I recently attended the Rural Education Project (REP) Conference. The theme: Towards quality learning and teaching. Between 2006 and 2009, REP aims to develop the literacy and numeracy skills of primary school learners in under-resourced rural schools.
The project, part-funded by the Claude Leon Foundation, is interesting in that it did not set out to look for the one magic bullet in education, but rather aimed to critically explore and measure differentiated approaches to improving education in 38 rural case schools.
Essentially, the project is based on an experimental programme approach: which approaches work in which schools under which conditions? Levels of engagement occurred at district, community, school and classroom levels.
Cally Kuhne, REP project manager, pointed out the benefits of this approach:
- Contribute to knowledge on rural development, in particular numeracy and literacy improvement, to inform practice and/or policy.
- Identify contextual challenges related improving quality of teaching and learning in rural schools.
- Study issues related to improving results.
- Examine unique features of each school/cluster.
- Enrich understanding of current practice, programmes, institutions and systems.
The final findings of REP will only be written up next year. For now the two-day conference was a taster — and an opportunity to network and share opportunities and challenges facing rural education. My conference notes provide details on the various presentations.


In 2017, Quebec’s Education Ministry certified the Individualized Paths of Learning (IPL) Program as a prework training program (PWTC). In 2018, the program was renamed Pinasulaurani pigiursatitauniit (work exploration). With ministerial accreditation, graduates now receive an official document from Quebec’s Education Ministry confirming their qualification.
In this program, students learn a variety of occupational skills and participate in a community project. They have the opportunity to
- get a practical initiation to various work situations,
- learn important occupational and life skills through hands-on training,
- work as members of a team to create and complete a community project,
- explore their interests and discover their strengths,
- gain valuable experience for the job market, and
- obtain an official document from the Ministry of Education confirming their qualification.
The program also ensures that students continue their formal education and improve their literacy and numeracy skills.
We spoke with Francis Marchildon-Cropas, the teacher in charge of the prework training (PWTC) program at Nuvviti School.
KI: Can you tell us about your students and your work environment?
FMC: I have 14 students: 12 boys and 2 girls. They’re at-risk teenagers who’ve opted for an academic path that’s more focused on integrating into the job market. I’ve tried to create a living space rather than a traditional classroom. Our greenhouse takes up half the room, and there’s also a computer corner and a living room area. I bring them food every day—fruit, yogurt, cereal, stuff like that.
KI: How is the teaching and learning process going?
FMC: We’re working on five projects that will help them acquire a variety of skills and knowledge based on activities like hunting, fishing, collecting plastic waste, greenhouse agriculture, and physical fitness.
There aren’t any traditional classes. Anything can be a teachable moment. For example, when we’re working in the greenhouse, growing plants or vegetables, they’re learning about botany, chemistry, physics, equipment maintenance, and so on. They’re also learning about planning, problem-solving, teamwork, and responsibility!
When we do outdoor activities, I talk to them a lot about history, about their history, techniques the Inuit and other peoples use to fish, hunt, build shelter, and make clothing. Building an igloo, a kayak, or a sled—that takes math, mechanics, and the ability to choose and use the right materials. It’s science!
When we go out kayaking or collecting plastic, we talk about the close relationship between humans, nature, and animals, we talk about environmental problems, waste management, and plants and animals.
When we go biking, play basketball, go skating, or do any other sporting activity, we talk about why sports are good for the body and the mind, about eating habits, and the impact of cigarettes. We’re also learning about mechanics, since we’re the ones fixing our bikes!
KI: So, what you’re teaching them goes beyond practical skills to integrate into the labour market?
FMC: Yes, I encourage them to exceed their limits, to work hard when the going gets tough, and to be proud of what they accomplish. I try to teach them patience, to enjoy working hard and being proactive instead of looking for instant gratification. I want them to believe in themselves and their potential. As I often say, I plant seeds hoping that beautiful plants will grow, whether it’s tomorrow, next year, or even in 10 years!
KI: Can you give us an example?
FMC: We’ve placed containers in strategic locations around the village to collect plastic waste. The waste will then be sent down south to be recycled. The students are doing something useful for their community, doing their part to make things better. Because of them, that waste won’t end up in the natural environment, it won’t cause pollution, and it won’t endanger wildlife. I frequently congratulate my students, I try to make them aware of the important role they’re playing, of the difference they’re making. I also tell them that one day, maybe one of them will start a local recycling centre instead of sending waste down south. That would mean even less pollution, and it would create jobs.
KI: Thank you for talking with us, Francis. We hope you’ll continue planting seeds for years to come!


The right to education is considered a basic human right. It is enshrined under Article 26 of the Universal Declaration for Human Rights. Commemorated on 24th January, the International Day of Education recognizes the pivotal role education plays in promoting sustainable development. In its adoption of the Sustainable Development Goals, the international community affirmed the importance of education in advancing human development. Literacy guarantees participation and inclusion in creating sustainable solutions for development. Access to quality education equips individuals, communities and whole societies to develop innovative solutions to the world’s most pressing problems.
The vision to achieve literate societies was cemented by the adoption of education as a Sustainable Development Goal (SDG 4). However, a lot still needs to be done to ensure that elementary education is accessible to all. According to UN global statistics, most youth and children do not have access to formal education. Civil unrest and conflict contribute to the surging levels of illiteracy. An estimated 4 million children and youth refugees cannot access education owing to forced displacement. These staggering figures on child and youth illiteracy present an opportunity for collective evaluation. There must be renewed commitment towards achieving inclusive education for vulnerable populations.
This year’s commemoration of the International Day of Education is themed: ‘Learning for People, Planet, Prosperity, and Peace’. This year’s celebration will radically re-calibrate general perceptions of education and its role in advancing progress towards sustainable development. The theme seeks to present an integrated pathway to development with education as a key enabler of the process. Education is important in advancing human development through the nurturing of talents, skills, and creativity. In addition, learned knowledge promotes self-reliance and the economic empowerment of individuals.
Education provides a viable strategic framework for eliminating retrogressive cultural practices that promote gender inequality. Moreover, education is critical in raising society’s collective consciousness and shaping our values, perceptions, and attitudes towards the environment. Education amplifies collective understanding and inclusivity, thereby eliminating marginalization, whether real or perceived. The integrated realization of these elements promotes socio-economic prosperity that defines development.
If our hopes of building a better and safer world are to become more than wishful thinking, we will need the engagement of volunteers more than ever.Kofi Annan
Changing the narrative through volunteering
The provision of education has a far-reaching impact in creating equitable societies. It also ensures that no one is left behind in the race towards the achievement of sustainable development goals. Weak policy architectures, governance challenges, poverty, and poor education infrastructures present the greatest hurdles to the provision of quality education. In developing countries, education is a preserve of children in urban and peri-urban areas. While systemic gaps contribute to the widening education inequality chasm, volunteer initiatives are slowly changing the narrative.
In Kenya, The Kenya Voluntary & Community Development Project (KVCD) is tilting the geography of illiteracy for children and youth within the community. Registered as a Voluntary and Community Development Project, the institution empowers children and youth socially and economically. Through their initiatives, the NGO works to improve the quality of life of Kenyan communities. Anchored on connecting people with communities, the project’s vision is to provide support through educational and charitable work. The organization places international volunteers and distributes financial and material donations to the less fortunate. The non-profit entity also provides vocational training to youth hence positioning them as key contributors to the local economy. They also encourage creative problem solving through social entrepreneurship aimed at solving problems within the community.
Realizing the dream
The project undertaken by the organization highlights the collective determination by humanity to generate solutions to challenges within communities. Volunteers play an important role in catalyzing development at local and international levels. In addition to the broad spectrum of skills, they possess the optimism required to overcome despondency that characterizes needy situations. In addition, volunteers present new perspectives to existing challenges and a dynamic approach towards achieving sustainable development goals. Volunteerism plays a key role in the geographical distribution of skills, services and resources needed to develop communities.
Volunteer organizations challenge the status quo. By shifting conventional perspectives from resistance towards acceptance, they revive the nascent hopes that ignite the flames of possibility. Today, these words ring true as we evaluate the gains made by volunteers. These acts of selflessness secure the future of the countless majority who would be left behind without these initiatives.
IVolunteer International is a 501(c)3 tech-nonprofit registered in the United States with operations worldwide. Using a location-based mobile application, we mobilize volunteers to take action in their local communities. Our vision is creating 7-billion volunteers. We are an internationally recognized nonprofit organization and is also a Civil Society Associated with the United Nations Department of Global Communications. Visit our profiles on Guidestar, Greatnonprofits, and FastForward.


In The Accidental Drum Circle, Mark Burrows shares how, with no more than two hand drum lessons, he put together a drum circle program that reached hundreds of elementary students. This
Designed as a supplement to Together in Rhythm, The Amazing Jamnasium features a unique collection of rhythm-based integrative games and activities with easy-to-follow, process-oriented
Here is one complete resource that allows your students to jam along on percussion tracks with authentic play-along tracks. Styles from rock, pop and alternative are explored - and everything, from helpful
Get funky as you jam along on buckets and optional percussion to these sweet songs! Everything is provided, from helpful warm-ups to authentic rhythms, grooves and specific playing suggestions. Styles like
This inventive program is designed to help teachers and students discover the joy of creating music using homemade or found instruments. Fully reproducible, and including a data CD for projection and
This resource includes 15 songs with activities, lesson plans, objectives, and supplemental materials available for download including student worksheets and full-color visuals to use with presentation
Instruments are so important in a quality music education, but some struggle with using them effectively, especially if you don't have all the instruments you would like to have. Here's the answer! This
Take your students on an unforgettable musical journey with this collection of twelve original compositions using everyday objects in place of traditional instruments. While each piece includes suggestions
This follow-up to Give Me a Groove (10342144) contains a dozen arrangements utilizing buckets, pails, and drumsticks. In addition to guiding you through the process of setting up your bucket
This is another volume in the growing World Music Drumming library of teaching resources. Author, Will Schmid, collaborated with teachers from Indonesia, Egypt, Tanzania, Greece, Mexico, Hawaii,
Energize your classroom with traditional world music! From the simplest of rhythm patterns to beautiful melodies and rich harmonies, there's a part to play for every student as they explore authentic songs
Styles that groove like dixie, swing, bebop and hard bop are introduced in a sequence that reflects the overall history of jazz as well as levels of difficulty. Scat singing is optional, but can add a
Rhythm sticks provide a great way for young students to have an active performance experience and learn to read rhythms. With the advent of "bucket bands," the experience has become even more
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The JW Pepper website will be temporarily offline on December 7, 2019, from 12:00 am to 4:00 am EST for system maintenance.


Weather Recording Station
£1,745.00 ex. VAT (£2,094.00 inc VAT)
There is no better place to understand and fully experience weather with all the senses than the great outdoors, making our Weather Station the perfect addition to your natural playground! Preschool weather activities are important to propel early childhood learning, and this outdoor preschool playground equipment provides the perfect opportunity for exploration and discovery.
The Weather Station Learning Center includes the Weekly Weather Panel, Thermometer, Barometer, Weather Vane, and Rain Gauge.
The Weekly Weather Panel provides a documentation board for recording or drawing the daily weather. Since weather is never static, there are two slots for each day. The young scientists can use markers to document their findings. (Please note, use only markers that are designed to come off with water.)
Children will enjoy measuring the air temperature, whether they read the numbers or simply observe the change on the Thermometer gauge.
The Barometer predicts a change in weather by measuring variations in atmospheric pressure and the gauge indicates rain, change or fair. The Barometer normally indicates changes in weather 12 to 24 hours in advance. Young meteorologists will love predicting tomorrow’s forecast through these fun preschool weather activities.
The Weather Vane at the top of this outdoor weather station for preschoolers indicates wind direction and provides a basis for observing and discussing north, south, west, east, sunrise, sunset, etc.
The Rain Gauge collects and measures the amount of rain fall. Children who can’t read numbers can still understand the measurements of more and less.
An Optional Floor Add-On is available, it provides a play and work surface for examining tiny creatures with a magnifying glass, charting weather data or performing the daily weather report.


Years I to 5
During Years 1 to 5, our aim is to develop the speaking, thinking, literacy and numeracy skills which are so vital for your child’s foundation years.
At the beginning of each term you will receive all the material for the term. This includes all unit booklets, and resources from the College library. In Term one you will also receive your Soundwaves text (Scrapbook & Student Workbook) and a selection of art materials and stationery to help you set up your school kit. In term two you will also be provided with your iMaths Student Workbook.
Our teaching staff also offer weekly Online sessions with students from each class, and this provides an opportunity for students to interact with each other under teacher guidance, to enjoy various educational games and activities together.
Children learn in many different ways, but they all benefit from hands-on participation. Children learn and interact with the world via their senses. They need to see, touch, taste, smell or hear actual objects while learning (using ‘concrete’ materials).
Just remember that you are just a call away from one of our friendly teaching staff who are ready to support you and offer you some solutions should you need them.
Reading to Your Child
Reading Bible stories, other stories, poetry and magazines or comics to your child is a wonderful opportunity to enjoy written language together. Try to find time each day to read with your child. This is an excellent way to develop oral language and the skills of prediction and reflection.
‘Prediction’ asks your child to forecast what will happen using the information they already have from the story, and also their life experiences; they use this to make reasonable judgements.
‘Reflection’ asks your child to think carefully about what they have just heard or read. It may be an important discovery for your child, a revelation, or a means for them to link ideas that have been forming for a while.


High Touch High Tech brings fun kids science experiments right to your classroom. We deliver in-school "field trips" that transform your classroom into a Living Laboratory! Elementary students in grades K-5 can become a real scientist and learn by doing fun science experiments. Our programs and science activities align with the curriculum for elementary education and offer elementary science in a totally hands-on and participatory manner.
High Touch High Tech programs build confidence for standardized testing.
Our elementary programs develop problem-solving skills as well as build self-esteem and a positive regard for learning. Students learn best when they are involved in first-hand exploration and investigation. High Touch High Tech programs provide students with the opportunity to interact with their peers, becoming science buddies, share ideas and contribute to inquiry based discussions that support the way in which students naturally learn.
High Touch High Tech scientists are highly trained and create an environment of respect and integrity while encouraging students to reach their potential. Our scientists provide high quality classroom instruction and thought-provoking science projects.
Our hands-on STEM experiments allow students to make direct observations and to manipulate materials and equipment. We use materials that are safe and relevant to children's lives. Students can duplicate many of these experiments at home with their parents and even utilize similar activities for science fair projects.
High Touch High Tech programs are centered on the individual child's experience; therefore, many programs can be adapted upon request to meet the needs of other grade levels.
Elementary programs and availability may vary by location. To learn more visit our Locations page to find the location nearest you!


Science, Tech, Math › Social Sciences What is a PZEV? All About Partial Zero Emissions Vehicles Share Flipboard Email Print Ann Johansson / Getty Images Social Sciences Environment Alternative Fuels Climate Change and Global Warming Green Living Environment Health Pollution Psychology Sociology Archaeology Economics Ergonomics Maritime By Christine & Scott Gable Automotive Experts B.S.E, Art Education, Millersville University Christine and Scott Gable are hybrid auto and alternative fuel experts who brewed biodiesel and traveled 125,000 miles on waste vegetable oil. our editorial process Christine & Scott Gable Updated February 25, 2019 PZEV is an acronym for Partial Zero Emissions Vehicle. PZEVs are modern vehicles with advanced engines equipped with cutting-edge emissions controls. PZEVs run on gasoline, yet offer extremely clean emissions with zero evaporative emissions. Although these vehicles still do give off harmful carbon monoxide outputs, they significantly decrease harm to the environment caused by daily vehicular commutes and personal use of automobiles by a majority of Americans. Originating with California's Zero Emission Vehicle mandate, the PZEV variety revolutionized the automobile manufacturing industry in the wake of the advent of the electric engine. Origins of Cleaner Vehicles in the U.S. PZEVs come by way of California’s Zero Emission Vehicle (ZEV) mandate, a vital portion of the state's low emission vehicle program dating back to 1990 requiring automakers to produce either battery electric vehicles (BEVs) or hydrogen fuel cell vehicles. PZEVs have their own administrative classification within the state’s low-emission vehicle standards. Throughout history, California has set a tight green benchmark for stringent emissions laws that have in turn led to tighter federal regulations. Vehicles are required to meet tight emission test requirements for volatile organic compounds (VOC), oxides of nitrogen (NOx), and carbon monoxide (CO). While it was thought at the time that battery electric vehicles would become numerous on roads, problems from cost to range — and even marketing issues — led to a modification of the ZEV mandate that gave birth to the PZEV. The PZEV category was created as part of a compromise between the California Air Resources Board (CARB) and automobile manufactures that allowed postponing the production of mandated ZEVs. In exchange, automakers were each assigned a quota based on sales that earned ZEV credits for every PZEV vehicle sold in the state. CARB’s advantage in the deal? Manufacturers that don’t meet the assigned quotas cannot continue to sell vehicles in the state. No car company has missed complying since! A PZEV Must Be an SULEV Before a vehicle can become a PZEV that meets or exceeds California’s specific requirements, it must be certified as an SULEV or, Super Ultra Low Emission Vehicle. Seriously, they use the words "Super Ultra" to describe these vehicles! This emission standard establishes limits for the amounts of key pollutants coming from a vehicle’s tailpipe and is set by the U.S. Environmental Protection Agency (EPA). Additionally, the SULEV’s emission components must have a 15-year, 150,000-mile warranty. Since a PZEV complies with tailpipe standards for an SULEV, the exhaust can be as clean as that of many gasoline-electric hybrids without the cars incurring the hybrid’s price premium. What a Difference It Makes! An important part of the PZEV’s advantage is its elimination of evaporative emissions, the gasoline fumes that escape during refueling or, especially on hot days, from the fuel tank and supply lines. The system makes a real difference in air quality. Originally, PZEVs were only available in California and the states that had implemented California's more stringent motor vehicle pollution control rules like Maine, Massachusetts, New York, Oregon, and Vermont. However, recently other states began implementing similar standards including Alaska, Connecticut, Maryland, New Jersey, Pennsylvania, Rhode Island, and Washington. Manufacturers began mass-producing these vehicles with the rise in popularity of eco-consciousness in the 2010s. The 2015 Audi A3, Ford Fusion and Kia Forte all qualified as PZEVs and newer and additional makes and models of these vehicles are increasingly appearing on the market. Today, PZEVs are widely available across the country and the market for electronic vehicles is also on the rise.


Our Educational Goals
Objectives of the Curriculum:
1. achieve cognitive, affective and psychomotor excellence;
2. enhance self-awareness and explore innate potential;
3. promote Life Skills goal setting, decision making and lifelong learning;
4. inculcate values and foster cultural learning and international understanding in an interdependent society;
5. acquire the ability to utilize technology and information for the betterment of humankind;
6. strengthen knowledge and attitude related to livelihood skills;
7. develop the ability to appreciate art and showcase talents;
8. promote physical fitness, health and well-being.
The school curriculum is designed to equip children with all necessary knowledge to make them better individuals. Primary, preparatory curriculum paves the foundations while the secondary curriculum gives a polished practical touch in all areas of learning.
The curriculum acknowledges the fact that subjects like language, mathematics, science and social studies help the cognitive development of the child and, therefore require a greater academic emphasis. Further, CBSE also envisions the all-round development of students in consonance with the holistic approach to education and therefore, emphasize integration of co-curricular domains with curricular activities in an equitable manner.
In operational sense, the secondary curriculum is learner-centred with school being a place where students would be acquiring various skills; building self-concept, sense of enterprise, aesthetic sensibilities and sportsmanship. Therefore, for the purpose of fostering core competencies in learners, this curriculum encompasses seven major learning areas, from scholastic and co scholastic point of view. Languages Scholastic Areas Social Sciences Mathematics Science Health and Physical Education Co-scholastic Areas Art Education Scholastic Areas.
The curriculum envisages individualized learning acumen and seeks to explore the potential of students in acquiring substantial acknowledge and skills through academic rigors. With greater academic orientation and research skills in core academic areas,
students would evolve as judicious young adults with a sense of real self-estimate having true values and principles.
The curricula in languages focus on listening, speaking, reading and writing skills and, hence, develop effective communicative proficiencies. Learners use language to comprehend, acquire and communicate ideas in an effective manner.
(ii) Social Science intends to make learners understand their cultural, geographical and historical milieus and gain in-depth knowledge, attitude, skills and values necessary to bring about transformation for a better world. Social Science include the learning of history and culture, geographical environment, global institutions, constitutional values and norms, politics, economy, interpersonal and societal interactions, civic responsibilities and the incorporation of the above-mentioned learning. Learners appreciate and value everyone’s right to feel respected and safe, and, also understand their Fundamental Rights and Duties and behave responsibly in the society.
(iii) Science includes gaining knowledge about Food, Materials, The World of The Living, How Things Work, Moving Things, People and Ideas, Natural Phenomenon and Natural Resources. The focus is on knowledge and skills to develop a scientific attitude and to use and apply such knowledge for improving the quality of life. This learning can be used to analyse, evaluate, synthesize and create. Learners understand and appreciate the physical, biological and technological world and acquire the knowledge and develop attitude, skills and values to make rational decisions in relation to it.
(iv) Mathematics includes acquiring the concepts related to number sense, operation sense, computation, measurement, geometry, probability and statistics, the skill to calculate and organize, and the ability to apply this knowledge and acquired skills in their daily life. It also includes understanding of the principles of reasoning and problem solving. Learners identify, integrate and apply numerical and spatial concepts and techniques. They have clarity of concepts and are able to connect them to the real world. Learners rationalize and reason about pre-defined arrangements, norms and relationships in order to comprehend, decode, validate and develop relevant patterns.
We engage our students in meaningful, important education
we are more than just a school - we teach vital life skills to ensure pupils thrive in future life, outside of education as well as within.
We’re not just an educational institution, but a community
We’re a community, and we develop our students and staff to thrive and build long lasting relationships within.
Clubs and societies that help develop your childs persona.
At Galileo, we engage our pupils in clubs and societies outside of education, so your child finds their passion.
Come and See Us
We recommend that families come and visit our school to get the full picture.
We hope to see you soon at Galileo School.


Topic: Guitar Theory
Sometimes the answers to questions are right out there - I mean, really right out there and they seem so evident to some folks that actually explaining them doesn't seem necessary. But alas that is not the case in real life. Here we have a diagram of the Five Pentatonic Shapes along the Fretboard. Now the shapes are pretty good to know but it's only one step in understanding them. You can see them lined up together on the Fretboard in the usual manner - confusing unless you can see the individual shapes as you can in this diagram. Not only can you discern the five individual shapes but there is also actual reasons for the shape that become apparent to you when you've memorized all the notes and shapes and have spent years in study. But for me without a music education I need things put a little more simply and understandably. To the left you can see the two 6th String Root, Minor and Major Pentatonic shapes. Those have a purple box for the 6th String Root, Minor Pentatonic and a green box for the 6th String Root Major Pentatonic Shape. So the first shape you usually see nearest the nut on the Fretboard is the shape for the 6th String Root, Minor Pentatonic Shape. The second Shape you see is the 6th String Root, Major Pentatonic Shape. Now those shapes give you the minor and major pentatonics for the root note which is the lowest note on the sixth string. That note is the note closest to the top or nut of the Fretboard. You can go down the sixth string and put the root for the major and minor shapes, looking below this entry for those Scale Formulas for the 6th Strings and just go to town. It's a good way to start learning those notes and why you want to learn those notes. The middle Pentatonic Shape, the Third Pattern has it's own unique information with both the minor and major shapes from that pattern, - that's another posting. The two shapes at the end or right of the Fretboard diagram are for the 5th String Root, Minor and Major Pentatonic Shapes. They use the same scale formulas that you will find in previous blog entries below. It's almost like this stuff is making sense to me.


The mission of the art education program at Pinewood Elementary is to promote 21st century learning through project based experiences. Students learn to be creative, think critically and solve problems, communicate and collaborate through visual arts.
- Create a 21st Century learning environment in which Creativity, Critical Thinking, Communication, and Collaboration are fundamental in hands on learning opportunities and activities.
- To create inter-disciplinary connections with other academic content areas (art & math; art & literature; art and culture/social studies).
- To educate students about our visual culture while promoting creativity and self-expression.
- To teach problem-solving skills and critical thinking methods.
- Learning history and culture through art appreciation and creation.
- Explore a variety of art mediums to communicate ideas and feelings.
- Create an atmosphere where students have a “can do” attitude.
Curriculum, Art Mediums, and Portfolios:
- Students will be exposed to a variety of art mediums including drawing, painting, sculpting/ceramics, printmaking/stenciling, collage, and mixed-media.
- Our art curriculum is based on the MN State Standards in the visual arts and encompasses art appreciation, and art history, art making, self-expression, as well as the basic elements and principles of design.
- Students create a portfolio of work that shows their progress throughout each trimester. Portfolios are sent home on a trimester basis or at the end of the school year.


Be entertained viewing a cool picked and extremely easy to understand Science Experiment for kids video:
Contents of this Science Experiment Video
This video is about a science experiment that allows you to make a rainbow in a glass. The video will give a list of materials needed to make the rainbow as well as some step by step methods on how to make it. The materials that are needed are simple items you might find in your home, which makes it safe for kids to try. The materials are sugar, food color, water, 5 glasses and a spoon. The experiment involves density and the video explains how the density of the water makes it possible for the rainbow to form in the glass.
Children will enjoy viewing this Science Experiment facts for kids video and better your children’s general knowledge Science Experiment.
This Science Experiment video is genuinely wonderful for your children, from those kids partaking in early learning programs for pre-K kids, till Fifth graders, naturally also preschool children and toddlers schooled at home.
Go ahead check out our available totally FREE educational videos for kids, hand recommended by our private editors. These videos are best selection of science for kids videos right here on our science kids website. Take a look at a lot more remarkable and educational albeit enjoyable easy science facts for young children on our simple science education web site for children about comparable subjects, and let your kids take pleasure in doing our numerous FREE OF COST simple science worksheets, FUN online science quiz games and complimentary children games online.
Appreciated our Science Experiment video? Research lengthy information and facts relating to Science Experiment.


He’s got perfect pitch. He is 22, and sings with a rasp and vibrato through that last high note. Kodi’s piano accompaniment shows off technical precision that stole my heart.
Autistic people have talent, and nearly all autistic people have perfect pitch (read my research study). Autistic musical savants like myself want to be recognized for musical talent, the practice time we devote to showcasing perfection, and the music theory training that helps us fit in to a group of quality musicians, because we are usually the strongest one in the room.
Kodi’s win made parents and teachers think about autistic talent, and now everyone wants piano lessons for their autistic child.
All my piano students are autistic. Every autistic piano student should have equal access to the arts, whether they are nonverbal, blind, or poor motor skills. We can all do it, because we have the gift. But do all piano teachers have the gift to teach?
Current research is critical to work with a demographic that is misunderstood by mainstream education. Those who put together homegrown curriculum and color-basedprograms are truly demonstrating incompetent teaching skills. Teaching down to the diagnosis is a form of discrimination, and parents need to learn how to recognize a poor teacher-student relationship.
How to Know if Your Autistic Child’s Piano Teacher Is Trained for the Job
- The teacher will begin the lessons even if the student does not have an appropriate instrument in their home
- The teacher plays all assignments for the student, and then teaches by rote
- The teacher assigns scales and flashcard work for home practice
- The teacher does not hold a 4-year music degree from a nationally accredited institution.
- The teacher focuses on correcting posture and finger shape more times than the student is playing during the lesson.
- The teacher’s rates are below market rate for professional services in your region
- The teacher refuses to teach online (skype/facetime) to accommodate the student
- The teacher uses “student with autism” or “definitely has a spectrum disorder” language without regard for the prevailing preference of autistic people to be called primarily “autistic”
- The teacher talks slow, loud, and with vocabulary that feels infantilizing.
- The teacher is not autistic, and therefore, cannot serve as a positive role model.
Thankfully, I’ve done the work for you!
Piano teachers looking for an evidence-based piano pedagogy, read about my professional training program for LDME™ Training – Developmental Music Education™ Training to become a licensed developmental music educator®
Research Study about autism and perfect pitch: Non-Verbal Paradigm for Assessing Individuals for Absolute Pitch Kupferstein, H., & Walsh, B. J. (2016). Non-Verbal Paradigm for Assessing Individuals for Absolute Pitch. World Futures, 72(7-8), 390-405. [PDF]
Parents who want to learn more about piano lessons for autistic and nonverbal students using a method that guarantees these goals through neuroplastic changes, BOOK A CONSULT and let’s set a time to talk.


In our tight-knit community, every child is acknowledged and celebrated daily and has the opportunity to form deep friendships that will last throughout his/her life. The small community breeds confidence as well as opportunities for leadership. Our students enter middle school understanding that they are agents of change while knowing who they are and the true values they hold.
Every day begins with a 30 minute morning meeting, one of the tenets of Responsive Classroom. During this time, students greet each other, do an activity together, share news, and read a morning message. Through this morning meeting, students’ sense of belonging, significance, and fun are targeted. Once these three feelings are ignited, students are prepared for a day of learning.
We recognize that a child’s social and emotional growth is just as significant as his/her academic growth. The Responsive Classroom approach is a widely used, research-backed approach to elementary education that increases academic achievement, decreases problem behaviors, improves social skills, and leads to more high-quality instruction. Through opportunities for autonomous choice-making, logical consequences, and positive teacher language, classrooms become a place where students are challenged to grow their academic, social, and emotional competencies daily.
Another essential aspect of Responsive Classroom practice is the use of logical consequences. Kids, like all people, make mistakes, and when they do, we want to treat them with respect and kindness. By using logical consequences, instead of disconnected punishments, our students have a greater sense of responsibility and community.
For more information on Responsive Classroom click here. https://www.responsiveclassroom.org/about/principles-practices/
Based on the book Have You Filled a Bucket Today? by Carol McCloud, students learn a tangible metaphor for doing kind deeds for others. Through individual student buckets and classroom buckets, students are able to both give recognition to others who fill their buckets and receive recognition for kind deeds they have done. Bucket filling provides a simple language that all students can use to speak and think about the ways they treat others.
Every child in Transitional Kindergarten through second grade is assigned a buddy from third through sixth-grade students. The buddy relationship blossoms throughout the year by joining together in Tefillah, celebrating holidays, and creating a special friendship. Their partnership builds leadership skills for older students while building the confidence of the younger students.


The Foundation Skills Assessment (FSA) is an annual assessment of students’ reading, writing and numeracy skills. FSA is B.C.’s earliest provincial indicator of student performance and provides strong evidence of future student achievement. The FSA is the first time a student writes a provincial assessment and is written by all students in Grades 4 and 7.
The purpose of the FSA is to:
- Provide system level information on student performance
- Provide districts and schools with information on student performance.
- Support decision making (interventions, planning, resource allocation, curriculum, policy, research)
Students in Langley write the FSA at their home school during regular instructional time, usually in November. FSA results are sent home to parents in January but these results are not included in a student’s school assessment or reporting results.


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


Did you understand that? Educational language planning from an intelligibility perspective
Presented by Dr Cindy Schneider, University of New England, Armidale and Associate Professor Charlotte Gooskens University of Groningen, Netherlands
Thursday 28 July 2016 | 12 – 12.30 pm
Oorala Lecture Theatre (Bldg E22)
In the Pacific Island nation of Vanuatu more than 100 indigenous languages are spoken by fewer than 300,000 people (François et al 2015: 5-6; Vanuatu National Statistics Office 2016). The government has implemented a policy where children are now to be educated for the first 3 years in an indigenous language of the school’s choosing. This is to facilitate literacy development and to preserve endangered languages.
However, in some classrooms more than one mother tongue is spoken. In such cases the policy recommends that the language with the most native speakers should be promoted. This is unproblematic for speakers of the larger language, but what effect does this have on those children who are instructed in a vernacular that is not their own?
To answer this question, we conducted intelligibility tests across closely related varieties of northern and central Pentecost. We conclude that in villages where children already receive a good deal of exposure to other language varieties in their daily lives, implementation of the government’s educational policy is a viable option. However, we make this point with the caveat that what is practical and beneficial for literacy education is not necessarily optimal for the preservation of small endangered language varieties.


BEGINNERS - KINDERGARTEN ART
Dr. Maria Montessori said, “When a free spirit exists, it has to materialize itself in some form of work, for this, the hands are needed.” She believed that “the education of the hand is particularly important since the hand is an organ of the mind, the means which the human intelligence uses to express itself.” Art in Gainesville, FL, provides this opportunity for self-expression. In Montessori classrooms, creativity in the whole child is encouraged. This is first approached indirectly through work in practical life (includes sewing and weaving) and Sensorial (exploration of the senses) areas of the classroom. Art in the Montessori classroom is another way to foster a child’s keen sense of observation, respect, understanding of the past, freedom to express one’s self, appreciation of the beauty in life and to bring inner delight and self-satisfaction.;
Art appreciation is taught using various means. Reproductions of art masterpieces from many eras can be seen displayed in the classroom at the children’s eye level. In works throughout the classroom, sorting and matching work using three-part cards of artists and pictures of their artwork. Timelines are used to show the lives of artists and how art has evolved over the years. Allowing the children to do their own “reproduction” of a famous artist’s work is an educational and fun activity.
ELEMENTARY - MIDDLE SCHOOL ART
Students learn about the elements of art, principles of design, and art processes of various mediums in both two and three-dimensional art forms. Students also learn to use the tools of the various art mediums. Students develop an understanding of the relationship between art and culture, including art theory, art history, periods of art, art movements, art styles, subjects in art, and symbolism in art. Students will also connect visual arts to other disciplines, including geometry, biology, botany, architecture, music, literature, photography, philosophy, psychology, computer technology, and construction. Students create original and unique works of art using their creativity and imagination. Classes meet for one hour each week.
MEET THE ART TEACHER
Degrees and Certifications:
Ms. Joanne McFarland, Art (1st - 8th)
- B.F.A., Creative Photography, University of Florida
- Graduate Studies, Elementary Art Education, University of Florida
- Montessori 6-12 Certification
- Certified Teacher, State of Florida, K-6th
- Certified Teacher, State of Florida, K-12th (Art)
- Hobbies: all forms of art and crafts, reading, knitting, baking
- MMS Affiliation since 2013


Lord Dalhousie had introduced a number of reforms in the field of education.
The Government did not take any step for the promotion of vernacular education.
In 1854 Sir Charles Wood, the President of the Board of Control sent his recommendations known as “Woods Despatch of 1854” to India reorganizing the whole structure of education.
The wood’s dispatch laid the foundations of the modern education system.
Wood’s Despatch emphasized the education of the masses and announced the duty and responsibility of the Government to provide education for the people of India.
Thus, the British attitude towards education as the medium for a cheap supply of clerks changed and elementary education in vernacular languages was considered as a welfare scheme under the Government.
Schools receiving Government grants were to follow the rules and regulations of the Government.
The Education Department of each province of the British Empire was put under the Director of Public Instruction (DPI).
The government laid emphasis to make the education secular and religious teaching in schools was discouraged.
Training schools were opened to train the teachers in modern knowledge and teaching methods.
The Despatch also laid stress on technical and women education.
It also made provisions for award of scholarship for proficiency in studies to encourage meritorious students.
The Government did little to execute the recommendations.
Knowledge in English was essential for appointment in Government services and English medium schools gained popularity.
Emphasis on English medium also prevented the spread of education to the masses.
Click the following links to Read more:


See and Learn teaching programs provide evidence-based activities, guidance and support to help children with Down syndrome improve their speech, language, reading and numeracy skills.
See and Learn resources are designed to meet the specific learning needs of children with Down syndrome. They can also be helpful for other children experiencing similar learning difficulties.
The See and Learn programs are informed by and consistent with the latest available scientific evidence of the children's development, learning difficulties and effective interventions.
Easy to use at home and school
Children with Down syndrome often need more explicit instruction, together with lots of practice and rehearsal to learn and retain new skills. See and Learn resources are designed to be easy to use at home for regular teaching and practice.
They are also suitable for use in schools for additional one-to-one targeted teaching and in individual and group therapy sessions.
Developed by experts
The See and Learn programs are designed by internationally recognized researchers and practitioners who have worked with and supported children with Down syndrome and their families for over 30 years.
The See and Learn programs are available as printed kits and as apps for a variety of tablet devices and computers. We ship kits directly to clients around the world. Our apps are available in most countries from the major app stores.
The See and Learn teaching programs
Developing clearer speech production.
See and Learn Speech is designed to teach children with Down syndrome to hear and produce speech sounds, to hear the differences between sounds, to develop their speech sound system, and to produce clear speech.
Language and Reading
Learning vocabulary and developing language skills by learning to read from an early age.
See and Learn Language and Reading is designed to teach children with Down syndrome early vocabulary, sight words, simple phrases and sentences, and grammar rules. Learning to read offers the children concrete and visual representations of language concepts to support the development of their spoken language skills.
See and Learn Numbers
Learning about early number concepts.
See and Learn Numbers is designed to teach young children to count, to link numbers to quantity, to understand important concepts about the number system and to calculate with numbers up to 10.
Supporting future research and development
The See and Learn programs are developed by Down Syndrome Education International - a nonprofit, global leader in educational research and support for children with Down syndrome. Proceeds from the sales of teaching kits and apps support ongoing research, development and support services.


Keep reading fun during summer and avoid student skill-slide in fall
As schools across our community prepare to head into what we all hope is a sunshine-filled summer, Start Making A Reader Today (S.M.A.R.T.) is celebrating the end of its 26th year of bringing a love of books and reading to local kids.
More than 230 SMART volunteers in Marion County spent time each week reading one-on-one with 624 local pre-kindergarten through 3rd-grade students, providing a fun, child-guided and culturally affirming experience with books. And, students picked out nearly 8,000 books to keep for their very own.
SMART's logic is simple: when kids think reading is fun, they want to read more often, and they’re more likely to develop and hone the skill. But encouraging kids to have fun with reading isn’t just limited to the school year.
While summer days are perfect for playing outside, swimming and relaxing with friends, they are also a critical time in a child’s literacy development. Students can lose up to one-fourth of their reading skills over the summer and those losses can add up over the years.
This phenomenon is commonly called the “summer reading slide,” and it can have negative long-term impacts on student learning, especially when it comes to reaching the 3rd-grade reading benchmark – a critical benchmark for academic success. According to state statistics, more than half of Oregon’s 3rd-graders are not currently meeting state reading standards.
The good news for parents and families is that the summer slide can be avoided by simply building in some time to read together and enjoy books throughout the summer.
Here are five tips for making reading fun and counteracting the summer slide:
1. Have books on hand during trips and errands – keep a stash in the car or in a backpack so they’re always within reach. If you’re going on a road trip, consider bringing along an audiobook or two.
2. Set a bedtime routine focused on giving kids time with books they enjoy. You can even choose a new book to read aloud as a family.
3. Use favorite summertime activities as opportunities to read and learn about new topics. If you’re going to the coast, bring along some books about the ocean. Headed to a baseball game? Suggest that your child read about a favorite player beforehand.
4. Switch it up! Explore a range of reading materials such as kids' magazines, comic books, or even kid-friendly cookbooks.
5. Let your kids see you reading. Sharing your enthusiasm for books helps get kids excited about reading, too.
The most important reminder is to help kids build reading motivation and enjoy books. It’s not about setting a minute or page requirement, but rather, encouraging children to read every day so that when fall rolls around, they’re ready and excited for another year of reading and learning.
Erica Heisler is SMART's Northwest program manager. Reach her at firstname.lastname@example.org. To learn more about SMART or volunteer in a local SMART program this fall, visit www.getSMARToregon.org or call 503-391-8423.


At the National Association for Music Education (NAfME), our mission has always been “to promote the understanding and making of music by all,” regardless of circumstance.
When the Every Student Succeeds Act (ESSA) passed in 2015, we became one step closer to achieving that goal. For nearly 15 years, due to the policies of No Child Left Behind, students, educators, parents, and music advocates frequently faced narrowed curricula that reduced student engagement in music and arts.
Today, the No Child Left Behind era is long gone. Music is featured as a standalone listing in ESSA’s “well-rounded education” provision, bringing numerous opportunities, including the Title IV-A block grant, which supports access to a sequential and standards-based music education.
Authorized at $1.6 billion, Title IV-A, otherwise known as the Student Support and Academic Enrichment (SSAE) grant, has great potential to provide robust funding to a variety of school districts in supporting student access to a well-rounded education. Although well-rounded is only one of three allottable uses—others being safe and healthy programs and educational technology—these funds can be used in a multitude of ways to support in-school music programs.
One district may want to utilize their Title IV-A funds to support capital costs, such as buying new instruments or sheet music, while others may want to supplement costs for facility improvements in their performing arts spaces. The possibilities can be endless, but how can you best determine what is most needed for your school and school district’s music programs?
In 2015, NAfME’s Council of Music Program Leaders developed a tool titled the Opportunity-to-Learn (OTL) Standards, which identifies and outlines resources that need to be in place for students to have an opportunity to achieve music literacy. The OTL Standards are aligned with the 2014 National Core Arts Standards and address four areas:
- Curriculum and scheduling: The curriculum must reflect a vision for helping students achieve the desired learning goals. The key to this vision is the scheduling of sufficient time so that students can carry out the four artistic processes (creating, performing, responding, and connecting) necessary for deep learning emphasized by the 2014 Music Standards.
- Staffing: The standards will not be achieved by students unless the system for delivering instruction is based on certified educators with the requisite qualifications, augmented in a structured and appropriate way by community resources.
- Materials and equipment: Music education cannot exist without making music, and making music in most traditions requires instruments, accessories, texts, and increasingly, access to and use of various technologies.
- Facilities: Making and learning music requires the dedication of appropriate space for day-to-day instruction. Correct design and maintenance of this space is essential to the success of the program and of the students.
Each area is given indicators to provide distinction between basic and quality needs for music programs. The OTL Standards also offer specific guidance for all grades and all music education content areas, including general music education, music technology, music composition, and ensembles such as band, orchestra, and choir.
An Invaluable Tool
Naturally, we believe the Opportunity-to-Learn Standards can be an invaluable tool for school administrators as you participate in your district’s needs assessment or local application for Title IV-A.
They can act as a simple checklist to determine your music programs’ specific needs. You may even want to pitch the OTL Standards to your school district’s fine arts coordinator or arts/music curriculum specialist, who can collaborate with other music education staff about what is or is not available throughout the district. Ultimately, the OTL Standards can be a great exercise in cultivating a positive relationship with your music educators, providing you with information that allows you to see music education through their lens.
In FY 2018, Congress appropriated $1.1 billion for the Title IV-A block grant—an amount that we were most pleased about, especially after the previous year’s inadequate funding level of $400 million. At this funding level, numerous school districts will have the true flexibility that they deserve to invest in a well-rounded curriculum, including the ability to provide access to music education.
As we continue the 2018–19 school year, we hope you and your district will utilize the Opportunity-to-Learn Standards to evaluate your school’s music programs and determine their needs. Each and every student deserves a well-rounded education, and Title IV-A may be the key to providing your students the access to a sequential and standards-based music education.
Ronny Lau is the assistant director of public policy for the National Association for Music Education.


PRE ENTRY NUMERACY TEST NURSING
FREE Sample Nursing Numeracy and Literacy Test Questions
The full nursing PrepPack™ contains practice materials giving you the preparation you need for the online nursing test. Materials in the pack include mental arithmetic and literacy questions, study guides, video guides, drills, practice tests, and full explanations and tips for every question.[PDF]
Birmingham City University Faculty of Health Undergraduate
Undergraduate Nursing Pre-entry Testing Numeracy Assessment – Sample Test Paper This provides you with a sample of questions designed to test your basic numeracy skills as part of the recruitment and selection process for the Sc (Hon’s) Nursing Programme (Adult, hild, Mental
Nursing Pre-Entrance Test | Nursing Pre-Entrance Exam Review
Nursing School admission test prep to raise your Nursing School admission test score with Nursing School admission practice questions. Nursing Pre-Entrance Test Review; PAX . STUDY GUIDE. PAX . FLASHCARDS. Nursing Pre-Entrance Test Review. Here are the sections on the RN and LPN Pre
Sample Numeracy and Literacy Test - School of Nursing and
Numeracy and literacy tests are no longer a requirement for entry on to our Nursing and Midwifery degrees as you already need Level 2 qualifications in Mathematics/Numeracy and English/Literacy as part of the entry requirements. However, numeracy testing will be ongoing throughout your Nursing or Midwifery course as you will need to use these daily in your profession so it's important to develop and [PDF]
Nursing/Registered Nurse Interview and Selection Days
Numeracy and literacy tests: information and sample questions. Nurses need to be both numerate and literate to register with the Nursing and Midwifery Council. During our interview and selection days you'll complete a numeracy test and a literacy test. What do the tests involve? The literacy and maths test last for 30 minutes.
Nursing Numeracy & Literacy Test Preparation for
The nursing maths test is an online test designed to see how well you can work with the types of numbers you use every day as a nurse. You are given a set of questions to answer quickly, ranging from mental arithmetic questions with just calculation to a word problem which sets out a scenario for you to read and then work out the answer.
Nursing Numeracy Test - Sample Questions - JobTestPrep
The nursing numeracy test presents two challenges- using unused, unpolished skills and not having the crutch of a calculator in the test (depending on where you apply). At JobTestPrep, we want you to be able to go into the nursing maths test confident in your skills and ready to succeed.5/5(2)Brand: JTP
Literacy and Numeracy test for entry to Diploma enrolled
Oct 24, 2011I have applied for a enrolled nursing course, and i have to sit a literacy and numeracy test which is next week. and was wondering if there was any study material, specifically on numeracy which would be available, since i didnt do maths in yr 12, it has been a while. any help would be greatly appreciated and i mean greatly.
Nursing Pre-Entrance Exam Online Course
Your nursing pre-entrance exam (PAX-RN) is very important to your future, so most students invest in a Nursing Exam Study Guide and many choose to supplement with Nursing Exam Flashcards. Given what’s at stake, taking responsibility for your own preparation is the prudent course.[PDF]
College of Nursing, Midwifery and Healthcare Sample
Sample - Numeracy Paper 1. September 2016 College of Nursing, Midwifery and Healthcare Sample - Selection Day Numeracy Test There are 20 questions to be answered. You have 20 minutes to complete the test. Calculators may be used, but only conventional calculators can be used. Mobile phones must be switched off during the test please.
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The white keys on the keyboard are full of possibility. Let's get started by mastering the major modes.
Welcome to part two of our Theory for Producers series! This series is all about demystifying music theory by looking closely at popular songs and how they demonstrate common musical concepts we can use as producers to improve our tracks. In part one we looked at the black keys on the keyboard. In this section we’ll be examining the white keys and a few different types of melodies you can create with them.
By the end of this course, you’ll have created a collection of grooves using three different scales comprised entirely of the white keys. We’ll look at the songs of Michael Jackson, Katy Perry, and Queen with David Bowie to illuminate the various modes and how you can use them to create your own great music.
This course was created in partnership with NYU's MusEDLab. Visit their site to learn more about their terrific work!
Ethan Hein is an adjunct professor of music technology at NYU and Montclair State University, and a founding member of the NYU Music Experience Design Lab, under the leadership of Alex Ruthmann. You can follow all his explorations of music theory, music education, and pop music at ethanhein.com.
This course was created specifically with producers in mind, but it could be helpful for any musician looking for a better grasp on music theory. Students don't need to know how to read sheet music. Students should be familiar with a DAW (Digital Audio Workstation) and should understand notes presented on a piano roll (frequently used in Ableton Live and Logic).
While you do not need to take these three courses in order, this is the second course in a three part series. If you haven't signed up for The Black Keys yet, check it out!
As with all the courses in this series, it will help if you have a basic knowledge of music production and a DAW (Digital Audio Workstation) to follow along on.
This section of the Theory for Producers series takes about an hour to get through. As with any music learning, the more time you can give to practicing the concepts you've learned, the more you'll get out of it.
By the end of this mini-course, you'll have a solid grasp and understanding of some important major-tonality scales, based on the white keys of the keyboard. You should be able to use the scales to make your own grooves and melodies, and potentially even identify it in songs you hear.
In part three of this course, The White Keys and Minor Modes, we examine minor-tonality scales derived from the white keys that can be found in popular music of all types. Jump ahead to start learning with songs by Missy Elliott, Miles Davis, Mary J. Blige, and Björk now!


School Readiness Information
The Head Start Approach to School Readiness means that children are ready for school, families are ready to support their children's learning, and schools are ready for children. Historically, Head Start often has led the early childhood field with a strong, clear, and comprehensive focus on all aspects of healthy development, including physical, cognitive, social and emotional development, all of which are essential to children getting ready for school. Our program is required to establish school readiness goals which are defined as "the expectations of children's status and progress across domains of language and literacy development, cognition and general knowledge, approaches to learning, physical health and well-being and motor development, and social and emotional development that will improve readiness for kindergarten goals" and that "appropriately reflect the ages of children, birth to five, participating in the program". Head Start views school readiness as children possessing the skills, knowledge, and attitudes necessary for success in school and for later learning and life.


The overall purpose of primary and intermediate flight training, as outlined in this section, is the acquisition and honing of basic airmanship skills. [Figure 1-1]Airmanship is a broad term that includes a sound knowledge of and experience with the principles of flight, the knowledge, experience, and ability to operate an airplane with competence and precision both on the ground and in the air, and the application of sound judgment that results in optimal operational safety and efficiency. [Figure 1-2]
Learning to fly an airplane has often been likened to learning to drive an automobile. This analogy is misleading. Since an airplane operates in a three-dimensional environment, it requires a depth of knowledge and type of motor skill development that is more sensitive to this situation, such as:
- Coordination—the ability to use the hands and feet together subconsciously and in the proper relationship to produce desired results in the airplane.
- Timing—the application of muscular coordination at the proper instant to make flight, and all maneuvers, a constant, smooth process.
- Control touch—the ability to sense the action of the airplane and knowledge to determine its probable actions immediately regarding attitude and speed variations by sensing the varying pressures and resistance of the control surfaces transmitted through the flight controls.
- Speed sense—the ability to sense and react to reasonable variations of airspeed.
An accomplished pilot demonstrates the knowledge and ability to assess a situation quickly and accurately and determine the correct procedure to be followed under the existing circumstance. He or she is also able to analyze accurately the probable results of a given set of circumstances or of a proposed procedure; to exercise care and due regard for safety; to gauge accurately the performance of the airplane; to recognize personal limitations and limitations of the airplane and avoid approaching the critical points of each; and the ability to identify, assess, and mitigate risk. The development of airmanship skills requires effort and dedication on the part of both the student pilot and the flight instructor, beginning with the very first training flight where proper habit formation begins with the student being introduced to good operating practices.
Every airplane has its own particular flight characteristics. The purpose of primary and intermediate flight training; however, is not to learn how to fly a particular make and model airplane. The underlying purpose of flight training is to develop the knowledge, experience, skills, and safe habits that establish a foundation and are easily transferable to any airplane. The pilot who has acquired necessary skills during training, and develops these skills by flying training-type airplanes with precision and safe flying habits, is able to easily transition to more complex and higher performance airplanes. It should also be remembered that the goal of flight training is a safe and competent pilot; passing required practical tests for pilot certification is only incidental to this goal.


Welcome to our Free Resource Library!
Are you looking for free printables such as worksheets or flashcards to teach literacy and numeracy skills? Here are some absolutely free resources for you! These resources are suitable for children between 3 to 8 years old. They are designed to be engaging and in bite sizes - because learning should never be overwhelming!
As you can see, we are still working hard to grow our collection of free teaching resources for all. Please continue to visit this site in the near future or SUBSCRIBE to us for updates when new freebies are added.
In the meantime, we hope you'll still find something useful for your teaching needs here. :)


Q-UP is inspired by the Stanford d.school of design thinking, which teaches students to become innovative and creative thinkers. By asking students to think about who would care about a problem and why, Q-UP encourages students to put their empathy, curiosity, and problem-solving skills in play. By allowing them to see and vote on the best responses their peers provide, students also learn to see problems from other people’s perspectives.
Q-UP: The Card Game is a tech-free version of the Q-UP app. We are dedicated to making fun, educational opportunities accessible to all students regardless of their economic background, so offering an option to play and practice offline was essential. We make it our mission to give teachers the resources to teach students the foundational skills of empathy, curiosity, and problem solving both with and without technology.
When you purchase Q-UP: The Card Game, you will also receive a series of digital lesson plans. The lesson plans provide support for teachers to customize learning and gamify classroom content for an engaging and collaborative experience.
Nope! You can play with as many people as you like.
The suggested age range for this is persons 10 and up.
A typical game takes about 30 minutes, with teams playing three to five rounds. Of course, you can always challenge the opposing team to a longer game for even more bragging rights. Best of 10, anyone?
Whether students are interested in pop culture, politics, science, fashion, current events, or another subject, we have a question for them! We designed the problem statements to appeal to a wide variety of students, and most importantly, to show them that they can apply their problem-solving skills to their lives outside the classroom.
We are currently working on creating expansion packs so that you can enhance your deck with more questions about your favorite topics. Until those become available, keep practicing with the standard deck so you can amaze your opponents with your brainpower once the new questions are released!
We would love to get them in on the game! Tell them to register their school for Q-UP at playqup.com. We will reach out to them directly to ensure that they get their hands on a deck.
Students can compete against other schools to fundraise for their team on the app, which is free to use. Q-UP: The Card Game is a hands-on way to practice in the classroom. To sign up for early access, visit playqup.com.


All about Panama Canal
The Panama Canal is an artificial waterway that connects the Pacific Ocean and Atlantic Ocean. It is 48 miles long. Originally, this territory was Columbian where the canal is located but now it is Panamian.
Vasco Nunez de Balboa was the first European who reached the Pacific and then envisioned the canal. In 1878, a French adventurer Lucien Napoleon Bonaparte Wyse was granted the right to build the Canal by Columbia. He sold the rights to a French company.
Facts you didn’t know: –
- The project started in 1881 by France but they left it incomplete, the U.S. took over in 1904 and in 1914, the canal was completed.
- The official opening of the canal was held on the 15th August, 1914.
- When the U.S, took over the canal project they decided to build it with locks. These locks are like water-filled chambers that can be raised and lowered to move ships from one level to another.
- The locks are 7 feet thick, 110 feet wide and 1050 feet long.
- This canal transports around 4% of the entire world’s trade and approximately 16% of the U.S. trade.
- All the vessels that cross the canal must pay a toll based on their weight.
- The Norwegian Pearl, a cruise ship paid the highest toll $375,600. An American adventurer Richard Halliburton paid the smallest toll of $0.36 as he swam the entire length of canal.
- This canal generates approximately 35% of the entire economy of Panama.
- More than 25,000 workers died during the construction of this canal due to various reasons like disease, heavy rainfall etc.
- In 1979, the U.S. Navy’s Hydrofoil Pegasus crossed the canal in 2 hours 41 minutes. It was the fastest transit in those days.
- Approximately 40 ships cross the Panama Canal every day. In a year, the number reaches up to 15,000.
- It takes around 8-10 hours for a ship to pass through the Panama Canal.
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Declan, Tobin. " Fun Facts for Kids about Panama Canal ." Easy Science for Kids, Feb 2020. Web. 18 Feb 2020. < https://easyscienceforkids.com/all-about-panama-canal/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts for Kids about Panama Canal. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-panama-canal/
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English is organised into strands:
- Speaking and Listening
- Reading and Viewing
- Writing and Representing
- Handwriting and Using Digital Technologies
- Spelling, Grammar, Punctuation and Vocabulary
In English, students develop knowledge, skills and understanding about the English language and literature. When students engage in planned learning experiences they develop the ability to talk, listen, read, view and write with purpose, effect, and confidence.
This Key Learning Area involves learning to read widely with understanding and for enjoyment, spelling accurately, writing grammatically in a variety of forms, listening and communication, critically assessing good literature and aspects of the media.
A “Literacy Block” is allocated every morning in every class at St Philip Neri. This is a dedicated period of two hours devoted exclusively to literacy development


Psychology National 5
What is special about this course?
This course develops learners’ knowledge and understanding of psychological explanations for individual and social behaviour. Psychology provides learners with opportunities to find out some of the ways that thoughts and emotions can affect how we feel and behave. Psychological knowledge of individual and social behaviour can support learners in personal and professional relationships and enable them to understand some of the factors that influence behaviour.
Learning in psychology therefore offers a suitable context for finding out about factors that are important to being a confident individual and a successful learner.
There is personalisation and choice in the topics and approaches that learners can select to investigate and explain human behaviour. As learners develop research skills in psychology, they will learn about the ethical implications of research and what this means for them as responsible citizens.
Explanations for behaviour will promote thinking, reasoning and communication skills. Learners will also develop numeracy skills, which are important to research. These skills will enhance learners’ ability to engage in society.
Learners would normally be expected to have attained the skills, knowledge and understanding required by the following or by equivalent qualifications and/or experience:
- National 4 People and Society course or relevant component units
- National 4 Biology course or relevant component units
- Social studies or social sciences courses at SCQF level 4 or relevant component units
The main purposes of the course are to enable learners to develop an understanding of the human mind and behaviour and to enhance their interest in psychology. The course consists of the following 3 units:
This unit will introduce learners to the research process, research methods and ethics used in psychology. Learners will develop knowledge and understanding of factors to consider when planning and carrying out psychological research. They will also develop numerical skills and an understanding of psychological terminology.
Psychology: Individual Behaviour
This unit enables learners to use psychology to explain individual behaviour. Learners will investigate topics and learn how these topics can be explained using psychological approaches and theories. Learners will also consider the strengths and weaknesses of different approaches and theories investigated.
Psychology: Social Behaviour
This unit explains how interaction with others shapes social behaviour. Learners will investigate social psychological topics, and use relevant concepts and research evidence to explain how the thoughts, feelings and behaviours of individuals are developed through interaction with others and within the social environment. Learners will use psychological knowledge and understanding to explain examples of everyday behaviour.
How will I study my course?
- Part Time
You will receive weekly taught sessions and work as instructed by your tutor. There will also be directed self-study to be carried out in your own time.
How long will my course last?
This is normally a one-year course, with approximately 40 study hours per unit.
Where can I study my course?
- Argyll College UHI
- Local Centres
Please contact your local centre for more information on start date.
For the latest information on fees please see our fees policy.
What can I do on completion of my course?
This course may provide progression to:
- Higher Psychology
- NC Social Sciences, or other qualifications in social studies, social sciences or related areas
- further study, employment and/or training
Is there more information available online?
You can use the above QR code to connect directly to the course details.
Apply for Psychology National 5
To enrol, or for further information on this course, please contact your local Argyll College Centre
We are delighted that you are thinking about studying at Argyll College UHI. Argyll College operates a fair and open admissions system committed to equality of opportunity and non-discrimination. We consider all applications on merit and on the basis of ability to achieve, without discrimination on grounds of age, disability, gender identity, marriage and civil partnership, pregnancy and maternity status, race, religion and/or belief, sex, sexual orientation or socio-economic background. We welcome applications from all prospective students and aim to provide appropriate and efficient services to students with disabilities.


One very popular center during Bugs, Spiders, and Insects week was the Build a Bug Center. I gathered a bunch of shapes on a tray, along with glue sticks. I had construction paper available for students to create a bug. I also made scissors available in case a student wanted to cut any of the shapes before gluing. One student created four different bug art pieces at this center during the week. I quickly filled up my bulletin board. You can see the first batch below. The last set (which somehow escaped my camera) looked increasingly like specific insects as we discussed more about them as we went through the week.
This bug building center was inspired by What We Can Do With Paper And Glue.
In our science center we continued to observe our caterpillars as they each turned into a chrysalis. We also did some observation of these insects from a Lakeshore set called Real Bugs Discovery Kit. (aff. link) Some students also completed the Bug Observation Form that I printed from Sparklebox. Several kids asked me if those were real bugs.
We created a several day craft to walk through the steps a caterpillar takes to become a butterfly. You can see our caterpillars above. I gave the students each a clothespin and a bin full of pom poms along with liquid glue. They chose the colors they wanted and glued the pom poms on the clothespins. I helped put the eyes on this time.
The next day we wrapped yarn around a cardboard tube to create the chrysalis. We put the caterpillar in the chrysalis and then used markers to color a coffee filter, which we then sprayed with water. Finally, when dry, we had the caterpillar grab its wings and emerge from its chrysalis. They are currently hanging all around the room with the butterflies clipped to their chrysalis as if they just emerged.
We played a small group rhyming game with a ladybug theme during our bug week. I placed half the ladybugs in the grass, which is a drying rack for baby items that I picked up as a special buy at Aldi. I found a very similar one on Amazon. (aff. link) My students each received a few ladybugs and then took turns choosing a ladybug from the grass. They then all looked at their ladybugs to figure out which person had the ladybug that rhymed to make a match. You can find these ladybug rhyming cards on TPT.
Our dramatic play for our insect them was BeeKeeping. I utilized some pieces that one of my coworkers had put together last year along with some printables from this Honey Bees Dramatic Play set. I always want labels for everything in my dramatic play because it helps with literacy development as well as clean up. The beehive above is a file box. (aff. link)
Inside the beehive there are hanging file folders that are covered with artwork of beehives and some with painted bubble wrap. The artwork helps the students fill out the checklist that is also part of this set, so students need to look carefully at each part of the hive to check for danger.
I laminate my inspection sheet and have a dry erase marker and eraser available at the center for students to complete.
To be a beekeeper we needed gloves, a hat with netting, a smoker, and some tools to gather the honey. Next year I will probably add some kind of white shirt to be the beekeeper’s clothing.
You cannot have bees without some flowers for them to gather nectar from, so I pulled out this set for students to water. They also had fun taking them apart and putting them back together in various ways. This set was found at Toysrus and was called the Mix and Match Flower Garden. A similar set that does not have the base can be found here. (aff. link) I actually have it as well as use it during our gardening unit.
For checking out more about bees in our pretend play area, I have this book. It is called Honeybees, An Amazing Insect Discovery Book. This book has some great photos for students to look at while in the pretend play area.


(RUSSIA, 1856-1900 – continued)
Instead of trying to rule all of vast Russia from his central bureaucracy, Alexander II decided to give Russians some local control. In 1864 he created a district assembly for rural areas called the zemstvo. In these, both the local gentry and common peasants had representation, the two forced to work together and occasionally to compromise. The zemstvo was responsible for education, medical care, veterinary service, insurance, local roads and the storage of food reserves. Medical care was communal – socialized medicine. The zemstvo would attract teachers, doctors, veterinary surgeons, bookkeepers and other professionals.
Also in 1864, Russia reformed its legal system. The judiciary became an independent branch of government and a single unified system. Bureaucratic secrecy was replaced by a new openness as to what the courts were doing. Favor under the law for the wealthy and upper classes was replaced by what was supposed to be equality before the law. Trial by jury was created for serious criminal offenses, and for minor civil and criminal cases justices of the peace were created.
In 1870, cities and towns were given powers similar to the zemstvo – power to pursue municipal economic development and to look after the welfare of its inhabitants. A limited democracy of sorts was created in the form of town councils, its members elected by property owners and taxpayers.
Alexander reformed the military, reducing duty obligation from twenty-five years to six, with recruits drawn by lot and people from all classes obliged to serve, with exemptions for hardship cases. For the military, corporal punishment was abolished, and an effort was made to improve the professionalism of the officer corps. In the military all who lacked an elementary education were to receive it. And Alexander put his army into more comfortable uniforms.
Under Alexander II, the system for state finances was improved, laying a foundation for industrial expansion. That expansion began as it had in Western Europe and the United States, with the expansion of rail lines. The growth in rail lines enabled farmers to send their crops to consumers farther away and to sell their crops at a more stable price. Railway expansion increased Russia's ability to export grain, providing Russia with money to invest in more industrialization, and railway expansion allowed a growth in the mining of minerals.
The coal, iron and steel industries were growing, as was the railway-equipment industry. There was more demand for rails, locomotives and other goods, stimulating the economy. Industrial suburbs appeared around Moscow and St. Petersburg and industrial workers grew in number. In the early 1860s the Russian Empire had about 2,000 kilometers (1,200 miles) of railroad track. By 1880 it had about 24,000 kilometers (15,500 miles) of track.
Copyright © 2003-2015 by Frank E. Smitha. All rights reserved.


"Drawing room" offers your child a sound art education. Experience how your child is developing artistic skills, accompanied step by step, in our high-quality lessons from the beginning to the master level.
MiniArt 4-6 y.o.
In this course little artists step-by-step improve their motoric skills, and eye-hand coordination. With fun excersises they learn to turn their scribbles into recognizable images, thus getting an "I CAN" feeling and a desire to continue the exploration of their abilities in visual art. As main art medium kids use pensils, felt tips and water colors.
PreArt 7-11 y.o.
This is the most important age in establishing relationship of a child with art. Older children have a desire to portray a more literal view of the world. This course is designed to equip the child with those necessary new skills, through which young artists can express their newly developed perspective on the world. In this course children will gain understanding of the process of transferring 3D environment that surrounds us onto the surface of 2D paper. They will learn to recognise 3D geometrical shapes in all man made objects and percieve edges of nature made objects. Critical self-evaluation and claiming seccess is an important part of this course and establishing oneself as an artist. Kids will learn how to create the illusion of depth in the picture, how to apply shadows and how to work with dry mediums, such as pencils, pastel chalks and charcoal.
RealDrawing / RealPainting 12-16 y.o.
Participants of this course have seriously decided to explore the depths of artistic expression. Drawing and painting lessons with integrated history of art, color theory and sculptural design are meant to bring the artistic skills of a teenager to nearly professional level. Art becomes a playground, where we learn, explore and improve. Kids develop their preferences in artistic styles and mediums and develop their own signature style.
For 16+ please go here 16+ and grownups
"My daughter was really excited about the workshop! She learned a lot of drawing techniques and artistic point of view. Some of her paintings have been framed and found a place in our living room."


“Productive.” “Energetic.” “Joyous.” “Selfless.” “Creative.”
These words have often been used to describe Sister Mary Corita (later Corita Kent, 1918–1986). A deeply spiritual woman, she used art as a platform to display her messages of love, happiness, and God. Her artistic mission was to seek joy and beauty in ugly places, like everyday consumer slogans; however, she was also influenced by her religion, politics, and other artists, especially the ones who “made the most noise.”¹ According to her close friend, Reverend Robert Giguere, of the Society of Saint Sulpice, Sister Mary Corita struggled to strike a balance between her art and her religious practice. However, her two roles fed each other, and although she later left the sisterhood, she said, “I probably would never have taken up art seriously if I hadn’t become a nun.”² Her vibrant voice and artwork can be witnessed now at NMWA in R(ad)ical Love: Sister Mary Corita, on view through July 15.
Corita developed into a 1960s pop-art style artist gradually. When she joined the art department at the Immaculate Heart of Mary College (IHC) in Los Angeles in 1949, she began spending summers creating silk-screen prints. She initially chose to produce works with strictly religious themes, but by the 1950s, she had branched out to include more political themes. She addressed the Vietnam War, supported the Civil Rights Movement, advocated for Cesar Chavez, and quoted presidents and poets in her colorful serigraphs.³ She used excerpts from the work of poets who inspired her, like Gertrude Stein and E. E. Cummings, making her work as accessible as possible to the public. Her message was modern as well as universal, and her efforts to reach a broad audience were also reflected in her evolving style. In the 1960s, she began incorporating text-based slogans borrowed from consumer products, which enlivened her silk-screen prints, aligned her with the Californian avant-garde aesthetic, and gave her works a new meaning.
Corita’s work urged viewers to look at phrases like “Meatballs make you sing,” and read them as psalms expressing religious views or praising God. Her work was defined by her ability to transform mass production into a new entity with spiritual and social meaning. Corita’s philosophy was that everyone could be an artist and that it takes only an eye for beauty to discern art. To her, art was as simple and biological as eating. It did not have to be complicated or dark, as other artists made it out to be. “There is a myth around that artists suffer a painful and lonely task in their making…And of course the myth is true if we acknowledge that every human being is an artist…that pain and loneliness and making is in each of us…not only in those who paint or dance or make music. But there are joyful times, too and the artist is never alone actually in that everyone else is going thru same process…each with her own unique sound…So we are really all in it together and there are no people who are not artists.”⁴ Evidence of her optimistic view toward art is her favorite serigraph, daisy. In hot pink, red, and purple, the flower’s petals are formed out of the repeated word “Yes,” an expression of her embrace of life and art.
—Kristie Landing is the publications and communications intern at the National Museum of Women in the Arts.
1. The quote included here was taken from Vincent Lanier, “An Interview with Sister Mary Corita,” from Art Education (1965), Volume 18, No. 2.
2. The quote included here was taken from “The Nun: A Joyous Revolution.” Newsweek, 25 December 1967.
3. The biographical information included here is based on Jeffrey M. Burns, “Be of Love (a Little) More Careful: Sister Corita, Father Bob, Love, and Art,” from the U.S. Catholic Historian (2001), Volume 19, No. 3.
4. The quote included here was taken from the Corita Papers, 1936-1992; MC 583, #5.3, from the Schlesinger Library, Radcliffe Institute, Harvard University, Cambridge, Mass.


Frog Habitat video:
A frog is an amphibian which lay its eggs in water. It starts out as larva living in water. Frogs can easily live both in water and on land. Their habitat must be near ponds, swamps or somewhere in a damp place because if their skin dries out, they will die. There are about 4,750 species of frogs around the entire world.
Fun Facts: –
- Frogs never close their eyes even when they sleep. They can see forward, upward, sideways all at the same time.
- Their eyes help them to swallow food.
- Although, they breathe through their nostrils but they keep absorbing air through their skin as well.
- They can be easily found on every continent except Antarctica.
- Some species of frogs have toxic skins. Poison frogs usually have bright coloured skin.
- Young frogs are called tadpoles. They look more like fish.
- The Goliath frog is the largest species which can reach up to 30 centimetres is length and can weigh up to 3 kg.
- The Gold frog is the smallest species which is only 1 centimetre in length and weighs only 200 gm.
- They are carnivores and can eat almost every living thing that can fit into their mouth.
- Frogs use their sticky tongues to catch their prey.
- They are social animals and generally live in groups. Their groups can be called knot, colony or army.
- They are cold blooded and cannot regulate their own temperature.
- Frogs have an unusual heart formation. Their heart has 3 chambers instead of 4.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun facts for kids about frog habitat ." Easy Science for Kids, Feb 2020. Web. 17 Feb 2020. < https://easyscienceforkids.com/frog-habitat-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Fun facts for kids about frog habitat. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/frog-habitat-video-for-kids/
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