Projects For The Elementary Schools

A heartwarming story of friendship and celebrating our differences--and the teachers who help us shine--from master storyteller Patricia Polacco, author of Thank You, Mr. Falker. In this story based on the author-illustrator's own childhood, Patricia Polacco once again celebrates the power teachers have to help us discover the potential we each hold. Young Trisha is devastated when she finds out that her class at her new school is known as the junkyard. It is a special class, and she had moved from where she used to live so she wouldn’t be in a special class anymore! But then she meets her teacher, the amazing Mrs. Peterson, and her classmates, an oddly brilliant group of misfit kids, whom the other kids in school call the junkyard kids. Much to her own surprise, it is here in the junkyard that Trisha discovers the true meaning of genius, and that this group of misfits are, in fact, Junkyard Wonders, each and every one of them. Now with questions at the back of the book to help guide readers through discussions about the ideas featured in the story, this kindness edition of The Junkyard Wonders brings celebrated author-illustrator Patricia Polacco's work to a new audience of young readers who can be inspired by its message.

Offers step-by-step instructions for a hands-on learning experience for children in grades 2-5 who are doing science fair projects.

Excerpt from Projects for the Elementary Schools: Sample Materials for the Kindergarten, First, Second and Third Grades The sample projects included in this bulletin have been devel J oped in our University Extension Courses in the Project Method of Instruction; These classes have been organized in various centers throughout the State during the past two school years. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Madigan's book delivers flexible, interdisciplinary, learner-driven projects that support the National School Library Standards. Readers will find background on project-based learning (PBL), a breakdown of the essential parts of a project, and ready-made PBL projects that can be used with minimal preparation. Designed for both beginning and experienced school librarians and educators interested in facilitating PBL projects with elementary learners, this book offers lessons, educator preparation steps, learner directions, worksheets, assessments, suggested materials, and resources; mini and extended versions of each project enabling use with diverse schedules, grade levels, and learner abilities; and chapters on collaborating with other educators, facilitating and adapting virtual PBL projects, and creating PBL projects.

Teaching Science in Elementary and Middle School offers in-depth information about the fundamental features of project-based science and strategies for implementing the approach. In project-based science classrooms students investigate, use technology, develop artifacts, collaborate, and make products to show what they have learned. Paralleling what scientists do, project-based science represents the essence of inquiry and the nature of science. Because project-based science is a method aligned with what is known about how to help all children learn science, it not only helps students learn science more thoroughly and deeply, it also helps them experience the joy of doing science. Project-based science embodies the principles in A Framework for K-12 Science Education and the Next Generation Science Standards. Blending principles of learning and motivation with practical teaching ideas, this text shows how project-based learning is related to ideas in the Framework and provides concrete strategies for meeting its goals. Features include long-term, interdisciplinary, student-centered lessons; scenarios; learning activities, and "Connecting to Framework for K–12 Science Education" textboxes. More concise than previous editions, the Fourth Edition offers a wealth of supplementary material on a new Companion Website, including many videos showing a teacher and class in a project environment.

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1921 edition. Excerpt: ...to tell you something about the class that I am teaching. It is known as the "Fifth Special," and is composed of backward children, some of whom are known to be subnormal. With the exception of three, all the children are repeating the grade. About one-third of the pupils are negroes, and practically all the others are of foreign parentage. The parents as a whole are poor and illiterate, and take little, if any, interest in the school. This lack of interest on their part is a serious handicap in carrying out a project, but one of the best things the project method does is to get the parents interested in school work. Purposing The project was started by the children themselves in a discussion of the February holidays. Someone asked why we celebrated Washington's and Lincoln's birthdays, and, when the others attempted to explain, they soon discovered that their knowledge of this subject--as well as of all others--was very limited. One of the boys, who is fond of reading, then suggested that we read "A Little Life of Lincoln," which he had just finished. This is a simple play given in Hubbard's "Little American History Plays for Little Americans." The pupils are very fond of any kind of dramatization work, and especially partial to these plays, as they have made their history work so much more vital to them. So that afternoon during reading period we dramatized the story, and as soon as it was over there came a chorus of "Can't we give it in chapel?" It is a striking characteristic of backward children that they are always eager to perform, so, while I wanted them to do just what they had suggested, I also wanted them to do it with a serious purpose in view. Therefore I merely asked, "Why should...

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