Saturday, May 15, 2004

Busy Teachers' Web Site K-12

Busy Teachers' Web Site K-12. Links to lesson plans and classroom activities for elementary school.

From the site:

The sites listed on this page designate themselves as appropriate to the elementary grades. Still, you should explore the subject-indexed sites listed in the Table of Contents. Many sites contain pictures, sounds and/or movies that can be used by elementary students, even where the text is too advanced for them. You will find my notations on all sites for text, pictures, sounds, etc. to help in your search. Let me know if you find other sites particularly suited to the younger student.

Thursday, May 13, 2004

Sources of Information about Promising and Exemplary Programs and Materials for Elementary and Secondary Environmental Education

Sources of Information about Promising and Exemplary Programs and Materials for Elementary and Secondary Environmental Education. Information on some possible research reports to look at in this area.

From the site:

Interest in the environment and environmental education has increased during the past two years and will continue to increase as a result of Earth Day 1990. Many school staff and their client communities are considering what they should do as a follow-up to Earth Day and are searching for useful programs and materials.

While new programs and materials are constantly being developed, a variety of programs and materials are currently available. This digest identifies a selection of completed programs and materials completed and under development.

WHAT SHOULD BE INCLUDED IN AN ENVIRONMENTAL EDUCATION PROGRAM?

There are several publications available to use to determine what should be included in a good environmental education program. Several states including Wisconsin (Engelson, 1986), California, and Minnesota have produced state guides or frameworks suggesting ways of reorganizing environmental education and content, skills, and behaviors to teach.

Several researchers and developers of materials (Roth, Hungerford, and Engelson) have developed recommended frameworks for environmental education. These frameworks have been used both in research and in developed materials.

Tuesday, May 11, 2004

The Apple Barrel

The Apple Barrel Quilt unit and lesson plan ideas for the elementary classroom. I love quilting!

From the site:

Choose one of my home grown unit ideas (Quilts or Inventions) or one of the hand picked teaching ideas and education sites by choosing links. My email won't be working for a while so if you would like to contact me please sign my guestbook. You can take the opportunity to send me suggestions and ideas of your own. Feel free to use any of my original work in your classroom. Let me know how things went. Feedback, Inspiration, Kind Words ... Is anyone out there?

Sunday, May 09, 2004

Beyond Transition: Ensuring Continuity in Early Childhood Services

Beyond Transition: Ensuring Continuity in Early Childhood Services. This is an essay on this topic. State pre-school services tend to end when the kid hits our schools. Here are some transition ideas.

From the site:

In the early childhood field, the word TRANSITION is used in many different ways. Traditionally, TRANSITION has been used to describe the period of time that falls between two different types of activities. TRANSITION may also be used to describe the time period in which children move from home to school, from school to after-school activities, from one activity to another within a preschool, or from preschool to kindergarten. In each case, early childhood professionals have been concerned with easing the transition between two different types of activities or environments.

CONTINUITY: A CONCEPT REVISITED

With more and more children participating in early childhood programs before they enter school, there is an increasing focus on the transition that occurs when children move from preschool to kindergarten. Many children have problems adjusting to elementary school programs that have a different philosophy, teaching style, and structure than those programs in which they participated during their earlier years. Transition efforts were designed to help ease the entry into school by preparing both children and families for the differences children will encounter.

But more recently, there has been a growing consensus that the key to effective services for young children is less through bridging the gap between different types of programs, and more through ensuring continuity in certain key elements that characterize all good early childhood programs. This notion of continuity is not new. In the late 1960s and early 1970s, efforts such as Project Developmental Continuity and Follow-Through were designed to ensure that the principles of good early childhood programs continued into the early years of elementary school. But today's concept of continuity has changed in several respects. First, there is now much more consensus in the field regarding what constitutes appropriate practice in all types of early childhood programs from infancy through the primary grades. There is also growing recognition that parent involvement is a key to a child's success and should be encouraged as children move on to elementary school. Finally, the need for supportive services for both children and families has intensified. Comprehensive family support and health services are critical components throughout the early years.