This fulfilling major within the College of Education prepares teacher candidates for one of two paths in teaching children and youth in the elementary school. Those two paths consist of a major in either Pre-Kindergarten - Grade 4, or Grades 4-8.
Early Childhood Education Pre-Kindergarten - Grade 4
Pre-K - Grade 4 teachers seek to understand children especially during times of infancy, toddler, preschool, kindergarten and grades one through four in elementary school. A graduate of the program receives certification to teach children and youth in grades Pre-K-4.
This area of specialization focuses on children and youth as they are growing and developing from birth through the fourth grade. In this time, cognitive development is vital for children. The program coordinates what is known about the child and the environment with sound educational practice. Current research and theory are related to practical application with an emphasis upon field-based experiences.
Highlights of the Major
- Child development, Cognition and Learning - Child development, typical and atypical, birth through age 9; cognition and learning-applied in the classroom
- Subject Matter Pedagogy Content - Language development in Early Childhood, language development, academic success and learning to read, math foundations for the preschool years, early literacy foundations for the preschool years (Pre-K - 1), literacy foundations for the primary grades, differentiated reading instruction for the primary grades, focus on interventions, math foundations for the primary grades, social studies methods, science methods, motor development and health, social development and arts methods
- Assessment - Assessment Methods I, Observation and Informal Measures, Assessment Methods II (Summative, Formative, Diagnostic, Benchmark measures)
- Family and Community Collaboration Partnerships - Family and community relationships, family collaboration diversity
- Professionalism - Evidenced based practices in Pre-K - Grade 4 care and education, advocacy, collaboration and cooperative learning, and issues and trends
Elementary Education Grades 4 - 8
Students who wish to pursue certification to teach elementary education grades 4 - 8 will choose this Middle Level preparation program. Students will complete professional core courses, field experiences and student teaching. Pennsylvania's Middle Level program further calls for concentration in two academic content areas.
Highlights of the Major
The Professional Core includes courses in cognitive development and adolescent development and is specifically designed to build:
- understanding of the middle school young adolescent student
- understanding and using data for assessment and effective teacher interventions
- adaptations and accommodations for diverse students in an inclusive setting
- meeting the needs of English Language Learners
- developmental experience in field locations and student teaching
The Upper Elementary/Middle Level program design requires a concentration in two content areas. The following combinations are possible when deciding upon concentrations:
- Mathematics and Science
- Mathematics and English/Language Arts and Reading
- Mathematics and Social Studies
- Science and English/Language Arts and Reading
- Science and Social Studies
Teacher candidates need to complete a minimum of 21 credits in each content area concentration, as well as 12 credits in the remaining content area. The options of specific concentrations in subject matter and dual-certification in Special Education are also important considerations when choosing the option of Grades 4-8.
Clinical Experiences (Student Teaching)
Clinical experiences take place from the first year. Early on, pre-candidates visit elementary and middle schools in different areas to see first-hand the challenges and opportunities associated with the teaching profession. These experiences allow pre-candidates the chance to evaluate their commitment to the profession and invite them to decide which grade levels they would like to teach. Pre-candidates spend 40 hours in different classrooms, ensuring observation of a variety of classes and teachers.
Teacher candidates are required to spend one semester student teaching, usually in the senior year.
This program is taught by the Department of Elementary Education.
- Art Education
- Business Administration
- Communication Design
- Communication Studies
- Computer Science
- Criminal Justice
- Elementary Education
- Electronic Media
- English as a Second Language (ESL)
- Environmental Science
- German Studies
- Information Technology
- International Studies
- Leisure and Sport Studies
- Library Science
- Marine Science
- Music Education
- Multicultural Studies
- Political Science
- Pre-Med & Health Careers
- Professional Writing
- Public Administration
- Public Relations
- Secondary Education
- Social Work
- Software Development
- Special Education
- Studio Art
- Women's Studies
Transfer Education Admission Requirement
For transfers with 48 or More Credits
Teaching is a profession that requires selective admission procedures and rigorous course of study. Transfers with less than 48 credits must have a minimum cumulative 3.0 GPA from all institutions previously attended. Transfers with 48 or more credits must be admitted into teacher candidacy in order to be admitted into the education major.


Portrait of a Literacy Educator
Literacy faculty of the Department of Early Childhood Elementary and Literacy Education are committed to the development of literacy educators who:
I. Continue to inquire into the nature of teaching and learning and reflect upon professional practice.
- Know philosophies and theories of literacy instruction.
- Possess knowledge of reading process, language development, and learning.
- Demonstrate knowledge of selection process as it pertains to literacy resources and materials.
- Demonstrate knowledge of assessment principles and techniques.
- Demonstrate knowledge of appropriate instructional strategies.
- Are effective communicators who share information about reading with colleagues, parents, and the community.
- Are technologically literate and know how technology facilitates learning and enhances literacy.
II. Possess the skills and dispositions necessary to create literacy environments, which stimulate critical thinking and inquiry.
- Can organize and plan effective literacy programs for classroom, school, and district levels.
- Instill enthusiasm in others, for the delights and rewards of literacy development.
- Possess the interpersonal skills and dispositions to work cooperatively and collaboratively with colleagues.
III. Understand the principles of democracy and the roles of literacy and critical thinking within a democracy.
- Possess the literacy and critical thinking abilities associated with the concept of an educated person.
- Plan instruction to promote critical reflection about the ideas, values, and practices of citizenship based upon democratic principles.
IV. Understand and are committed to the professional and ethical responsibilities of those who work in educational settings with diverse populations.
- Believe in the educability of all children regardless of race, class, gender, religion, ethnicity, sexual orientation, and special needs.
- Seek to ensure equitable learning opportunities for every student.
- Provide a nurturing and caring environment for all students.
V. Model respect and empathy for individual differences and an appreciation of the basic worth of each individual.
- Plan instruction and select materials with sensitivity to issues of race, class, gender, religion, ethnicity, sexual orientation, and special needs.
- Work to foster an appreciation of diversity among students, colleagues, and parents.
VI. Are committed to renewal and best practice in the schools.
- Lead, implement, and/or support change in literacy, teaching and learning.
- Possess passion and commitment to lifelong learning and literacy development.
- Build and participate in communities of inquiry related to literacy development.
[Adapted from the Montclair State University Portrait of a Teacher and Standards for Reading Professionals. (1992). IRA & NCTE.] 11/07/03


Instrumental music education was in its infancy during the first decades of the twentieth century. Hale A. VanderCook and Hubert E. Nutt founded the VanderCook College of Music, pioneering a curriculum and instructional methods for preparing the music teacher. VanderCook articulated the approach in monographs on musical expression and teaching the high school band, correspondence courses in cornet performance and conducting, and annotated musical compositions. His pupil, colleague and, eventually, "adopted son" Hubert E. Nutt (nicknamed "H.E.") amplified upon the method and was responsible for weaving the approach into a four-year college curriculum in undergraduate music teacher education, and a four-summer graduate curriculum that was taught at the VanderCook College of Music for much of the twentieth century.
H.E. Nutt was also very active with band camps and clinics throughout the United States, for which he created over 100 unpublished worksheet-type presentations ranging from one to several pages in length. The variety of topics in these worksheets includes in-depth coverage of conducting technique with a systematic approach for developing conducting mastery; extension of VanderCook's ideas on musical expression; principles for organization and classroom discipline; a process for vocal development; a process for string development; diagnostic tests to be used with the various instruments; a published set of articles dealing with high school student leadership; theory and arranging worksheets; music library organization; philosophical "thought questions" pertaining to a myriad of issues in music education; and discussions on various components of musical basics such as a "half-truth" series; musical values; a system of understanding musical scales; chordal exercises; fundamental ideas for mastering musical instruments. His work even includes a detailed system on baton twirling and dance band style drumming.
Of particular note is H.E.'s work in conducting. Known for the outstanding quality of his own ability to work with ensembles, he was dedicated to the process of teaching others to be conductors. Like VanderCook, Nutt provided a precise task analysis of the process of conducting, what he called "semiotics," the language and science of gestures. This included detailed instructions on the function of the director, how the director achieves results, meaning of motions, holding the baton, details of starting positions, and motions through various patterns, style and its relationship to pattern, volume, left hand work, starting notes, holds, cues, phrasings, metronome markings, facial expression, body posture, subdivided beats, score study, and stage routine and appearance. The denseness of his worksheets sometimes suggests a crib sheet for study - and in many respects that is what they were - concise, thorough, capturing the essential elements of a complex task in a simple yet thorough and relatively uncomplicated manner.
H.E.'s original worksheets, notebooks, and other papers now reside in the H.E. Nutt Archives at VanderCook College of Music.
- Adapted from "The H.A. VanderCook - H.E. Nutt Collaboration: Seventy - Five Years of Partnership in Music Teacher Education" by Roseanne K. Rosenthal, Presented at the 13th National Symposium for Research in Music Behavior, Montreal, Quebec, April 1999


How phonics helps children learn to read and write
As adults, we've learned to read over our lifetime thousands of words by sight. We know the words without thinking. Even on the rare occasions we come across new words, we can normally work out how to say them. Often though we've forgotten how we manage to do this.
Young children learning to read don't know thousands of words by sight and don't know how to sound out words they don’t recognise.
A child who can read well early progresses faster with the rest of their education. Obviously, parents are keen to help their children, but sometimes our best efforts can be counter-productive.
Letter names and sounds
It may seem a good idea to teach the alphabet as your first step in home schooling. The problem though is letter names (what we call the letters) are not the same as the letter sounds (how we say the letter when we use it in a word). For instance, "a' in "cat" . Our video also illustrates this key point.
A child who knows their letter names won't actually find that this helps them to read even simple words like "mat".
How Phonics works
“In the largest, most comprehensive evidenced-based review ever conducted of research on how children learn reading, a Congressionally mandated independent panel has concluded that the most effective way to teach children to read is through instruction that includes a combination of methods.The panel determined that effective reading instruction includes teaching children to break apart and manipulate the sounds in words (phonemic awareness), teaching them that these sounds are represented by letters of the alphabet which can then be blended together to form words (phonics), having them practice what they've learned by reading aloud with guidance and feedback (guided oral reading), and applying reading comprehension strategies to guide and improve reading comprehension.” US National Reading Panel, press release, 13 April 2000
"In the most famous experiment, in Clackmannanshire, children taught using synthetic phonics were years ahead of their contemporaries by the time they moved on to secondary school." bbc.co.uk 20 March 2006
Phonics maps the sounds we use to say words to the letters we use to write them.
Once a child does know just a few sounds, they are able to start sounding out simple words. They can actually start to read. And that's a huge incentive for them to learn even more sounds and be able to read more words.
PocketPhonics uses the new magic of the iPhone to teach the old magic of phonics.


Imagine the reaction of a parent who asks: "Is my child ready for first grade?" What would they say to the seemingly simple inquiry, "Can he skip down the street?"
Adults don't skip. Other than while holding the hand of a young child, we would all be hard pressed to say we have seen an adult skipping down the street. Clearly, it is not a motor skill that children will use later in life, but for a young child skipping is imperative.
This playful method of movement is actually a great predictor for a child's later comfort with fine motor and visual motor skills. Bob Sornson, founder of the Early Learning Foundation, identifies fluid skipping as one of four necessary movement goals for all students by the end of kindergarten. His list of goals that indicate early learning success follow:
In some ways, we all agree with him, perhaps without realizing it. For example, we can agree that the body was designed to move. Anyone who has young children will tell you how much they need to move. Parents, just think of every time you have ever said "sit still."
The bottom line is that movement, from the crawling of a baby to the skipping of a 5 year old, is an important predecessor to a child's brain growth and development. Most parents understand that crawling is an important cross lateral movement that improves communication between the two sides of the brain. Likewise, physical activity in early childhood develops brain-body coordination that lays the foundation for cognitive brain wiring yet to come. Indeed, such motor skills serve as catalysts for the development of listening, speaking, attention, emotional control, and visual motor and visual thinking skills.
In the progression and the development of sensory motor skills, optimal readiness for school is built on balance and gross motor skills. Those fundamental skills need to be obtained for later skills to develop - skills such as visual memory that help young students remember sight words, or skills such as visualization that allows us to comprehend abstract concepts.
All of this is to say that learning and movement are intrinsically tied together.
For young children, movement is the key to joyful learning. Movement increases blood flow and brings more oxygen to the brain. Indeed, a student before second grade can only pay attention for 10 minutes before needing to move in some way. The child who is fidgeting is sending a clear message that (s)he needs to move. Being asked to sit still at a desk might make it impossible to concentrate when the body needs to move.
Research agrees, young children need to move. Even the NFL has adopted a campaign to encourage physical activity in children for at least 60 minutes every day. Daily physical education classes meet this goal. It allows children the exercise and cardiovascular fitness to keep the blood moving and oxygen pumping in the brain. It is a different way to think about the whole child when we think about early childhood education.
What is a parent to do? Consider if you will that to sit still and be productive, your child might need to have an opportunity to move first. If you want your 6-year-old to sit for an hour, physical exercise ahead of time will help and the opportunity to move even in small ways every 10 minutes will make a world of difference.
Linda Krulock graduated from West Liberty State College with a Bachelor of Arts degree in elementary education and early childhood. She teaches senior kindergarten at Wheeling Country Day School. Elizabeth Hofreuter-Landini is head of school at Wheeling Country Day. She is a graduate of Princeton University and Harvard University Graduate School of Education.


It is the same with any other specialist. As specialists in education, you and I are likely to overemphasize the importance of the common school in the scheme of creation. Personally I am convinced that the work of elementary education is the most profoundly significant work in the world; and yet I can realize that I should be no fit person to make comparisons if the welfare of a number of other professions and callings were at stake. I should let an unbiased judge make the final determination.
The first question for which we should seek an answer in connection with the value of any school subject is this: How does it influence conduct? Let me insist at the outset that we cannot be definite by saying simply that we teach history in order to impart instruction. If there is one thing upon which we are all agreed to-day it is this: that it is what our pupils do that counts, not what they know. The knowledge that they may possess has value only in so far as it may directly or indirectly be turned over into action.
Let us not be mistaken upon this point. Knowledge is of the utmost importance, but it is important only as a means to an end—and the end is conduct. If my pupils act in no way more efficiently after they have received my instruction than they would have acted had they never come under my influence, then my work as a teacher is a failure. If their conduct is less efficient, then my work is not only a failure,—it is a catastrophe. The knowledge that I impart may be absolutely true; the interest that I arouse may be intense; the affection that my pupils have for me may be genuine; but all these are but means to an end, and if the end is not attained, the means have been futile.


Chord/Scales and Diagrammed Approaches for Improvisation is a must for the serious improviser aspiring to play music at its highest level. This book is a compilation of personal research on the art of improvisation acquired through years of classroom study, private study, music workshops, jam sessions and countless hours of experimentation. It is comprised of essential chord/scales, techniques, and playing patterns necessary for the development of musicianship and virtuosity. Diagrams are included as visual aids for developing strategies for quick recall and coherent improvisation. In addition, musical examples are transposed to all keys for precise learning.
Chord/Scales and Diagrammed Approaches for Improvisation will greatly facilitate improvisers in developing a multidimensional approach to performance. Whatever anyone gleans from this book will help him or her to become a better musician.
Welcome to Chord/Scales and Diagrammed Approaches for Improvisation. This manual is compiled from notes and ideas on improvisation, continued studies and experimentation. The purpose of this work is to present melodic and harmonic materials essential to the repertoire of aspiring improvisers. It will serve as a guide to supplement ongoing studies in the art of improvisation.
Improvisation involves playing spontaneously using information that has been stored in one’s memory. The process of spontaneous playing occurs most naturally when the player’s thought process is kept simple as possible. The player must process information and integrate it with other data to produce a total work that flows smoothly and is not encumbered by complexity. Therefore, materials in this manual are organized in a schematic manner to assist memory retention and recall. The intent is to enable musicians to process information that can be readily accessed for quick execution during performance. Efforts have been made to give the most convenient spellings for chords and scales. In addition, several studies have been transposed to aid visual learners.
Students should memorize all chord/scales in chapter one. These are the essential harmonic and melodic elements for all improvisers. Other scales and playing patterns throughout this manual will prove to be quite helpful as well when used as a base to create.
Diagrams are included to increase acuity as students work through certain chapters. All diagrams should be studied until students can readily visualize them while practicing. Students can then begin to freely explore endless possibilities for creating solos.
Chord/Scales and Diagrammed Approaches for Improvisation will serve students well. It is recommended that this manual be used in conjunction with play-a-long recordings and that students continue to listen to recordings of great improvisers.
John High, jazz saxophonist and music educator, holds a B.A. degree from the University of Wisconsin-Madison, B.M. degree from the Wisconsin Conservatory of Music and Master of Music Education from Vander Cook College of Music of Chicago, Illinois.
High received much of his jazz training under the direction of Jimmy Cheatham, Richard Davis, Tony King, Manty Ellis, Berkeley Fudge and William ‘Buddy’ Collette. High has participated in jazz workshops presented by Barry Harris, Dizzy Gillespie, Mary Lou Williams, James Moody, Richard Davis, Bunky Green and other notable jazz artists.
During his Conservatory Training, High was a member of the jazz honors combo. The jazz honors combo won numerous awards from the University of Notre Dame-Indiana, Elmhurst College-Illinois and University of Wisconsin-Eau Claire Jazz Festivals.
High has appeared with Barry Harris, Jimmy Heath, Jimmy and Jeannie Cheatham, Jesse Hauck, Manty Ellis and Berkeley Fudge. John has also toured nationally and internationally with gospel music productions and US Army Bands.
John currently teaches instrumental music for the Wauwatosa School District of Wisconsin. He is the Senior Pastor of No Middle Ground Worship Center –Milwaukee, Wisconsin and co-owner and recording artist with Highest Praise Records Inc.
Great for quick learning!


Written by Char Bezanson, Science Teacher, Eastview High School, Apple Valley, MN and Instructor in Education, St. Olaf College, Northfield, MN.Examples drawn from the 2003 workshop Developing the Earth Science Teacher Workforce.
Since introductory courses are the only science courses that many earth science teachers take in college, they are critical for the earth science literacy of teachers, and of K-12 students. These courses include geology, meteorology and astronomy as well as interdisciplinary science courses.
Universities have taken various approaches to providing these introductory courses to future teachers. At some, science education students take the same general education or majors' courses as any other student. This is often the case with secondary science majors. One typical variation is to have elementary education students take the same introductory level geoscience courses as non-majors while future science teachers, including earth science teaching majors, take the introductory sequence of courses for geoscience majors (for example, courses at Western Washington University). Faculty teaching these general education or introductory majors courses may be more intentional about employing good pedagogical practices (for example, those described by Good at West Chester University). In cases where the numbers warrant it, some departments have designed separate courses for future secondary teachers (for example at San Francisco State University). Faculty can also make peer-teaching, research, etc. available to prospective teachers they have identified in their classes (for example, those described by Yuretich).
Institutions that train large numbers of teachers sometimes create courses specifically for elementary teachers (for example, those at Wright State or in development at College of Charleston). These courses typically include a focus on pedagogy, "best-practices", and inquiry. Some integrated curricula go beyond individual courses, combining pedagogy with content from several subject areas (see examples from Delaware, Minnesota, and Nebraska). These courses may be co-taught with faculty from other science disciplines or from departments of Education. In this way, shared themes among the physical sciences, biology and the geosciences can be stressed while traditional discipline boundaries are deemphasized. This can allow education students to make better use of multidisciplinary learning approaches in their classrooms, as well as maximize the limited number of science credits that they take.
To examine specific examples of introductory earth science courses, browse the course collection.
Schools that are actively evaluating the role of introductory courses, especially for elementary and middle school teachers, include the following institutions:


Liberia has been ravaged by 2 decades of civil war. This project will pay for 275 children to learn music, discipline and creativity as peaceful alternatives to the violence of war.
What is the issue, problem, or challenge?
Liberia's children have been traumatized by 2 decades of war. Liberia's education system was destroyed and Liberia's rich musical history is being lost. Liberia's children do not know their musical legacy. This project will provide music education, discipline and teach children about peaceful alternatives to the rage they feel from the traumas of war.
How will this project solve this problem?
This project will provide music lessons to 275 talented Liberian children and channel their energies into positive activities. It will teach them discipline, teamwork and help preserve Liberia's musical heritage while providing badly needed jobs.
Potential Long Term Impact
275 Liberian children will learn leadership, creative skills, music, discipline and how to peacefully channel their rage. The project will also teach and restore Liberia's rich musical heritage.
Total Funding Received to Date: $710
This project is now in implementation and no longer available for funding. Received funds will be used to accomplish concrete objectives as indicated in the project's "Activities" section. Updates will be posted under the "Project Report" tab as they become available.
Donors' contributions and pledges to this project totaled $710 . The original project funding goal was $53,440.


You may remember last year my daughter went from half day kindergarden to all day, bilingual kindergarden. I was concerned at how she would adjust to the all day experience and the added effort of learning a second language. She is doing great and is learning all her other essentials quickly. Here is a guest post on just that subject:
The Best Time for Bilingual Education- Early Childhood Learning
Of course, nobody knows what the future will hold – but if current trends continue, your child will grow up to enter a workforce in which the competition for decent-paying jobs will be nothing short of cut-throat. Despite the calls for greater co-operation and “interdependence,” human nature being what it is, it’s a good bet that the economy of the the future will operate according to the Law of the Jungle. It goes without saying that a good education is one of the best ways to prepare that child for survival in that economic jungle of the future.
The Bilingual Future
One of the future trends that has become certain is the existence of a diverse, global society. Nowhere is this more true than in the United States. Almost from the beginning, the U.S. has been a land of immigrants, and while the “melting pot” has been an interesting theory, it has not happened in practice. On the contrary, most major U.S. population centers have become more of an ethnic and linguistic checkerboard; Spanish, Russian, Vietnamese and Chinese speakers represent some of the fastest-growing segments of the immigrant U.S. population.
In addition, with the rise of China, English may very well lose its preeminence as the international language of business; at best, it will have to share that top status with Mandarin in decades to come.
Traditional wisdom has been to start teaching a second language in middle school, or even high school. Yet numerous research studies clearly demonstrate that the optimal period in a child’s life for multilingual education is during the preschool years – at exactly the same time they are learning their first language. Yes, it is possible to learn a second and third language later in life, but it is more difficult, because that neurological “window of opportunity” – when the brain is most malleable – has passed.
According to Dr. Fred Genessee, Professor of Psychology at McGill University in Montreal, it’s as easy for young children to learn two or three languages as it is for them to learn one. He’s not alone; educators throughout the world (in countries that often have two or even three official languages) have understood this for decades.
The way a child learns a second language is by actually speaking it in a total immersion environment. You may recall an episode of the animated series The Simpsons in which young Bart gets trapped on a farm in France – and by the end of the episode, finds he’s actually speaking the language. While this was a fictional scenario, the phenomenon is real; anyone who has taken young children abroad to stay with relatives in a foreign country for any length of time has observed this happening.
Enrollment in a preschool program that offers immersion in other languages is the best way to get your child started. This investment will make him/her much more competitive in the job market later on.
Co-written by Emily Patterson and Kathleen Thomas
Emily and Kathleen are Communications Coordinators for thefacility, a member of the AdvancED® accredited family of Primrose Schools (located in 16 states throughout the U.S.) and part of the network of preschools delivering progressive, early childhood, Balanced Learning® curriculum.


Choir Teacher Resources
Find Choir educational ideas and activities
Showing 1 - 20 of 351 resources
Students listen to music and discuss blends and chords. They sight read songs and practice scales. Students practice diction and explore the differences in forte and piano. Technology, such as CDs, may be used to play the music.
In this visual discrimination learning exercise, students examine 2 detailed drawings of a Christmas choir. Students spot the 15 differences in the pictures.
High schoolers practice singing "The River Sleeps Beneath the Sky" by Mary Lynn Lightfoot and "Laudamus Te" by Antonio Vivaldi in an SSA choir setting in this Choral lesson plan for High Schoolers. Emphasis is placed on National Standards for Music Education.
Students compare and contrast Jamie Foxx's early musical career with the careers of J.S. Back and F.J. Haydn. They watch and discuss a segment of "VH1 Driven: Jamie Foxx," listen to a hymn, and complete a worksheet.
Learners sing Oh Shenandoah with correct notes, diction, a characteristic choral tone, appropriate style and have an understanding of the history of the lyrics. The version of Oh Shenandoah is for an SSA choir and was arranged by Ruth Elaine Schram.
In this music worksheet, students learn the difference between solo, duet and choir singing. Students read the information on the page and mark each type of singing, matching the pictures to the words.
In this music worksheet, students read an excerpt about the choir, the oldest of all musical groups. They identify that human voices vary in pitch, some high and some low, making it possible to sing harmonies in different layers.
Students sing the song "My Love And I" by Sonja Poorman and Berta Poorman in this Music lesson plan for the High School SSA choir. The lesson plan is part of a unit that can be used to aid the performance and practice of the song in a choir setting.
Middle schoolers practice hymn singing and participate as singers in the choir and as accompanists in the bell choir.
Students examine "serious" choral music written for student choirs and the composers who write it. They reflect upon the notion of "serious" music, and examine the trend of concert composers writing pieces for student chorus
Fourth graders practice a three-part round and develop criteria for evaluating their group's performances of the song. They evaluate their own performances and the performance of a middle-school, high-school or community choir.
Students practice singing with complete vocal warm-ups in a unified tone. They perform sections of the following songs: "Lamentations of Jeremiah," "Soonah Will Be Done," and "Fairest Lord Jesus." As students sing, they practice intonation, correct rhythms in the descant, correct notes, accurate repeats and expressive musical phrasing.
Young scholars attend a musical and tour the Kennedy Center. They are quizzed on the Kennedy Center and theater etiquette. A discussion occurs after the field trip.
Students sing "If Love Should Count You Worthy" by James Mulholland for SATB choir, horn, and piano and a version of "The Drinkin' Gourd" in this High School choir lesson. State and National standards for Music are emphasized.
Students sing in small groups, and in the larger choral setting, portions of the song "And Nature Smiled" by Allen Koepke in this High School choir activity. Emphasis is placed upon the use of legato lines, pure vowels, and choral tone.
Students practice sight-singing skills in this Choral lesson for the High School mixed-choir. Emphasis is placed on State and National Standards in the Arts and the song "Dirait-on", a piece by Morten Lauridson, based on the French poetry of Rilke.
Students sing "Hebu Mandari" by John Parker in this High School Choir lesson. State and National Standards are addressed. The lesson emphasizes student ability to sing Major 3rd and Perfect 5th intervals in the group choral setting.
High schoolers practice singing the song "My Love And I" by Sonja Poorman and Berta Poorman in this High School music lesson for the SSA choir. This lesson can be accomplished in under an hour and includes warm-up ideas to begin the class.
Students practice singing the song "My Love And I" by Sonja Poorman and Berta Poorman in this High School music lesson plan for the SSA choir. Emphasis is placed on proper singing techniques. This is part of a unit of lessons on this song.
Young scholars explore a cappella singing techniques in a small group setting using their knowledge of Barbershop Quartets as a basis. The lesson can be expanded depending on needs/desires of the class.


UNIVERSAL DECLARATION OF HUMAN RIGHTS
- Everyone has the right to take part in the government of his country, directly or through freely chosen representatives.
- Everyone has the right to equal access to public service in his country.
- The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures.
Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality.
- Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment.
- Everyone, without any discrimination, has the right to equal pay for equal work.
- Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection.
- Everyone has the right to form and to join trade unions for the protection of his interests.
Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.
- Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.
- Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.
- Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
- Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
- Parents have a prior right to choose the kind of education that shall be given to their children.
- Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.
- Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.
Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized.
- Everyone has duties to the community in which alone the free and full development of his personality is possible.
- In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society.
- These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.
Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.


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|Physical Education - First Grade
The Physical Education class begins with aerobic
activity to warm up the muscles (i.e. tag or jump rope). Their
warm-ups are followed by stretching and strength exercises which
the children lead themselves.
The next phase of the class involves motor skill development. This is
achieved through a variety of instructional approaches especially
successful with this grade (demonstration & explanation, Socratic
approach, movement education and role playing). Making use of the
first grader's rich and vivid imagination, many skill sessions are
presented within storylines. For example, when learning the standing
broad jump and running broad jump, the child imagines s/he is hiking
and must cross many brooks of varying widths without landing in them.
The culminating activity of each lesson is a group game or individual
challenge which utilizes/ reinforces the skill(s) developed earlier in
the lesson. The game usually has a cooperative element to it. For
example, if the focus skill of the day is throwing or catching, we
will play Fox and Squirrel which is a circle game in which the Fox
(large ball) is chasing the Squirrel (small ball). The Fox must be
handed to a person on either side of you while the Squirrel can
"fly" across the circle to anyone whose name you call. The entire
group becomes concerned with the fate of the Squirrel as they
practice throwing, catching and calling to a receiver before passing
Class ends with a circle time for the children to ask questions,
describe what they have learned in P.E. and receive feedback about a
particular aspect of the class.
The P.E. objectives are met through the areas of instruction indicated
- Manipulative: one and two hand bowling, one and two hand overhand
and underhand throws, one hand overhand throw, bouncing with one and
two hands, catching, kicking, rolling hula hoops, tossing scarves,
balancing peacock feathers, and flying ribbon streamers
- Non-locomotor : balancing, sitting, kneeling, squatting, standing,
bending, swaying, rocking, swinging, turning, twisting and pushing
- Locomotor: walking, running, hopping, jumping, leaping, galloping,
sliding, skipping, dodging, landing, turning and side-stepping
- In a Group: forming circles, lining up and responding to signals
- Learning simple line and circle dances
- Simple: Simon Says to Music, Red Light-Green Light, One Bounce
- Cooperative: Frozen Bean Bag, Caterpillar Over the Mountain,
- Obstacle courses integrate a variety of skills and concepts and
are good for body awareness and memory. Throughout the year, obstacle
courses are presented to coincide with holidays and Project Time.
- Tumbling: log rolls, egg rolls, forward and backward rolls and
straddle rolls, animal walks, jumps and jump turns, splits, 1 side
cartwheels, tip-ups and tripods.
- Apparatus: balance beam, forward and backward walking, squat
turn and scale. Vault: squat on and jump dismounts, squat through.
Climbing ropes: pull-ups, inverted hangs and skin the cat.
- Calisthenics for strength and flexibility, long rope jumping
and tag games for cardiovascular endurance.
- Creative movement, rock passing, hand clapping songs, lummi sticks.


ERIC Number: ED417408
Record Type: RIE
Publication Date: 1998-May
Reference Count: N/A
Daily Journal Writing and Its Influence on Phonics Development in Kindergarten.
Piccirillo, Jean B.
A study examined the effects of daily journal writing on kindergarten children's phonics acquisition. At St. Joseph School in Carteret, New Jersey, 21 kindergartners kept daily journals in addition to normal classroom instruction over a period of 4 months, while the 20 kindergartners in another class received only the normal classroom phonics instruction. Students were grouped heterogeneously. The curriculum, pace and methods of instruction were the same for both classes. At the end of that time, both samples were tested in phonemic awareness of consonants and letter-sound correspondence; results were compared and analyzed. Findings suggest that no significant difference was found between daily journal writing and phonics skill acquisition in kindergarten children. The failure to find a significant relationship between daily journal writing and phonics skills in kindergartners suggests that more research needs to be done to determine the effects, if any, of journal writing on other areas of achievement. (Contains related research and 37 references; test scores are appended.) (Author/CR)
Publication Type: Dissertations/Theses; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: M.A. Research Project, Kean University.


National moment of remembrance
The National Moment of Remembrance, established by Congress, asks Americans, wherever they are at 3 p.m., local time, on Memorial Day, to pause in an act of national unity for a duration of one minute. The time 3 p.m. was chosen because it is the time when most Americans are enjoying their freedoms on the national holiday. The Moment does not replace traditional Memorial Day events; rather, it is an act of national unity in which all Americans, alone or with family and friends, honor those who died in service to the United States.
The idea for the Moment was born when children touring the Nation’s Capital were asked by the Commission’s Director what Memorial Day means. They responded, “That’s the day the pool opens.” A Gallup Poll revealed that only 28% of Americans knew the true meaning of Memorial Day. The White House Commission on Remembrance was established by Congress (PL 106-579) to promote the values of Memorial Day by acts of remembrance throughout the year.
As laid out in Public Law 106-579, the National Moment of Remembrance is to be practiced by all Americans throughout the nation at 3pm local time. At the same time, a number of organizations throughout the country also observe the Moment: all Major League Baseball games halt, Amtrak train whistles sound across the country, and hundreds of other nationwide participants remind Americans to pause for the Memorial Day National Moment of Remembrance.
Other participants include:
- Empire State Building
- National Grocers Association
- Statue of Liberty
- Port Authority of New York and New Jersey
- National Constitution Center
- United Spinal Association
- Delaware Park
- Liberty Bell
- National Association for Music Education
- Bugles Across America
- Getzen Instrument Company
Each year at 3:00 p.m. on Memorial Day, Americans unite in a National Moment of Remembrance which honors America’s fallen and their families. During this Moment, 200 Amtrak trains blast their whistles, approximately 500,000 Major League Baseball fans are joined in silence, and countless other participants make a vow to remember.


sulfur (S)Article Free Pass
- Amethyst Galleries’ Mineral Gallery - Native Sulfur
- Buzzle.com - Sulfur
- Chemicool - Sulfur
- EnvironmentalChemistry.com - Sulfur
- Kidipede Science for Kids - Sulphur
- Lenntech - Sulphur - S
- Los Alamos National Laboratory’s Chemistry Division - Sulfur
- Michigan State University - Sulfur and Phosphorus Compounds
- Mineral Zone - Sulphur
- Periodic Table of the Elements - Sulfur
- Rader’s Chem4Kids.com - Sulfur
- Royal Society of Chemistry - Sulfur
- The Mineral and Gemstone Kingdom - Sulfur
- University of Waterloo - Sulfur
- WebElements - Sulfur
Britannica Web Sites
Articles from Britannica encyclopedias for elementary and high school students.
- sulfur - Children's Encyclopedia (Ages 8-11)
The chemical element sulfur (also spelled sulphur) was known in ancient times as brimstone, or "burning stone," because it burns very easily. Prehistoric humans used sulfur to make cave paintings. It was also one of the first substances to be used as a medication. Scientists use symbols to stand for the chemical elements. The symbol for sulfur is S.
- sulfur - Student Encyclopedia (Ages 11 and up)
In industrial nations, sulfur is a critical raw material. It is used in thousands of products and processes. Sulfur is a nonmetallic element, yellow in color and similar to oxygen in its chemical behavior. Its chemical symbol is S. Sulfur burns readily with a blue flame, which earned it the name brimstone, or "burning stone."


Written for Courses in Early Childhood Curriculum and Environments in Early Childhood Education in Education departments or in Child and Family Studies.
Covers Birth to Age Eight. This invaluable and beautiful resource presents a balance of theory and application to help novices and practicing early childhood professionals understand why and how to design, arrange, and make changes to early childhood learning environments that help children achieve national and state standards through a play-based curriculum. Vivid contemporary photos of indoor and outdoor centers make reading this resource an enriching and aesthetically pleasing experience.
The Second Edition of Julie Bullard’s Creating Environments for Learning: Birth to Age Eight is a powerful resource for today’s early childhood professionals that helps students learn the basic content and principles on environments and curriculum, and see environmental and curricular possibilities in practice–-developmental and learning theories, current research, curriculum standards and outcomes, children’s interests and their motivation to play, children’s diversity, assessment of learning, and evaluation of the environment. It also contains a wealth of practical ideas and tips, lists of materials, and engaging vignettes and examples from the author’s vast classroom experience.
This new edition enhances students’ understanding of curriculum by improving upon how curriculum is developed, and by teaching how to advocate and/or design a play-based curriculum, preparing them to use the latest research knowledge as they do so. Still organized by chapters on centers, this text helps pre-service and practicing teachers learn to create, maintain, and enrich indoor and outdoor learning environments to support children’s development from birth to age 8. This is a must-have book for any college course or program that wants its teachers to know how to intentionally set up engaging and appropriately challenging early childhood learning environments and to understand the evidence and reasons for why they’re doing it.
Table of Contents
Chapter 1 Understanding the Importance of the Environment
Chapter 2 Establishing an Emotionally Supportive and Equitable Environment
Chapter 3 Establishing a Context for Learning
Chapter 4 Planning a Play-Based Curriculum
Chapter 5 Arranging an Effective Environment
Chapter 6 Design Considerations
Chapter 7 Developing Dramatic Play Centers
Chapter 8 Developing Manipulative and Sensory Centers
Chapter 9 Developing Block and Building Centers
Chapter 10 Developing Literacy Centers
Chapter 11 Developing Science Centers
Chapter 12 Developing Math Centers
Chapter 13 Developing Art Centers
Chapter 14 Developing Music Centers
Chapter 15 Integrating Technology
Chapter 16 Special-Interest Centers
Chapter 17 Creating Outdoor Environments
Chapter 18 Creating Spaces for Families and Teachers
Chapter 19 Meeting Environmental Challenges
Purchase Info ?
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Journeying : young children’s responses to picture books of traumatic and sensitive issues
Tsai, Jennifer Pei-Miao (2010) Journeying : young children’s responses to picture books of traumatic and sensitive issues. PhD thesis, University of Warwick.
WRAP_THESIS_Tsai_2010.pdf - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Official URL: http://webcat.warwick.ac.uk/record=b2487489~S15
This study investigates the response of a class of 35 seven and eight year old children to ten picture books with difficult, traumatic subject matter. Two of the stories deal with areas of emotional loss, including the death of a grandfather; five stories take the area of the Holocaust as their central theme, and three are stories of earthquakes, with the consequent loss of life and destruction. My research findings contribute to the study of children’s literature in education by uniquely analysing and giving insight into especially young children’s responses to this particular genre of children’s literature. In this research programme, the children are invited to engage in reading and four designed activities emerged for response: the central importance of spoken language, the place of writing to capture meaning and significance, the value of drawing to enhance understanding and the place of imaginative role play as children worked on their impressions of events in the stories. My central research questions are: What is young children’s understanding of and response to texts and pictures in selected children’s picture books of trauma? In what ways might young children’s responses to these issues and their accompanying activities reshape their critical thinking? What have I, as the researcher, learnt about my role as a teacher through teaching traumatic issues? The study was conducted in Taiwan using participatory action research methods. My evidence shows that these children are capable of understanding complex and disturbing situations that underpin the picture book narratives. They used their social, interactive, verbal, emotional and imaginative skills to respond to the texts in powerful ways. The significance of the teacher’s role as a listener, questioner and learner was crucial in helping to motive and engage the children. The study’s findings are that picture books that deal with disturbing human issues can be introduced as part of a planned programme of Arts and Life education in Grades 1 to 6 of the primary school curriculum and that children as young as seven are capable of responding to them with maturity and sophistication.
|Item Type:||Thesis or Dissertation (PhD)|
|Subjects:||L Education > LB Theory and practice of education > LB1501 Primary Education|
|Library of Congress Subject Headings (LCSH):||Picture books for children -- Educational aspects, Disasters -- Pictorial works, Death -- Pictorial works, Holocaust, Jewish (1939-1945) -- Pictorial works, Child psychology|
|Institution:||University of Warwick|
|Theses Department:||Institute of Education|
|Supervisor(s)/Advisor:||Minns, Hilary ; Wilkie-Stibbs, Christine, 1948-|
|Extent:||xii, 390 leaves : ill.|
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Women have played a very important role in human society. They are creator; they should be given facility to get knowledge so that they may earn their own bread.
Women should be taught about environmental deterioration and protection as they have played a significant role in environmental movement such as chipko movement; they played a role in protestation against the commercial exploitation of the Himalaya forest.
Now the world has awaken and United Nations in 1995 realized and recognized women’s need in planning of natural resources and decision-making process.
Some of the programmes taken for women’s betterment are given below:
1. Sarwa Shiksha Abhiyan
2. Balika Samridhi Yojana
3. Indira Mahila Yojana
4. Mahila Samridhi Yojana
5. Employment and Income Generating Training-cum-Production Centres
6. Rashtriya Mahila Kosh
7. Short Stay Home for Women and Girls
8. Programme of Development of Women & Children in rural areas.
Problems Affecting Women Education
(c) Sexual harassment and abuse
(d) Lower socio-economic status
(f) Forced for uncontrolled reproduction
(g) Limited education
Sarwa Shiksha Abhiyan
It is a national mission which provides quality education for 8 years between 6 and 14 years. It has following targets to achieve-
(a) By the year 2002, all districts are to be covered by the programme.
(b) By the year 2003, all children are to be taken to school, education guarantee centers and alternative school or back-to-school campus.
(c) By the year 2007, all children must complete 5 years of education.
(d) By the year 2010, all children must complete 8 years of quality elementary education.
Programme of Development of Women in Rural Areas
To improve the socio-economic status of poor women at rural areas, it has been designed to congregate women and manage themselves to originate income generating activities.


Boston Children's Museum has been creating curriculum, activities and other resources for educators and parents for 100 years. These resources are used in every state in the United States and in over 100 countries around the world, and are rooted in decades of understanding how children learn most effectively, and how adults can best support that learning.
The resources below include the multiple–award winning "Beyond the Chalkboard" website, which was named "Best of the Web – Education Website" and is used by tens of thousands of afterschool professionals all around the world; the STEM Sprouts Teaching Guide, which offers ideas and activities for early childhood educators who teach science, technology, engineering and math; guides for afterschool educators working with English Language Learners and children with autism; and BCM Home Edition – a book of 26 activities that families can try together at home. Each of these resources is available for free to any parent, teacher or other caregiver that wishes to use them. Click on the links below to find out more.
Voted "Best Education Website" by Museums and the Web, Beyond the Chalkboard is the world's first free, online multidisciplinary curriculum created specifically for afterschool educators. The hundreds of activities on this site cover a range of subjects including science, literacy, culture, art, health, math, and engineering in ways that support what's learned during the school day. Most importantly, by promoting critical "21st century" skills like problem solving, communication, and working collaboratively with peers, we believe the activities, teaching techniques and resources of this curriculum can help prepare kids for life.
Beyond the Chalkboard is being used in every state in the United States and in over 100 countries (and counting!) around the world, by tens of thousands of educators reaching hundreds of thousands of children. Such a broad community gives us all an opportunity to communicate, share and learn from each other. Click the link below to visit this website and join this growing community!
Boston Children's Museum developed the Including Children With Autism in Afterschool Settings Guide alongside experts in Autism, Out-of-School Time (OST) professionals who run inclusive programs, and parents of children with autism to help afterschool staff better support children with Autism Spectrum Disorders at their sites. As the frequency of diagnoses of Autism Spectrum Disorders steadily increases, this Guide can serve as a platform for enriching professional growth and relevant dialogue for a wide spectrum of OST staff and administrators.
Click below to download two free PDFs: the Including Children With Autism in Afterschool Settings Guide and an accompanying document that includes examples of tools you can use with children with Autism Spectrum Disorders in your afterschool program.
Working closely with the Latino After School Initiative, Boston Children's Museum developed this guide to help Out-of-School Time (OST) staff better support any and all English Language Learners at their sites. As the ELL and bilingual student populations steadily increase at both the state and national levels, we envision this guide serving as a platform for enriching professional growth and relevant dialogue for a wide spectrum of OST staff and administrators. Click below to download this free PDF.
The STEM Sprouts Teaching Guide is the product of collaboration among National Grid, Boston Children’s Museum, and WGBH. The goal of this guide is to assist preschool educators in focusing and refining the naturally inquisitive behaviors of three- to five-year-olds on science, technology, engineering, and math. It includes general information on how young children explore science topics as well as specific activity suggestions that align with the Massachusetts state guidelines for STEM teaching in early childhood. Click below to download this free PDF.
Boston Children's Museum's mission is to engage children and families in joyful discovery experiences that instill an appreciation of our world, develop foundational skills, and spark a lifelong love of learning. But these kinds of engaging experiences don't only happen at the Museum…they can happen at home as well. BCM Home Edition was created to encourage families to explore, learn and grow together through activities that are fun and inspiring and that any family can try at home. Click below to download this free PDF and bring the Boston Children's Museum home with you!


Using Exit Slips in the Art Room
Art teachers use multiple forms of formative assessment on a daily basis. Formative assessment is immediate and allows teachers to change content and make accommodations based on student learning. Teachers assess learning by monitoring student progress on a project and through conversations. Some easy strategies teachers use to assess learning include thumbs up- thumbs down or fist to five, but these ideas just scratch the surface – If formative assessment is an area you want to explore deeper, keep in mind we spend an entire discussion board talking about it in the AOE class Assessment in Art Education.
Exit slips are one of my personal favorite formate assessments to use with my Middle School students.
“Exit slips are one of the easiest ways to obtain information about students’ current levels of understanding.” – Robert Marzano
Exit slips are quick, easy, and provide immediate feedback.
Here are some exit slip samples from my classroom:
According to Marzano, there are four different kinds of prompts that teachers can use on exit slips:
- Prompts that provide formative assessment data
- Prompts that stimulate student self-analysis
- Prompts that focus on instructional strategies
- Prompts that are open communications to the teacher.
Here are more examples of wording you might consider using for exit slips:
What is one thing you learned in the art today?
The most important thing I learned today was…
My favorite thing I learned in art today was…
I need help with…
What are you confused about regarding what you learned today?
What could you have done differently to help you learn better today?
How can what you’re learning in art be applied to your daily life?
The thing that surprised me today was…
By reviewing the responses on the exit slips, teachers can quickly assess students understanding of a concept, the struggles they’re having, what they like or create differentiated learning groups based on the student responses.
Do you use exit slips in your art room as a formative assessment?
What ideas do you have for an exit slip?


Resources for Parents & Educators
Explore these links for more information about the topics that are highlighted in the OurStory web site.
National Center for Family Literacy (NCFL)
NCFL provides a variety of resources to support literacy development across the life span. Working with parents, communities and educators, NCFL changes the lives of families through literacy. National Center for Family Literacy »
Read! Learn! Connect!
Sponsored by The American Library Association — Great resources from the American Library Association, including booklists, author sites and many history-based Web sites for parents, kids, teens, and families. Read! Learn! Connect! »
Sponsored by the Library of Congress — The Library sponsors an array of fun and very useful websites highlighting all aspects of American life. The America's Story web site has on-line activities that are full of historic images, audio, and video/film clips. America's Story »
Sponsored by the Library of Congress — American Memory is a gateway to rich primary source materials relating to the history and culture of the United States. Includes primary sources relating to all of the topics featured in the OurStory web site. American Memory »
Reading Is Fundamental (RIF)
RIF helps kids and families explore the world of books together. Reading is Fundamental »


You've decided you want to raise your child or children with two languages, but you know that eventually they'll need more exposure and instruction than you can give them at home. Depending on where you live, there may be several bilingual education options to choose from.
One of the best ways to ensure that your kids grow up both bilingual and bi-literate (that is, speaking and reading in two languages) is by sending them to a dual immersion language school.
These are the two main models for these schools:
The 90:10 model. In this type of school, most subjects are taught in the targeted second language from day one, with English introduced gradually as the children get older.
For example, let's say the targeted second language is Spanish. First-grade students would spend 90 percent of their time learning in Spanish and 10 percent learning in English. By the time those students were in fifth grade, they'd spend half their day learning in Spanish and half in English.
The 50:50 model. Here, kids learn equally in both languages from the very beginning.
Schools have different ways of achieving this goal. Some do it by dividing the school day in two, using English for half the day and the second language for half. Others teach certain subjects in English and others in the second language. Still others alternate languages each week.
For dual immersion programs to work, two things must be in place:
First, classes must have the right ratio of students who speak English to those who speak the target language.
Roughly 50 percent of the children should speak English and the other 50 percent the target language, such as Spanish. Sometimes, these programs also have their share of children who are already bilingual.
"They're not just hearing the teacher speak the language, but also the other students," explains Christina Allen, coordinator of the Foreign Language Academies in Glendale, California. "They are learning from each other, and that makes all of them feel valuable and capable."
Second, parents must make a commitment to stay with the school for the duration of their children's elementary education.
Otherwise, the program will fail because new students can't be brought into the program at just any grade level unless they're already bilingual. To bring in children who aren't bilingual would create a disadvantage for the new kids as well as those already in the program.
Find out more about language immersion schools.
The structure provided by attending classes at a language school once or twice a week takes language learning to another level. Depending on the age of your child, your choices will vary.
Some language schools, like the Alliance Française, offer classes to children as young as 1 year. At first, children learn songs and basic vocabulary, like the colors and the parts of the body. As they get older, the classwork becomes more complex. Eventually the curriculum incorporates grammar and reading comprehension, among other skills.
Because the best way for children to learn is through interactive play, many language classes use the arts to introduce or reinforce a second language. Some, like MusicalKids International and Music Lingua, are based solely on music. Not only is music fun, but the repetitiveness of song lyrics is perfect for building vocabulary.
To find structured language classes in your area, try an online search using the phrase Spanish classes for children.


Art and Design Education programs include Visual Thinking in the areas of:
- Design (Utilitarian Art through environment design like architecture, landscape, urban planning, interior design, etc.; object design like products, furniture, transportation, fashion, appliances, etc.; information design like publications, websites, video, film, photography, etc.; and experience design like interactive exhibits, toys, games, events, theme parks, etc.),
- Visual Communication (Information Art involving maps, charts, graphs, diagrams, media tools etc.)
- Visual Culture (Everyday Art exploring one’s own and other’s culture which may involve crafts, festivals, costumes, mascots, lawn decorations, folk art, etc.)
- Fine Art (Professional Art through drawing, painting, printmaking, sculpture, ceramics, media arts, and so on,)
Administrative Rule PI 8.01(2)(j) – Wisconsin Education Standards j, k, and l articulates that “art instruction shall be provided in accordance with a written comprehensive art curriculum which is based on concepts developed through sensory awareness, aesthetic discrimination and skill development in the creation of art, and the knowledge of human art heritage. Art instruction shall be provided for all pupils in grades kindergarten through 6 and shall be performed by or under the direction of a licensed art teacher. Art instruction shall be available to all pupils in grades 7 through 12 and shall be taught by a licensed art teacher.”
Instructional minutes are not stated in the law for any subject area but the recommended minimum instruction time for elementary art is 90 minutes a week (usually two 45-minute sessions).
Specific information about programming and curriculum design is available through two publications - Wisconsin's Model Academic Standards for Art and Design Education (2000), and Planning Curriculum in Art and Design (2013). You may purchase Wisconsin's Model Academic Standards for Art and Design Education (2000) at DPI Publication Sales or 800-243-8782.
- Disciplinary Literacy - Art and Design - Follow this link for additional information about engaging students in creativity, communication, and critical thinking through literacy tools.
- Arts and Design Pedagogy
- Art and Design Standards - Poster
For further information about art and design education in Wisconsin, follow the links on the left of this page and visit the Wisconsin Art Education Association.
Preliminary information about the state art education conference is available here.
For further information about Fine Arts and Creativity Education in Wisconsin, please follow the links available. If you have any questions or wish to share your ideas about arts and creativity education, please contact the Fine Arts and Creativity Education Consultant, Julie Palkowski (608) 261-7494.


Elementary & High School Students Design Furniture
High school students invited their younger colleagues from Varnell Elementary to visit Coahulla Creek High School and talk about furniture.
The video below shows how the fifth-graders worked with their older peers to design furniture that fit the work they do at Varnell Elementary. What they didn’t know was the high school class would make their dreams real. They built the furniture and installed it in their elementary classroom as a surprise.
The teachers from Coahulla Creek who designed the lesson wrote a comprehensive summary about the furniture project and the philosophy of their “G school,” a school within a school model. Enjoy this excerpt about the project:
The 21st century workforce demands a variety of skills and competencies from America’s future graduates. Students will be expected to be effective communicators, critical-thinkers, and creative leaders in order to compete in the emerging global economy. Unfortunately, most schools do not offer the appropriate furnishings and physical space necessary to facilitate this type of learning approach. Most furniture for schools is overly standardized and is not designed for the needs of its clients, primarily the students. As time pushes forward and the needs of 21st century learners evolve, the environments that surround them must be adaptive, flexible, and responsive.
This challenge sought to add a personalized and user-centered approach to the design of modern classroom furniture. Throughout the learning process, students acquired and applied foundational skills and content knowledge in STEM, humanities, and design.
We wanted to ensure that our students had a voice in their learning. In that effort, students were surveyed in an effort to discover some elements of learning that would appeal to them.
Students stated that they would like to work on design challenges that were characterized by the following:
- Creating a Piece of Art as a Gift
- Working with Young Children
- Involvement in the Community
- Developing Blueprints
- Sketching and Drawing 6. Building and Constructing
We used these findings and made ensure that these attributes were included in the scope of our design challenge.
Finally, we thought it was important to provide experiences to our students that allowed them to think with both their heads and their hands. Too often, these experiences are separated for students. This was our attempt to bring it all together.
If that tidbit from the summary is interesting to you, you may enjoy the rest of the document (61 pages, 7mb PDF).


Special Education Degrees
More than just about any other career field, teaching special education requires a person with a special set of skills. It takes special knowledge, strong teaching skills, compassion, humor, creativity and patience.
If you have the desire, the Auburn Montgomery undergraduate program in Special Education will provide you the specific skills needed to teach children, adolescents and young adults identified with specific disabilities.
Click on the concentrations below to get a detailed list of all of the courses required to complete each degree.
Students can also earn dual certification in Collaborative Teacher K-6/Elementary Education.
Through coursework and laboratory experiences within the professional studies component of each program, we'll help you develop the cognitive and affective skills that will enable you to become a successful, competent, committed, reflective educator.


Nearly one in five parents said they were regularly surprised by the difficulty of the work their children brought home to complete, the survey commissioned by the Department for Education and Skills found. And nearly seven out of 10 said they would spend more time helping with homework if they were more confident in their own abilities in maths and English.
The survey, carried out for the government's Get On campaign, which encourages adults to brush up their basic skills, is calling on parents to gain the confidence to help their children by signing up for a free course. More than nine out of 10 parents agreed that helping their children at home made a difference to their academic achievements at school.
The survey is published the day before the publication of GCSE results and amid fresh concerns about whether the education system gives young people sufficient grounding in basic, but essential, literacy and numeracy skills. According to official figures, 5.2 million adults lack the English skills expected of a 14-year-old and 14.9 million would be unable to match a typical 14-year-old at maths.
Phil Hope, minister for skills, said: "There are still many adults who struggle with their maths and English skills and as a result may experience difficulties in helping their children with homework. This doesn't have to be the case - there are hundreds of free courses up and down the country where adults can brush up their maths and English skills in a friendly, supportive environment. As a dad I'm fully aware of what a difference it can make to be able to help your children with their learning, so I call on all parents to think about whether they could benefit from improving their skills a little."
More than half (53%) of the parents say they help their children with homework "every day". But 2% admit they "never help" their children.
Meanwhile, employers today issue a stark warning to young people that they risk becoming unemployable without minimum qualifications and urge those who do not make the grade to stay in education or training to boost their prospects. An estimated one in 20 16-year-olds left school this year without a GCSE or other qualification.
Research from the Learning and Skills Council reveals that more than one in five (22%) of employers say they would not recruit people with fewer than five good GCSEs or the vocational equivalent and 15% ignore CVs if the job applicant does not have these essential qualifications.
The survey follows a report earlier this week from the CBI, which revealed that too many teenagers were leaving school barely able to write or add up. The LSC's research shows that for those who do not stay at school or college and do find a job, the prospects are bleak.
Of the three-quarters (74%) of employers who would recruit someone with fewer than five good GCSEs, close to half (47%) would offer only unskilled positions with low pay and limited prospects. On average, employers say they would pay a starting salary £1,700 higher if a person had five A*-C GCSEs or vocational equivalent, compared with someone without these qualifications plus experience.


The Persistence of Humor and Living it Large
Artist Salvador Dali was a unique voice in the world of art and he is arguably one of the pioneers in what we today call “performance art.”
His artistic flair for creating dramatic imagery spilled over into his public life too. Dali was known for flamboyant public appearances, including this photo of him walking an anteater and high-profile appearances on television (see his game show apperance in What’s My Line?).
The man knew how to live large outside of the art museum. The world was his stage and canvas.
Small in size, big in stature
Dali’s work explored the absurd and nonsensical world of surrealism and dream imagery, and a number of his paintings have reoccurring themes and symbols. Abstract objects (shapes, places, people or animals) are typically set upon wide-open landscapes as a backdrop.
The worlds in his paintings are large and vast. Scenes like The Persistence of Memory register in our minds as massive dreamscapes, and in-person we expect a physical size of equal weight and mass.
In reality The Persistence of Memory is smaller than the dimensions of a modern iPad.
The first time I saw Salvador Dali’s The Persistence of Memory at the Museum of Modern Art (MOMA) I was surprised at how tiny it was, especially when compared to the paintings of a contemporary like Pablo Picasso, whose single canvases can fill an entire wall.
I had never taken the time to take note of its true dimensions – a mere 24 cm × 33 cm (9.5 in × 13 in).
Living large on the horn
Steering this observation towards music education and playing the horn, an argument could certainly be made that it is not the physical size of a person that determines their inner spirit, their potential or the size of their heart.
Sometimes good things come in small packages, packages that are deep and full of mystery.
This Photoschlopping of Dali’s famous painting captures this thought as applied to the French horn (with tongue held firmly in cheek of course). Click on the image below for a larger view.
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The LA Times reports on a study suggesting that female elementary school teachers who are anxious about math transmit that anxiety to the girls in their classes:
Girls have long embraced the stereotype that they’re not supposed to be good at math. It seems they may be getting the idea from a surprising source — their female elementary school teachers.
First- and second-graders whose teachers were anxious about mathematics were more likely to believe that boys are hard-wired for math and that girls are better at reading, a new study has found. What’s more, the girls who bought into that notion scored significantly lower on math tests than their peers who didn’t.
The gap in test scores was not apparent in the fall when the kids were first tested, but emerged after spending a school year in the classrooms of teachers with math anxiety. That detail convinced researchers that the teachers — all of them women — were the culprits.
It’s no surprise that teachers who are weak in or nervous about a subject do not inspire confidence, or performance, in that subject among their students. What’s different here is the gender connection — female teachers having a pronounced effect upon girl students — and the subject area. It would be interesting to see just how many elementary school teachers view themselves as “anxious” about teaching math, and then to see how that self-description breaks down by gender. Do a lot of female elementary teachers feel anxious about math? Is it more than male elementary school teachers? I don’t know, but that is certainly the stereotype.
At any rate, the opposite seems to be implied by this study too — female teachers who are strong with math and comfortable with teaching it to kids will have an enhanced positive effect on girls’ perceptions of math and their performance with it. And it seems like a no-brainer that elementary education curricula ought to stress a strong degree of math content mastery among all preservice teachers — of both genders — and demand a high level of fluency with doing and teaching math.Teaching math to little kids is hard, and you have to know a lot of math outside of what you are going to teach if you’re going to do it well. We need to have done with another stereotype: that you major in elementary education because “you just love kids” (you need more than sentimentality to be a good teacher) or because it’s supposedly an easy major (it isn’t, or at least shouldn’t be).


Children in Maharashtra - An Atlas of Social Indicators
This document “Children in Maharashtra - An Atlas of Social Indicators” is an attempt to present a comprehensive picture of the status of children in the state and is being published jointly with the Planning Department of the Government of Maharashtra.
This is a compilation of nformation on childrelated indicators collected from published documents as well as information available on the websites of various Government ministries. We are grateful to all of them for maintaining such vital information and making it available in thepublic domain.
This document has eight sections, namely Population and Demographics, Economic Development, Elementary Education, Maternal and Child health, HIV/AIDS, Nutrition, Water and Sanitation and Child Protection. District wise information is also available on 55 indicators. It is also an attempt to present information in easily readable and understandable ways using maps, raphs and tables with simple descriptions.
Disaggregated data by sex, area, social group, wealth quintile and geographical area has been provided in this document; also provided is a trend analysis and comparison with national data wherever possible. This is a situational analysis of the efforts of Government of Maharashtra and all stakeholders working with children.
This document shows that despite numerous problems the situation of children on many indicators has improved but also evident is the fact that significant disparity exists among social groups, wealth quintile groups and districts.
Download the complete report
Cover & Index
Chapter 1- Population Demographics
Chapter 2- Economic Development
Chapter 3- Elementary Education
Chapter 4- Maternal and Child Health
Chapter 5 - Nutrition
Chapter 6 - HIV-AIDS
Chapter 7 - Water and Sanitation
Chapter 8 -Child Protection
District Level Tables
References and Acronyms


The Best Music for Toddlers
- Infants and Toddlers: Ages 0 - 2
- Make Some Music With Your Family
- Music Education for Kids: Does Music Make Kids Smarter?
- Healthy Snacks for Toddlers and Preschoolers
- Observation Guidelines: Noticing Temperament in Infants and Toddlers
- Four Important Reasons for Including Music in the Classroom
Young children are naturally drawn to music. Singing and dancing seem to be natural to little ones and toddlers participate willingly and without inhibition in music and movement activities. But how can parents help keep children interested in music over time? Here's what you need to know about the best music for toddlers and why are songs more appealing than others.
“What makes a really great toddler song is a tune that involves movement, puts a prop in a child's hand, or appeals to their sense of humor,” says Sheila Fitzgerald, owner of the children's music program, Crocodile Rock. “Young children love a song with a strong beat, and they are working on their listening skills, following directions, large motor skills, spatial awareness, and more while they enjoying the rhythm and having fun. Songs about animals, dinosaurs, transportation, and body parts are all favorite song topics of this age group.”
- Repetitive phrases help children chime in each time they hear the familiar words and tune.
- Songs with a slow to medium pace are easier for tots to sing with. If the song is too fast, it might be difficult for him to keep up.
- Find songs with simple vocabulary and a small number of words.
Make them move
Songs that involve movement are big hits with little musicians.
- Children’s favorites such as “If You’re Happy and You Know It” and “Where is Thumbkin?” are all great for toddlers.
- Find songs that help little ones learn the parts of their bodies such as “Head, Shoulders Knees and Toes” and “The Hokey Pokey”.
- Any song that involves jumping, twirling, crawling, shaking, running and dancing are great ways to work on gross motor skills and help get the wiggles out!
Find some songs that will give you both a belly laugh and your toddler is sure to be begging to sing them again and again.
- Songs that start slow and go faster and faster are big hits with toddlers. You can use this technique with any song your child likes to sing (such as Greg and Steve’s “Chicken Dance”).
- Songs that have animals doing silly things are lots of fun to sing (such as Raffi’s “Down by the Bay”).
- Songs that have him moving like an animal are perfect for participation (such as Hap Palmer’s “Sammy”).
Many popular children’s songs have been made into books. Ask your librarian for suggestions of favorite children’s books based on songs.
- Children will love seeing pictures of the songs they love to sing.
- Singing along with books will not only be fun, but will help children stay focused and build attention span.
- Children may pick up some early literacy skills such as an understanding that print goes from left to right (running your finger under the words as you sing will help with this) and that pictures go along with the written words.
Some popular children’s artists that have great songs for toddlers are listed below. Check some CDs out at the library and purchase your own copy of the ones your child loves.
- Greg and Steve
- Laurie Berkner
- Hap Palmer
- Jim Gill
- Parachute Express
- Imagination Workshop
- Cathy (Fink) and Marcy (Marxer)
While there are lots of children’s artists who have written great songs for children, there are also many old fashioned favorites that children have loved for generations. You don’t need to purchase anything to bring music into your child’s life.
Whether you are in the car, around the house or on a walk in your neighborhood, music is always easy to squeeze into your daily routine. Just clear your throat and sing some favorites from your childhood! (If you can’t remember the words or melodies for your favorite children’s songs, visit www.kididdles.com for help.)
Washington Virtual Academies
Tuition-free online school for Washington students.


Liechtenstein, or Principality of Liechtenstein, a country in central Europe. It lies between Switzerland and Austria where the Rhine River emerges from the Alps. Liechtenstein is about 15 miles (24 km) long and up to 6 miles (10 km) wide. It has an area of nearly 61 square miles (160 km 2 ). There are two sections: the Rhine Valley and an Alpine part, with mountain peaks rising to about 8,400 feet (2,560 m) above sea level. Summers are warm to cool, depending on elevation; winters are rather cold and snowy.
The economy of Liechtenstein is linked with that of Switzerland and is based mainly on light manufacturing, trade, tourism, the issuing of finely engraved postage stamps (largely for collectors), and farming. Farmers produce grain, fruits, vegetables, and dairy and beef cattle. Also important are revenues from foreign firms that have nominal headquarters here to take advantage of banking and tax laws advantageous to business. Roads link all the cities and towns and form the chief arteries of transportation.
A prince and a parliament, called the Landtag, of 25 elected members rule the country. Their Prime minister heads a five-member collegial board that operates the government.
German is the official language; the local dialect is Alemannic. Elementary education is free and compulsory. There is no university in Liechtenstein.
Liechtenstein became an independent principality within the Holy Roman Empire in 1719. It became a member of the Confederation of the Rhine in 1806 during the Napoleonic era and later a part of the German confederation, which was dissolved in 1866. Close ties with Austria were maintained from 1852 until 1918; a much closer affiliation with Switzerland began with a customs union treaty in 1923. Liechtenstein remained neutral during both World Wars. During the 1990's, conflict between the monarchy and the legislature arose over several issues, one of which (Prince Hans-Adam's refusal to reappoint a judge as directed by the legislature) resulted in the filing of a formal complaint against the reigning prince with the European Commission of Human Rights.
|Facts in brief about Liechtenstein|
|Official language: German.|
|Area: 62 mi2 (160 km2). Greatest length—17.4 mi (28 km). Greatest width—7 mi. (11 km).|
|Elevation: Highest—8,527 ft (2,599 m). Lowest—1,411 ft (430 m).|
|Population: Current estimate—36,000; density, 581 persons per mi2 (225 per km2); distribution, 79 percent rural, 21 percent urban. 2004 official government estimate—34,600.|
|Chief products: Agriculture—beef and dairy cattle, fruits and vegetables, wheat. Manufacturing—ceramics, electronic equipment, fabricated metal products, food products, pharmaceutical products.|
|Flag: Liechtenstein's flag has two horizontal stripes, the upper one blue (for the sky), and the lower one red (for the glow of evening fires). A crown representing the prince appears in the upper-left corner.|
|Money: Basic unit—Swiss franc. One hundred centimes equal one franc.|


Why was the Berlin Wall Built?
By B Sumangal; Illustration by Anup Singh
In 1945, following World War II, Germany was divided into two countries - East Germany and West Germany. East Germany was controlled by the communist regime of the Soviet Union while West Germany became a democracy supported by the United States. Berlin, the former capital city, although entirely within East German borders, was also split into two.
On August 13, 1961, the German Democratic Republic (GDR) decided to block off East Berlin and West Berlin by means of a barbed wire. Streets were torn up, and barricades erected. Rail lines and the subway between East and West Berlin was torn up.
People of East Berlin and the GDR were no longer allowed to enter West Berlin disrupting 60,000 commuters who were employed in West Berlin. Within the year, construction work began to build a solid wall separating the two cities.
By September, people living near the border were forcibly evacuated from their houses. Citizens living in close proximity to the border had to register themselves with the police. Exactly a year after the division, an 18-year-old boy, Peter Fechter, of East Berlin, was shot down by the East Berlin border patrol when he attempted to escape over the wall.
The border separating West Berlin and East Berlin had a total length of 166 km. It cut through 192 streets, 97 of them leading to East Berlin and 95 into the GDR. However since the border division was staggered, a solid 107 km long wall was erected. The wall was made up of concrete segments erected to a height of four metres (roughly 13 feet), with an additional concrete tube on top.
On the side of East Berlin bright illumination lit up the entire area. Further a trench was dug to prevent vehicles from breaking through. Not content with these precautions, the area was patrolled day and night, with a separate corridor guarded by vicious guard dogs, watchtowers, and a second wall. If by chance some one did manage to cross these barriers, they were shot without a warning.
Many families were separated by the erection of this barricade. Relatives who wanted to see their loved ones in East Berlin had to have a valid permit. For 28 years the Wall became a physical separator and cloaked the goings on behind Communist Russia and created a figurative Iron curtain.
In 1989, after months of discussion, East Germany decided to tentatively open the barrier. On November 9, GŁnter Schabowski, leader of East Berlin's communist party, stated that the border would be opened for 'private trips abroad'.
That day, the entire world watched some truly amazing scenes on TV as East Berliners poured through the checkpoints to be greeted by West Berliners. Champagne flowed and people danced on the wall at Brandenburg Gate, the gateway between the two cities.
On November 10, demolition work on the wall began with the aim of creating new border crossings. Two days later, a checkpoint at the Potsdamer Platz was opened, and on December 22, a checkpoint for pedestrians was opened at the Brandenburg Gate. Souvenir hunters hammered out pieces of the wall and chunks of the wall were even sold.
On July 1 1990, an economic, monetary and social union between East and West Germany was formed uniting the two cities. The only reminder of the wall is a red line painted on the pavement at the former 'Checkpoint Charlie' to mark the course of the former Berlin wall.
In August 13 1998, a wall memorial was inaugurated at the Bernauer Strasse (former GDR) consisting of a portion of the Berlin wall.
Why was the Berlin Wall Built? [5W&H for kids]
By B Sumangal; Illustration by Anup Singh
Online Mind Games Tic Tac Toe News for Children Antonyms Kids' Magazine Word Play Poems for children Mind Games Discover Earth Ganesh Coloring Pages Tongue Twister Science Magazine Word Search Game Children's Craft Activities Reference Quotations Stories Folktales Learning Math Fiction for Kids Art for Kids Educational Games Coloring Books Quiz Flash Cards Did You Know? Famous People Computer Quiz Coloring Pages Math for kids Children's Books Environment Kids' Activities 5WH Science for Kids Games for Little Kids Riddles Word Match Children's Crossword Jokes for kids Science Quiz


With one of the following methods, you can make a water based fluid that will glow in the dark. Depending on the method, the fluid may even last much longer than those store-bought "break and shake" glow sticks. There is even a way you'll find below to make flowers glow in the dark! This glow in the dark technique can be a source of fun for kids and adults alike.
Method 1 of 2: Using a Black Light Bulb
1Gather these materials:
- A fluorescent yellow marker
- A steak knife or small-toothed saw (optional)
- A drinking glass
- A black light bulb
2Put on rubber gloves to prevent staining your hands.
3Place a glass in the sink and turn the water on so it is a slight trickle.
4Pop the bottom off the permanent fluorescent yellow marker to extract the ink tube.
- Alternately, you can cut the pen into two parts with a sharp knife or fine-toothed saw to extract the ink tube.
- The ink tube is a cylinder of cotton-like material that is yellow with ink and wrapped in plastic.
5Run the water through the fibers of the ink tube to rinse the ink out into the glass. You will see that it rinses out very easily until the cotton-like material is white with no ink left in it. Using the least amount of water will retain the fluids intensity of effect.
6Use a black light bulb in a centrally located light fixture to "light up" your bottles.
- The glowing effect only works in this method whenever the black light is on.
- Black light bulbs can be purchased in lighting stores or through online sellers.
Method 2 of 2: Making Glow-in-the-Dark Flowers
1Using a technique similar to Method #1 above, you can create glow-in-the-dark flowers! You will need:
- Flowers with white petals (such as white carnations)
- The ink tube from a fluorescent marker
- A glass of water
- A black light bulb
2Put some water into a glass or vase or similar clear receptacle.
3Remove the ink tube from a fluorescent marker and squeeze just a few drops into the container full of water.
- Don't use too much marker fluid; definitely not the whole tube, as in method #1.
- Shake the container until the marker fluid is thoroughly mixed into the water.
4Place the base of the stem of a white flower into the solution and cut the stem underneath the water.
5Leave the flower overnight for the solution to absorb into it.
6Shine the black light (a.k.a. ultraviolet light) onto the flower and watch the fluorescent fluid it's absorbed glow!Ad
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- To add a blueish tint to your bottles, add some tonic water.
- If you are making enough for two people, double the quantities in the above recipes.
- The ink from fluorescent yellow markers will stain everything it touches. Be careful to keep it off clothes and surfaces. It is not toxic or dangerous to humans but is not intended for human consumption.
- Do not drink any glow in the dark fluid.
Categories: Science for Kids
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