Wednesday, September 29, 2004

Weather Here and There

Weather Here and There. Six lessons geared for students in grades four through six that cover everything from characteristics of the Earth's atmosphere to forecasting the weather.



From the site:



WEATHER HERE AND THERE is an integrated weather unit which incorporates interaction with the Internet and hands-on collaborative, problem solving activites for students in grades four through six. This unit is divided into six lessons. The lessons integrate math, science, geography, and language arts in the process of teaching and learning about weather phenomena. Students will become involved in collaborative problem solving using e-mail as well as through joining projects offered via the Internet. The Global Education Project will help students see the relevance of science by interacting with scientists and other students across the world, as they collaborate in the study of weather in their environment.



The first three lessons focus on learning basic meteorological concepts about weather elements, how to take measurements using appropriate weather instruments, and recognizing basic weather trends and patterns.



The last three lessons focus on studying weather maps and applying the knowledge and experience about weather to associate weather trends and patterns in the process of making accurate forecasts. The unit culminates with a weather broadcast of a twenty-four hour forecast presented by students and focusing on a network of weather stations in the United States created by the students

Monday, September 27, 2004

Joeant: Education > Resources > Teachers

Joeant: Education > Resources > Teachers. I found this nice list of sites which resources for teachers at the Joeant directory. Joeant sure is a funky name for a web directory.

Friday, September 24, 2004

Wikinfo - Science Education

Wikinfo - Science Education. This is an encyclopedia article dealing with science education from Wikinfo.



From the site:



Science education is the field interested in sharing science content and process with individuals not traditionally considered part of the science community. The target individuals may be children, college students, or general public adults. The field of science education contains some science content, some sociology, and some teaching pedagogy.



Science education standards



In many US states, K-12 educators must adhere to rigid standards or frameworks of what content is to be taught to which age groups. Unfortunately, this often means teachers rush to "cover" the material, without truly "teaching" it. In addition, the process of science is often overlooked, such as the scientific method, and critical thinking, producing students whom can pass multiple choice tests (such as the New York and California Regents exams and the Massachusetts MCAS), but cannot solve complex problems. Although at the college level American science education tends to be less regulated, it is by chance more rigorous, with teachers and professors putting even more content into the same time period.



Scientists vs. educators



On the one hand, the elitism of professional scientists and academia has prompted numbers of education specialists to take interest in science education and making it more accessible to individuals. These science educators take the point of view that many groups (such as women, non-Asian and non-Jewish ethnic minorities, and the disabled) have been traditionally marginalized and excluded from science, to the detriment of the field. Opposing the science educators, traditional scientists feel it is important to not dilute respectable science. Only by running the gauntlet of higher education, graduate school, and so on, does one prove their reliability. Allowing those less qualified to perform science will only result in the propagation of errors and less accurate science. Both groups wish to train future scientists, they differ on how to do so, and whom is qualified.

Wednesday, September 22, 2004

Computers and Young Children

Computers and Young Children. This is a fine essay on using computers with young children which also includes elementary school students.



From the site:



Whether we use technology with young children--and if so, how-are critical issues facing early childhood educators and parents. This Digest discusses questions about when children should start using computers; developmentally appropriate computer activities in preschool, kindergarten, and early primary classrooms; benefits of computer use; integration of computers into classrooms; and teacher training.



WHEN TO INTRODUCE CHILDREN TO COMPUTERS



Many researchers do not recommend that children under 3 years old use computers (e.g., Hohman, 1998). Computers simply do not match their learning style. Children younger than 3 learn through their bodies: their eyes, ears, mouths, hands, and legs. Although they may return over and over again to an activity, they are full of movement, changing focus frequently. Computers are not a good choice for the developmental skills these children are learning to master: crawling, walking, talking, and making friends.



DEVELOPMENTALLY APPROPRIATE COMPUTER ACTIVITIES



Unfortunately, computers are used all too often in ways that are developmentally inappropriate. One study (U.S. Congress, 1995) found that while "schools are steadily increasing their access to new technologies . . . most teachers use these technologies in traditional ways, including drills in basic skills and instructional games" (p. 103). Clements (1994) makes a similar point, noting, "What we as early childhood educators are presently doing most often with computers is what research and NAEYC guidelines say we should be doing least often" (p. 33).

Monday, September 20, 2004

Let's Write a Newspaper Story

Let's Write a Newspaper Story . With this easy-to-follow course, you will help students write authentic newspaper stories based on training developed during an educational partnership between the Johns Hopkins University Applied Physics Laboratory and the Hammond Elementary School in Laurel, MD.



From the site:



Imagine your students working cooperatively, motivated and staying focused on the task at hand. They're hooked on writing!They are writing real-world newspaper stories.With this easy-to-follow course, you will help students write authentic newspaper stories based on training developed during an educational partnership between the Johns Hopkins University Applied Physics Laboratory and the Hammond Elementary School in Laurel, Md.



During this lesson students will:



Work cooperatively

Research and write stories

Learn valuable writing tips

Write a newspaper story

Edit articles

Add graphics and captions

Write a headline

Lay out and produce a newspaper.



Kids will love this stimulating and educational lesson in writing and so will you. The course also supports many of the Maryland State Department of Education Performance Standards in writing as well as the Howard County (Md.) Essential Curriculum.

Friday, September 17, 2004

The Reggio Emilia Approach

The Reggio Emilia Approach. Provides reasons why a pre-school uses this educational approach. Includes an overview of the method with links to resources.



From the site:



Hailed as an exemplary model of early childhood education (Newsweek, 1991), the Reggio Emilia approach to education is committed to the creation of conditions for learning that will enhance and facilitate children's construction of "his or her own powers of thinking through the synthesis of all the expressive, communicative and cognitive languages" (Edwards and Forman, 1993). The Reggio Emilia approach to early childhood education is a city-run and sponsored system designed for all children from birth through six years of age. The Reggio Emilia approach can be viewed as a resource and inspiration to help educators, parents, and children as they work together to further develop their own educational programs. The Reggio Emilia approach is based upon the following principles:



Emergent Curriculum: An emergent curriculum is one that builds upon the interests of children. Topics for study are captured from the talk of children, through community or family events, as well as the known interests of children (puddles, shadow, dinosaurs, etc.). Team planning is an essential component of the emergent curriculum. Teachers work together to formulate hypotheses about the possible directions of a project, the materials needed, and possible parent and/or community support and involvement.



Project Work: Projects, also emergent, are in-depth studies of concepts, ideas, and interests which arise within the group. Considered as an adventure, projects may last one week or could continue throughout the school year. Throughout a project, teachers help children make decisions about the direction of study, the ways in which the group will research the topic, the representational medium that will demonstrate and showcase the topic and the selection of materials needed to represent the work.



Representational Development: Consistent with Howard Gardner's notion of schooling for multiple intelligences, the Reggio Emilia approach calls for the integration of the graphic arts as tools for cognitive, linguistic, and social development. Presentation of concepts and hypotheses in multiple forms of representation -- print, art, construction, drama, music, puppetry, and shadow play -- are viewed as essential to children's understanding of experience.

Wednesday, September 15, 2004

Nongraded Primary Education

Nongraded Primary Education. I believe strongly in handing out grades to elementary school students. Even if they don't care, often the parent does! And this helps create more support for teachers at home. This essay looks at the idea of not handing out grades at the primary level.



From the site:



In the mid-1800s, the revolutionary idea of mass public education created the need for an efficient, economical system capable of handling large numbers of students. Graded education--the practice of classifying and dividing students by age--spread rapidly throughout the United States and has remained the standard until the present (Goodlad and Anderson 1987). In the 1990s, educators and citizens are reevaluating their schools and proposing reforms to meet the needs of diverse social and economic groups. Nongraded primary education is a key component of many reform proposals, including the Kentucky Educational Reform Act and the Oregon Educational Act for the 21st Century.



Many experimental nongraded programs tried in the sixties and early seventies failed due to inadequate understanding, lack of administrative and community support, and poorly planned implementation. Today's nongraded model is supported by additional decades of research and refined by the study of successful programs.

Monday, September 13, 2004

Children's Museum of Denver

Children's Museum of Denver. Features interactive playscapes where children can touch and explore, try out roles and pretend. Hours, membership, ticketing, special events and location. This place looks fun! I wish I lived in Denver.



From the site:



Denver's best hands-on experience for children newborn to age eight and their grown-ups is both educational and just plain fun. Programs and playscapes are designed for newborns through age eight-year-olds and their adult caregivers.



Mission Statement



The Children's Museum of Denver is an essential learning resource that engages the young children of the Denver community in play and active exploration together with their parents and other adults to expand their capacity to learn.

Friday, September 10, 2004

Newbery Award

Newbery Award. This is a nice essay which has ideas on how to teach children in your school about Newbery Award winning books



From the site:



This is awarded by the Association for Library Service to Children, a division of the American Library Association. The Newbery Medal was named for eighteenth-century British bookseller John Newbery. The award has been given annually since 1922. It is given to the author of the most distinguished contribution to American literature for children.



There are many ways that these books can be used in serving children in libraries and schools. Here are a few ideas:



1. Hold a Newbery Award party. Have the children read winning books by themselves and with each other. Have the teacher or librarian read a favorite winner or two. Decorate the library or classroom to fit a theme. Imagine a "Bridge to Terabithia " theme!



2. Have a Newbery Award alcove in your library or classroom. Have all the past winning books on the shelve. Explain to students, parents, and patrons why these books are important. Encourage that they be checked out and read.



3. Assign each student in a class or reading group one of the Newbery Award books. Make sure each child has a different book. Have them report back to the class or group about the book the student read at a latter date.



4. Have a costume day based on one of the Newbery Award books. Again, "Bridge to Terabithia " would be great for this theme. However, other books that have won the award would work good as well.



5. Others ideas? I am sure there are many ways the Newbery Award books can be used in serving children. These are great books! Show them to children and parents and help make sure that they get read.

Wednesday, September 8, 2004

Wikinfo | Children's literature

Wikinfo Children's literature: This is a good encyclopedia article which gives a decent overview on kiddie lit from Wikinfo.



From the site:



Children's literature is literature specially for children (not to be confused with literature about children, although there is a quite a large overlap between these two categories). The genre has a long history, although originally it was more for instruction than specifically for entertainment.



John Newbery's publication of A Little Pretty Pocket-Book in 1744 marks the beginning of pleasure reading marketed specifically to children. Previous to Newbery, literature for children was intended to instruct the young, though children adopted adult literature that they found diverting. Among the earliest examples found in English of this co-opted adult fiction are Thomas Malory's Morte d'Arthur and the Robin Hood tales.



In current publishing, the typical breakdown within the field is - pre-readers, early readers, chapter books, and young adults. Picture books, which cross all genres and age levels, feature art as an integral part of the overall work.



Many authors specialize in books for children, or have written books beloved by children. In some cases, books intended for adults, such as Swift's Gulliver's Travels have been edited (or bowdlerized) somewhat for children.



Picture books are very popular in the pre-reader and early reader market, as they are illustrated on every page.



The most noted awards for children's literature in the United States are awarded each year by the American Library Association (ALA): the Caldecott Medal is awarded to the illustrator of the picture book that the ALA deems "most distinguished"; while the Newbery Medal, nominally for the author of the most distinguished children's book in any genre, usually (but not always) goes to a chapter book. Runners-up are designated "Caldecott Honor Books" and "Newbery Honor Books".

Monday, September 6, 2004

Using Primary Sources in the Primary Grades

Using Primary Sources in the Primary Grades. As a librarian, I love to teach the kids about primary sources. Yes, they can use this stuff in elementary school!



From the site:



What do a stamped Christmas postcard dated 1910, a Confederate one hundred dollar bill, soda pop bottles from Egypt, ice tongs, a rug beater, and a woven prayer rug from the Middle East with a picture of the Kaaba at Mecca all have in common? These and many other artifacts can become primary sources, the very real "stuff" of the social studies that can so effectively engage the young learner in active learning. The use of primary sources in the classroom is a way for students to develop the intellectual curiosity that leads to further research and increased awareness of the world around them.



WHAT ARE PRIMARY SOURCES?



The definition of "primary sources" varies. Danzer and Newman (1996, 22) examine this conceptual problem by discussing several definitions recognized by historians. They tend to agree with Henry Johnson's expansive concept that "primary sources include all the traces left by the human past -- present ideals, present social customs and institutions, language, literature, material products of human industry, physical man himself, and the physical remains of men."



Johnson's broad definition of primary sources leads to great flexibility for classroom use, especially for beginning readers of the primary grades. The HISTORY-SOCIAL SCIENCE FRAMEWORK FOR CALIFORNIA PUBLIC SCHOOLS, KINDERGARTEN THROUGH GRADE TWELVE (1997, 147) explains that "documents make up most, but not all, of the primary source materials used by historians." Historians may use documents but teachers of early grades will frequently use realia or "ephemera" (Danzer and Newman 1996, 24) of the material culture.

Friday, September 3, 2004

Association for Childhood Education International

Association for Childhood Education International. Provides information on the organization's history and purpose, lists of members and committees, a guide to standards, and published materials.



From the site:



When it Comes to Kids, Call on Us! The Association for Childhood Education International (ACEI) will help you to find specialists in childhood education who have extensive experience in teaching, research, and administration, and who are available to answer your questions on topics that affect children between birth and early adolescence.

Wednesday, September 1, 2004

Ms. Ely's Second Grade

Ms. Ely's Second Grade. Class website for second grade teacher at Eastvalley Elementary in Marietta, GA. Includes event calendar, spelling and book lists, resources, and contact information.



From the site:



It was good to see you!



Thank you for attending Open House on Tuesday night. It was great to see all of you. Don't forget to return any forms and the volunteer calendar. If you have any questions while looking through all of the information given out, please e-mail me and I will adress any concerns. Thank you again and I am looking forward to a successful school year!