skills they need to be lifelong learners.
#1 Maths strategies for days
Maths is SUCH an important topic to teach. As much as sometimes we just want to fly through it and move on to something more fun, we really need to take our time teaching it. Each of our students learn so differently and in such a variety of ways. So we need to offer them as many different tools to help them solve mathematical problems. This will give them a real foundational understanding of maths and set them up for lifelong learning.
There are so many essential mathematical skills and strategies we need to instill into our student’s skill set to build up their mental computation and problem solving skills. In Number alone we have to cover addition strategies, subtraction strategies, fractions, place value, problem solving strategies, the good old fashioned times tables, measurement, math operations, odd and even numbers, ordinal numbers, friends of 10… the list goes on!!!!
I know that it can be so overwhelming and it is A LOT… but I promise you, that by using a simple tool like one of my maths posters, you can introduce a new strategy to your students, teach it, practise it and revise it all term long. By the end of the term, you’ll be blown away at how much it becomes second nature to them.
The strategies included in the Maths Bundle pack range from basic, hands-on strategies to more advanced mental math strategies to cater for the various abilities in your classroom. So they meet your students where they’re at and then take them to the next level in Maths – setting them up with a maths foundation for the rest of their school life.
#2 How to introduce the Maths Posters for greatest impact
As much as I’d love to just stick a Maths poster on a wall and see my students suddenly grasp the concept…the way we introduce the posters can be key to our students’ learning. Some of these concepts can be a little tricky for students to grasp in the Early Years, so I like to introduce each poster one at a time so the students don’t get overwhelmed.
As I model and introduce each strategy, the corresponding poster is displayed in our classroom and we refer to it REGULARLY! The poster provides a clear, bright and engaging visual reminder as you teach each strategy and skill. The constant reminder really benefits students as they slowly grasp the concept and they can look up and refer to it whenever they need to. It gives students the resources they need to solve a problem or to encourage them that they’re using the right strategy and to keep going. Then when the class is ready, introduce the next one!!
#teachertip Print them, trim the edges and back them onto coloured card to make them really POP in your classroom!
Check out my IGTV episode to learn more about how to introduce and use these incredible resources in your classroom, so your feel confident in setting your students your students up for success in maths!
I really encourage you this week to build your confidence in equipping your students with a solid foundation in mathematics. If this is an area you’re really familiar with, join the conversation on instagram and share your tips and tricks with the Miss Jacobs’ Little Learners community.


わが国の音楽科における共通教材に関する研究 : 中学校音楽科における《モルダウ》を視点として
MusicCultEduc_28_15.pdf 1.43 MB
Common Teaching Materials in Japanese School Music Education: The Moldau in Junior High Schools
Common teaching materials for singing, which are particular songs for generations set by the Ministry of Education in Japan, have been employed for the curriculum guideline. Since 1998, common teaching materials for appraising, which are particular pieces of music set by ministry of education, have not employed for the curriculum guideline. This change came about as a result of fewer music lessons being provided in Japanese schools; it was not because there was any question over the essential significance of the common teaching materials presented. We reviewed the significance of common teaching materials in a previous study. There, we examined how the Fate motif in Beethoven’s Fifth Symphony was dealt with in textbooks and teacher manuals. In the present study, we examined The Moldau by Smetana in the same way.


Life Skills From Music Education
In teaching young people to play violin and ocarina, I see them also learning skills that will help them in their studies, life and work. One of the amazing things about music education is how students pick up these skills through the process of learning to play an instrument.
Through music instruction, children learn discipline, patience, problem-solving skills, confidence and responsibility. These character traits are developed through repetition, as students must slow down and focus. In a world where kids are bombarded by fast-paced and often dubious media messages touting instant gratification, they learn the value of applying themselves to a task.
Learning to play a passage of music requires the learner to break things down into manageable pieces. This skill is necessary for learning anything in life. Students learn the satisfaction that comes from working through the difficult passages and mastering them.
Learning music also requires a student to identify the difficult parts and determine what is causing the problem. The student then has to figure out how to solve the problem through specific practice techniques, usually with the help of a teacher or instruction book.
When any of my students has a note that they consistently play wrong, I teach them to play the measure before and to stop right on the troublesome note. By doing that several times, the brain starts to remember the correct note.
Sometimes in music classes we change the rhythm to help students master a difficult part. Once the students have mastered the section and go back and play it as written, it often seems easy. Slowing down is also an important technique for solving whatever problem confronts them.
Another key we keep coming back to in our lessons is repetition. Kids have a tendency to want to move on to the next part if they have played a section correctly once, even if they played it wrong multiple times beforehand. Instead, we teach them to practice until they get it right and then to keep practicing it correctly over and over again. It is just like learning math in school. The student has to successfully complete the same kind of problem multiple times for it to stick.
Learning music is also a lot like learning a language. When a child learns a language they may have to hear a word a thousand times before they start saying it. Kids sometimes don’t understand how many times it takes to truly master something. As adults we often forget this.
Learning music teaches children the importance of precision and accuracy as well as patience and self-discipline. They learn to pay close attention to exactly how a particular skill looks, sounds and feels.
As they master these details, music students learn the skills that will help them be successful in school, work and life. The poise, confidence and problem-solving abilities they gain are some of the greatest advantages of learning a musical instrument.


Degrees and Certifications:
BFA - Computer Arts and Graphic Design MAT - Art Education
Mr. Marlon Hayes
This course is designed to give students exposes to a wide range animation techniques. Knowing the industry-standard animation and interactivity tool Adobe Animate CC (previously known as “Flash Professional”) can help you get a foothold in the exciting multimedia world. During this course students will be explore to the history and evolution of early animation. Emphasis will be on the processes involved in creation of animation stressing teamwork, storyboarding, creating character, stage design and sound design. The class will consist of demonstrations, viewing of related works, hands-on experimentation, and critique. Weekly projects will further student’s exploration of animation approaches and techniques. Digital cameras, scanning, Wacom Tablets, and computer editing are critical skills that make the foundation for this class. Students will also learn Adobe Photoshop, Adobe Illustrator, and Adobe Indesign.
This course introduces the basics concepts and procedures for creating effective video games. Students will explore the basic fundamental principles behind what makes a good video game, the purpose of gaming, and genres of games. Through production, readings, discussions and presentations, students will learn the various roles, employment possibilities, controversies and technology within the industry.
All Classes have a Course Fee of $30.00, can be paid online through Skyward.
Monday - Thursday: 8:55 to 10:20
Tuesday 2:30 p.m. - 3:30 p.m.
Thursday (During Mega Lunch)
(1) Sketch Books
(1) Set of Sketch Pencils
(1) Graph Composition notebook


At Music Together, we understand the importance of music in early childhood—from birth, in fact. Because the truth is, most people are born with enough music aptitude to play in a symphony orchestra when they are adults, if they choose. But first we must learn how to "speak music"—to take the musical instrument we all have, ourselves, developing that musical capacity from a very young age. The sounds we make, our movements, our rhythms—these are the building blocks of music and of early childhood learning. And that's what Music Together is all about.
Music is more than instruments and voices. It's more than rhythm and movement. Music is a powerful force that can inspire, create community, and build family bonds. And it can be life-changing to develop our inner music-maker as early as possible.
Internationally Recognized Music Program
Music Together is an internationally recognized music program for children from birth through age 7—and the grownups who love them. Parents, primary caregivers, early childhood professionals—everyone is involved in the educational process. First offered to the public in 1987, we've always been pioneers in the field of early childhood music with truly innovative, high-quality music education and outreach programs that redefine what musical means. We're research-based, so we know our stuff and we're good at what we do. But we're also down to earth, accessible, and all about having a good time. It's a balance that makes us both serious and fun. What can we say? We're serious about having fun!
At the core of the Music Together approach is the idea that young children learn best from the powerful role models of parents/caregivers who are actively making music. Our program brings families together by providing a rich musical environment in the classroom and then facilitating family participation in spontaneous musical activity at home in daily life—which is so important to music development and early childhood learning. It's based on the recognition that, in a supportive environment, children can learn to sing in tune, keep a beat, and confidently participate in the music of their culture. Music Together creates that environment! By emphasizing actual music-making experiences, we introduce children to the pleasures of producing music instead of passively consuming it from iTunes or TV. We're very high-touch. Face to face, heart to heart, voice to voice—for a truly bonding and enriching experience.
Global Reach with a Personal Touch
There was a time when the fledgling Music Together company needed only a few pins in a New York/New Jersey map to represent all of its independently licensed centers and schools. Today, with more than 2500 locations in over 40 countries, we need a map of the entire world! And Music Together families experience the same music, community, and joy no matter where they are.
Benefits for Children
When music is part of daily classroom life, children benefit in a number of ways. Music develops the child’s mind, body, and spirit simultaneously. Participating in music activities engages the natural learning cycle of play, discovery, repetition, and mastery. Our approach also fosters children’s growth and development in many areas essential to success in school and life, raising the overall quality of children’s early learning experience both in class and at home.
Music Learning Supports All Learning®
At Music Together, our primary goal is to support children's music development so they can achieve tonal and rhythmic competence. Yet the rich, play-based, and developmentally appropriate environment we create also fosters children's growth in other domains essential to school and life success. Music Learning Supports All Learning® (PDF), and our curriculum and program model support:
- Music Learning and Development
- Language Development and Emergent Literacy
- Social and Emotional Development
- Cognition and General Knowledge
- Physical and Motor Development
- Approaches to Learning
A report titled “Research Findings on the Music Together® Preschool Program Model” by Music Together coauthor and Director of Research Dr. Lili M. Levinowitz discusses the results of a Bridgeport, CT, study measuring the impact of Music Together on children’s learning across several developmental domains.


Sarah Masso1, Elise Baker2, Sharynne McLeod3, Kathryn Crowe4, Jane McCormack5, Yvonne Wren6, Sue Roulstone7
2The University of Sydney, 75 East Street, Lidcombe, NSW, Australia
3Charles Sturt University, Panorama Ave, Bathurst, NSW, Australia
4Charles Sturt University, Suite 1.01, Quad 3, 102 Bennelong Parkway, Sydney Olympic Park, NSW, Australia
5The University of Sheffield, 362 Mushroom Lane, Sheffield, South Yorkshire, UK
6Bristol Speech and Language Therapy Research Unit, Pines and Steps, Southmead Hospital, Westbury-on-trym
7Speech and Language Therapy Research Unit, Frenchay Hospital, Bristol, UK
Background: Children’s speech and literacy development is enhanced by input from many sources. Literacy skills begin to develop through exposure to books, print, and language at home and continues at preschool. Children’s exposure to technology assists with the development digital literacy skills. Understanding children’s literacy environment and access to technology is important particularly for children with speech sound disorders (SSD) who may find reading difficult. Aims to describe: (1) home literacy and digital literacy environments, and (2) print knowledge of preschool children with SSD. Methods: Parents and preschool directors of 123 4- to 5-year-old children with SSD completed questionnaires about access to books and computers. Children’s knowledge of print concepts and letter names/sounds was assessed. Results: Two key findings emerged: (1) some children had rich literacy and digital environments at home and at preschool whereas others did not. For example, more than half of parents first read to their child before they were 12 months old and most children had some access to books at home. A mean number of computers available for children to use at the preschool was 2.84 (range 0-8). (2) Children’s print knowledge was poor despite access to books at home and at preschool. Children’s knowledge of print concepts and letters varied with 37% understanding page directionality, 50% knowing less than four letter names, and 60% having no knowledge of letter sounds. Discussion: Understanding home and preschool literacy environments may assist with parents’ and educators’ the facilitation of emergent literacy skills of preschool children with SSD.
Sarah Masso is a speech pathologist and clinical researcher who has worked with children in community health centres and preschools throughout Sydney, Australia. She is currently working as a research officer and PhD candidate at Charles Sturt University, Australia on an Australian Research Council grant, the Sound Start Study (DP130102545). Her research interests include the development of phonological processing and literacy in children with speech sound disorders.


In accordance with the continuous evolution and
changes in technology, lifestyles, cultures, occupations and all other aspects
of living, one of the few constants in the advancement of the human race has
been the arts.
We tend to think of beautiful cave paintings as art. But that’s only about 40,000 years
old. We know that 85,000 years ago, in southern Africa, our ancestors were
carving on ostrich eggshells. Twenty thousand years earlier, they were drilling
holes in small shells and wearing them around their necks. One hundred thousand
years before that, they were crumbling ochre and rubbing it on their bodies.
Five hundred thousand years before that, they were making tools that were
incredibly beautiful and aesthetic. Art is very deeply embedded in
human history and is a basic evolutionary trait.
It has long been taken for granted that art is
present in all aspects of human activity and culture, and that it has various
important roles in society. But increasingly, in many corners of global society
we can see that people feel art has become distant from everyday life and that
it no longer inspires them and has nothing to do with their daily lives. Today,
art has sadly lost its place and significance in the modern, cosmopolitan
world, and this is evident from the large number of art education programs
being shut down in schools and colleges across the globe.
Knowing this, I have taken it upon myself to
promote the importance of art in the 21st century and to showcase
its evolution through an informative website, which will be targeted towards
both educators and students to help them understand and realize that the arts
are an essential part of a holistic learning and growing experience in the
My topic goes well with the global context
“Orientation in Space and Time,” as my product explores the evolution and
development of art across various parts of the world and showcases how it has
changed through the course of centuries. My product also serves as a reminder
of what humans have lost and gained in the field of art over time and records
its history for our future generations to understand.
role does art play in modern society?
has been the significance of art in history?
is the importance of promoting art and its evolution?
significance will art have in the future?
are the reasons for art programs being shut down today?
have art forms evolved over time?
do art forms differ from place to place?
are some examples of similar websites and their features?
materials and tools do I have?


Denissa Rodrigues November 13, 2019 Coloring Pages
Improve Motor Skills – Fine motor skills help children to write and manipulate small objects. The actions, motions, and precise grip involved in coloring can aid in the development of the muscles of the fingers, hands and wrist. Fine motor skill development can help children write more skillfully as well as manipulate small objects. They can then build on these skills to become better typists and more adept in sports and other activities.
Coir fiber from coconut shells is used for brushes, doormats, floor tiles, insulation, mattresses, sacking, and as a growing medium for container plants. The shell of the coconut fruit is used to make bird houses, bowls, cups, musical instruments, and souvenir heads.
If anyone interested in coloring pages and books, one can buy coloring books, or easily print coloring pages by the help of internet.
People decide whether or not they like a product in 90 seconds or less. 90% of that decision is based solely on color. So, a very important part of your branding must focus on color.
A child learns coloring by how to properly hold a crayon in his hand, control hand movements, and putting the crayons in place or searching for the right color, learns coordination. All these activities and practice child’s manual skills and facilitate his later efficient use of a pen or pencil while learning to write.
Blue sun or pink grass are proof of the child’s immense imagination. If the child knows the real colors of objects, do not persuade him/her to stick to a strictly defined pattern. Let’s experiment and decide for yourself how the toddler will fill the black and white space of the coloring page.
Tag Clouddog valentine coloring pages savanna animals coloring pages baby cat coloring coloring pages animals hard domestic animal pictures to print toucan coloring page printable rabbit pictures to colour and print seahorse for coloring coloring sailor moon penguin coloring images digimon coloring sheets lizard colouring zebra colouring images cute animals pictures to color outline pictures of animals for colouring national geographic kids coloring pages tortoise coloring sheet animal kaleidoscope coloring pages cute hamster colouring pages humpback whale pictures to color farm coloring book printable deer pictures to print for free outline pictures of birds for colouring coloring book panda tadpole pictures to color animal jam coloring pictures cute animal pictures to print baby elephant coloring pictures cute rabbit colouring pages coloring lol pets printable gummy bear pictures pet care coloring pages outline of birds for colouring puppy coloring pics kawaii cat colouring pages cute animals to colour puffer fish pictures to color super coloring animals polar bear outline printable


Resources › For Educators South America Printables Share Flipboard Email Print OGphoto / Getty Images For Educators Homeschooling Spelling Geography Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Teaching By Beverly Hernandez Homeschooling Expert Beverly Hernandez is a veteran homeschooler and the former administrator of a large independent study program. our editorial process Beverly Hernandez Updated December 27, 2018 South America, the world's 4th largest continent, is home to twelve countries. The largest country is Brazil and the smallest is Suriname. The continent also features the world's second-longest river, the Amazon, and is home to the Amazon rainforest. The Amazon rainforest makes up more than 50% of the world's rainforest and is home to such unique creatures as the sloth, poison dart frogs, jaguars, and anacondas. The green anaconda is the largest snake in the world! South America and North America (home to Mexico, the United States, and Canada) are joined by a narrow strip of land called the Isthmus of Panama, where the Panama Canal is located. Machu Picchu, one of the New Seven Wonders of the World, is located 7,000 feet above sea level in the Andes Mountains in the South American country of Peru. Machu Picchu is a compound of more than 150 stone structures built by the Incas, one of South America's indigenous people groups. Argentina, a country covering most of the southern tip of South America, is the site of the world's tallest waterfall, Angel Falls. The Atacama Desert in the country of Chile is considered the driest place on earth. Use the following free printables to teach your students about this diverse continent. 01 of 07 Word Search - Don't Mess With Us Since the Monroe Doctrine, a ringing declaration by President James Monroe in 1823 that said the United States would not tolerate any European interference in the affairs of North or South America, U.S. history has been closely linked with its continental neighbor to the south. Use this word search to help students learn about South America, which contains 12 independent countries: Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Guyana, Paraguay, Peru, Suriname, Uruguay, and Venezuela. 02 of 07 Vocabulary - A History of War South America is infused with military history that you can easily use to capture students' attention as they fill out this vocabulary worksheet. For example, the Falklands War ignited after Argentina invaded the British-owned Falkland Islands in 1982. In response, the British dispatched a naval task force to the area and crushed the Argentinians, leading to the fall of President Leopoldo Galtieri, the head of the country's ruling military junta, and the restoration of democracy after years of dictatorship. 03 of 07 Crossword Puzzle - Devil's Island The Iles du Salut, off the coast of French Guiana, are lush, tropical islands that were once the site of the infamous Devil's Island penal colony. Ile Royale is now a resort destination for visitors to French Guiana, a tidbit you can use to enthrall students after they complete this South America crossword puzzle. 04 of 07 Challenge - The Highest Mountain Argentina is the site of the Western Hemisphere's highest mountain, Aconcagua, which stands at 22,841 feet. (By comparison, Denali, the highest mountain in North America, located in Alaska, is a "puny" 20,310 feet.) Use this kind of interesting fact to teach students South American geography after they complete this multiple-choice worksheet. 05 of 07 Alphabet Activity - Revolutionary Times Bolivia, a small country compared to its neighbors Brazil, Peru, Argentina, and Chile, is often overlooked in South American studies. The country offers a variety of historical, cultural and other points of interest that might well capture students' imaginations. For example, Ernesto "Che" Guevara, one of the world's most important revolutionary figures, was captured and killed by the Bolivian army while attempting to liberate that small South American country, as students can learn after doing this alphabet activity worksheet. 06 of 07 Draw and Write - Apply What You Know Let students express their artistic creativity and write about some of the facts they've found most interesting in their study of the world's 4th-largest continent with this South America draw-and-write page. If they struggle to come up with an idea for a picture to draw or a paragraph to write, have them look up any of the words listed on their vocabulary worksheet for inspiration. 07 of 07 Map - Label the Countries This map offers a great opportunity to have students find and label the countries of South America. Extra credit: Have students find and label the capitals of each country using an atlas, and then show them amazing pictures of the various national capitals, while discussing some of the salient points of each one.


Students “learn how to learn” through hands-on projects and small-group collaboration that are designed to tap their intellectual curiosity.
"I feel like I am breathing again at school."
— Elementary Student, during her first week at The Lab School
Although the Elementary program is generally the equivalent of grades 1 through 4, there are no designated “grades”; instead students are grouped by age and developmental needs. They move through the curriculum at their own pace, developing the strengths, skills, and confidence necessary for the academic rigors that lie ahead.
Art, music, drama, and dance are core components of Lab’s curriculum at every level, starting in our Elementary program. Reading and language arts are an intensive part of each day’s work. Math, science, physical education, and The Lab School’s ground-breaking "Academic Clubs" round out the Elementary education at Lab.
A Day in the Life of Elementary Students
In Ms. Harris and Ms. Reichert's classroom, students are taught in small groups through the Orton Gillingham Approach.
Academic Club: Gods and Goddesses
Students play historic roles and are immersed in a time period during Academic Clubs; the knowledge sticks.
Through a multi sensory approach, young scientists participate in real world lab activities, often using visual and performing arts to convey scientific concepts.
“Learning thorough the arts creates an entry to learning for many people. The arts are about ourselves and can make learning in other disciplines accessible.” - Azure Lea, Teaching Visual Artist
Reach out to us at anytime. We are here to help.
- Head of Elementary
- Associate Head of Elementary
Prospective Students and Families
- Admissions Assistant
Current Students and Families
- Administrative Assistant - Foxhall Campus


Download File Day 2. SNAICC Conference 2010 Keynote Address Early Childhood Education – resources and new strategies Dr Joseph Sparling (USA)
Visit Website Yorganop IPSU Counting Books feature photos of environments from the Pilbara, Goldfields, Ngaanyatjarra Lands, Perth and the Kimberley. They are ideal read aloud books. http://ipsuwa.org.au/ Yorganop IPSU Counting Books feature photos of environments from the Pilbara, Goldfields, Ngaanyatjarra Lands, Perth and the Kimberley. They are ideal read aloud books. They are ideal read […]
Visit Website The Early Childhood Learning Resources Project was developed to assist parents to introduce and develop early literacy and numeracy learning of their young children. The work was undertaken by a consortium comprising Monash University, University of Melbourne, Curriculum Corporation and Early Childhood Australia. High quality, innovative early childhood resource materials which nurture and […]
Visit Website Emu Publications create reading resources for Indigenous, ESL and early childhood students. Emu Publications also create lively and educational products for tourism markets. At Emu Publications we pride ourselves on creating books that meet the needs of specific audiences.
Visit Website A collection of children’s books that can be read and enjoyed online. Some titles include: The Emu Went Walking Our People Gudjal book of birds


For many years, England ruled Ireland. England is a Protestant country, but Ireland is mostly Catholic. The people of Ireland didn’t want to be ruled by England. In 1922, the southern part of Ireland broke away. It is independent now.
Fun Facts about the British Isles for Kids
- Ireland is known as the “Emerald Isle” because it is so green. It is green because it rains here a lot and it doesn’t get very hot. There are many farms and dairies here.
- The northern part of England and Scotland is covered with craggy mountains.
- The Fens of East Anglia are covered with marshlands.
- Southern England has flat farmlands.
The British Isles Vocabulary
- Protestant: a form of Christianity
- Catholic: one of the oldest Christian religions
- Independent: free
- Marshland: an area covered with marshes, or swampy wetlands
All About the British Isles Video for Kids
Watch this awesome British Isles video for kids:
This video shows which islands are part of the British Isles and some of its beautiful places.
The British Isles Q&A
Question: Is there really a prehistoric animal lurking in Scotland?
Answer: As glaciers melted, they created deep ravines in Scotland and Northwestern England. These ravines are now deep lakes, or lochs, as they’re called, filled with icy water. Some people believe that a giant creature resembling a dinosaur lives in the Loch Ness of Scotland.
Question: How long have people lived in the United Kingdom?
Answer: The first humans were probably the Picts, who settled there 10,000 years ago. The Celts arrived in 800 B.C., followed by the Romans, who invaded in A.D. 43.
Map of the British Isles
Here’s a map of the British Isles and all its cities and villages. Zoom in to get into street level or zoom out to see other countries around the British Isles! 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 the British Isles, as though you are actually there!
Enjoyed the Easy Earth Science for Kids Website all about the British Isles info? Take the FREE & fun all about the British Isles quiz and download the FREE all about the British Isles 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. " British Isle Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 25 Feb 2020. < https://easyscienceforkids.com/all-about-the-british-isles/ >.
APA Style Citation
Tobin, Declan. (2020). British Isle Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-the-british-isles/
Sponsored Links :