PBworks
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The work on the Methodologies & Best Practices Resource Guide Appendix was completed by:
Educators from across the State that participated in the Methodologies & Best Practices
Sub-Committee of the State Curriculum Appendix Committee.
The work on this Observational Assessment model was sponsored by:
Michigan Association of Administrators of Special Education (MAASE), with particular involvement from the subcommittee, Supervisors of Low Incidence Programs (SLIP).
January, 2007
Methodologies and Best Practices
Index
|Name of Methodology/Resource |Page |
|Templates | |
|Material/Resource Template |3 |
|Methodology Template |4 |
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|Methodologies | |
|Active Learning |5 |
|Applied Behavior Analysis |6 |
|Brain Gym |11 |
|M.O.V.E. (Mobility Opportunities Via Education) |12 |
|Picture Exchange Communication System (PECS) |14 |
|T.E.A.C.C.H. |15 |
| | |
|Resources | |
|Catalogues |16 |
|Books |19 |
|Websites |25 |
|Recipes |28 |
|StartWrite |32 |
| | |
Resources, methodology approaches, and interventions that appear to have promise for enriching the lives of individuals with cognitive impairments should be empirically evaluated prior to implementation or use. The resources and practices listed do not endorse any particular approach, strategy, product, or material.
Last Update:
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|Active Learning |
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|Description- |Where to see it- |
| |Penrickton Center for Blind Children—Taylor, MI |
|This is learning that is not for a typical learner. Students are encouraged to discover on their| |
|own how items feel and work. The student doesn’t have to use the item for the intended purpose, | |
|they may create their own use for the item.., that’s okay. The goal is to create environments |Who to contact- |
|that offer immediate feedback and supports the learner so that the learner can take action on | |
|their own initiative to learn. Feedback should respond in several modes; auditory, tactile, | |
|visually, and olfactory. The environments should be rich in variety which means the item in the | |
|environment should be changed often. | |
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|Instructional Area (cross-reference) to Curriculum Level(s): Participation Supported Ind. X Both |
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|Level: Participation |
|Performance Expectation 1: Leisure and Productivity (I-VI) |
|Performance Expectation 2: Interactions (VII) |
|Performance Expectation 3: Communication (VIII) |
|Performance Expectation 4: Personal Care, Health & Safety (IX-XII) |
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Last Update: 2-28-06
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|Applied Behavior Analysis |
|Description: |Where to see it: |
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|Applied Behavior Analysis is a process primarily used to determine the underlying functions of a students’ | |
|behavior(s) and to tailor interventions to individual learners. A Functional Behavior Assessment is done through | |
|direct assessment (ex. observation and recording) and indirect assessment (ex. parent/student interviews). A | |
|behavior is usually observed in the setting in which the behavior is likely to occur. | |
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|A Functional Behavior Assessment may be conducted by recording data using the ABC Approach (see attached form | |
|samples): |Who to contact: |
|Antecedent: What is/are the precipitating factors? What is happening before the behavior occurs? Who is around the| |
|student before the behavior is displayed? What time of day? Look at all aspects: medical, psychological, | |
|environmental, curricular, instructional, interactional, personal, and issues of control. | |
|Behavior: What the person says or does. | |
|Consequences: What is the perceived reward? Look at: Social/attention reward? Escape? Avoidance? | |
|Sensory/intrinsic reward? | |
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|Instructional interventions are then established to increase desired behaviors, to decrease or control precipitating | |
|factors, and to reduce unwanted behavioral rewards while increasing positive, appropriate rewards. | |
|Instructional Area (cross-reference) to Curriculum Level(s): Participation Supported Ind. X Both |
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|Level: Participation |
|Performance Expectation 2: Interactions (VII) |
|Learns Self Control |
|Responds to Reinforcement Program |
|Follows safety procedures |
|Follows directions and routines. |
|Develops positive classroom/work behaviors |
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|Level: Supported Independence |
|Performance Expectation 5: Participate Effectively in Group Situations |
|Improves Social Communication/Interpersonal Relationship Skills |
|Self-Advocacy in Group Situations |
|Self Control |
|Performance Expectation 6: Respond Effectively to Unexpected Events and Potentially Harmful Situations |
|I. Improves Affective Behavior |
|A. Awareness of Emotional and Social Boundaries |
|B. Ability to Confront Potentially Harmful Interactions with People |
|Performance Expectation 8: Proceed Appropriately Toward the Fulfillment of Personal Desires |
|Pursues Personal Desires |
|B. Adjusts to circumstances that are beyond his/her control |
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ABC OBSERVATION FORM
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|Student Name_______________________________ Observation Date _________________ |
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|Observer ___________________________________ Time _________________________ |
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|Activity ____________________________________ Class Period ___________________ |
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|Behavior ______________________________________________________________________ |
|ANTECEDENT |BEHAVIOR |CONSEQUENCE |
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ABC OBSERVATION FORM
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|Student: _______________________________ Observer: __________________________________________ |
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|Date: _____________________ Time: _________ Activity: _________________________________________ |
|Context of Incident |
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|Antecedent |
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|Behavior |
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|Consequence |
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|Comments/Other Observations |
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SCATTERPLOT ASSESSMENT (2 Week Period)
Student Name: ____________________________________________ Starting Date: _____________________
Observer: ________________________________________________
Socially Engaged Low Rates of Social Engagement Not Socially Engaged
|Time of Day |
|15 minute intervals |
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|Description – |Where to see it – |
|About Brain Gym | |
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|Brain Gym is a program of physical movements that enhance learning and performance in ALL areas. | |
| |Who to contact – Website |
|Brain Gym includes 26 easy and enjoyable targeted activities that integrate body and mind to | |
|bring about rapid and often dramatic improvements in: | |
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|- Concentration, memory, reading, writing, organizing, listening, physical coordination, and | |
|more. | |
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|Instructional Area (cross-reference) to Curriculum Level(s): Participation ____Supported Ind. X Both |
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|Level: |
|Performance Expectation #: |
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|Can be used if adapted to the physical limitations of students and cognitive abilities. |
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Last Update: 10/11/05
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|M.O.V.E. (Mobility Opportunities Via Education) |
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|move- |
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|Description- Mobility Opportunities Via Education, or MOVE, is a top-down, activity based |Where to see it- There are 17 model sites throughout the world-- one in Michigan |
|curriculum |Ottawa Area Center |
|designed to teach students basic, functional motor skills needed for adult life in the home and |10160 96th AVE. |
|community environments. It combines natural body mechanics with an instructional process designed|Zeeland, Michigan |
|to help the students acquire increased amounts of |49464 |
|independence necessary to sit, stand, walk and transition. |Contact: Vonnie VanderZwaag - director |
|The curriculum includes a baseline assessment |Roger Buurma - physical therapist and MOVE International Trainer |
|of 16 motor skills and 73 motor milestones necessary to function in school, home, community. |International Trainer |
|There are complete instructions for the classroom and home to teach these milestones as |phone: 1-877-702-8602 |
|they relate to immediate and long range achievements the parents are hoping for by the |fax: 616-895-4223 |
|time their child graduates. The curriculum cannot be operated in a school setting without staff |Who to contact- move-international@ |
|being trained, as the program is copyrighted. |fax: 661-636-4045 |
| |address: MOVE International |
| |1300 17th Street - City Centre |
| |Bakersfield, CA. |
| |93301-4533 |
| |phone: 800-397-MOVE |
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|Instructional Area (cross-reference) to Curriculum Level(s): X Participation ____Supported Ind. Both |
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|Instructional Area (cross-reference) |
|The entire MOVE curriculum or the 73 motor milestones could be substituted for Participation Level PE #5, in the schools allowed to use the MOVE program. Most of the goals & objectives of the |
|Participation Curriculum Expectation #5 are perfect functional opportunities for teaching sit, stand, walk and transition motor milestones of the MOVE Program. |
|MOVE applies, or can be cross referenced, in the following areas: |
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|Performance Expectation #1: Leisure and Productivity |
|II. Learns Movement/Exercise Patterns |
|A. Participates in proprioceptive and vestibular movement patterns (1-8), page 8-9 |
|B. Participates in movement/equilibrium activities (1-11), page 9 |
|D. Participates in exercise to improve/maintain physical fitness (1-5) page 33 |
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|Performance Expectation #4: Personal Care, Health & Safety |
|IX. Develops Positioning and Fitness Skills |
|A. Learns/improves/maintains movement/control of head (1-6), page 3 |
|B. Learns/improves/maintains upper body movement/control (1-11), page 4 |
|C. Learns/improves/maintains lower body movement/control (1-6), page 5 |
|D. Learns/improves/maintains sitting skills (1-6), page 5 |
|E. Improves body awareness (1-8), page 5-6 |
|F. Learns/improves/maintains mobility and endurance (1-7), page 6 |
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|XII. Develops Personal Care Skills |
|Q. Learns good health and safety practices (1-3), page 26 |
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|Performance Expectation #5: Mobility |
|XIII. Learns Movement and Balance Skill |
|A-P pages 1-12 |
|XIV. Improves Walking and Mobility Skills |
|A-G pages 13-16 |
|I. Improves mobility in public buildings. (4-5) page 18 |
|K. Uses a walker. (1-18) pages 19-20 |
Last Update
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|Picture Exchange Communication System (PECS) |
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|Description- |Where to see it- |
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|PECS was developed in 1985 as a unique augmentative/alternative communication system that allows |Heartwood School, Mason, MI |
|persons with autism and/or other communication deficits to initiate conversation through the |517 244-1401. |
|exchange of pictures. |Old Village School, Northville, MI |
| |248 344-8629 |
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| |Who to contact- |
| |Andrew Bondy and Lori Frost at Pyramid Educational Consultants, INC. |
| |1 888 PECS and pyramid@ |
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|Instructional Area (cross-reference) to Curriculum Level(s): Participation Supported Ind. X Both |
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|Instructional Area (cross-reference) |
|Level: Participation Curricululm |
|PE 3- Communication |
|PE 3 VIII E-Develops alternate communication skills |
|PE1 IA-Interact with others during leisure activities |
|PE1 II O-Participates in community outings/activities |
|PE1 II P-Participates in leisure/recreation routines in community |
|PE1 IV C,D,E,F-Reaching, grasping, releasing, and adjusting hand movements |
|PE1 V C-Learns work relating to fine motor skills |
Last Update 10/11/05
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|T.E.A.C.C.H. |
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|Description- Treatment and Education of Autistic and related Communication handicapped Children. |Where to see it- |
| |In classrooms with Children with Autism Spectrum Disorders. |
|The T.E.A.C.C.H. program focuses on Children with Autism and targets critical areas in executive | |
|functioning, engagement, communication, and social skills. T.E.A.C.C.H. focuses on providing | |
|structure and organization in a classroom including the physical structure. It provides students|Who to contact- |
|with visual strategies to enable them to become as independent as possible. The T.E.A.C.C.H. |Gary Mesibov at Gary_Mesibov@unc.edu |
|program builds on the child’s already existing skills and interests. It uses daily schedules and | |
|work systems in the classroom to help make directions clear and precise. | |
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|Instructional Area (cross-reference) to Curriculum Level(s): Participation _____Supported Ind. X Both |
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Resources
Catalogs:
Abilitations 1-800-850-8602 or
Provide “movement activity products, equipment and sensory products designed specifically for the changing needs of children.”
Ablenet 1-800-322-0956 or
Provides communication tools, participation tools, curricular programs, educational resources, etc.
Attainment Company 1-800-327-4269 or
Beyond Play 1-877-428-1244 or
Childswork Childsplay 1-800-962-1141 or
Discount School Supply 1-800-627-2829 or
Provides various educational products including art supplies puzzles, furniture, manipulatives, etc.
Don Johnston 1-800-999-4660 or “The Leader in Learning Intervention Resources”
Edmark Reading Program 1-800-897-3202 or
Educators Publishing Service 1-800-225-5750 or
“Trusted Literacy Solutions for Every Child”
Enabling Devices 1-800-832-8697 or
Provides augmentative communication devices, switches, sensory devices, etc.
Flaghouse Special Populations 1-800-793-7900 or
Provides products to meet therapy and special education needs from early intervention to aging populations.
Hatch Early Childhood 1-800-624-7968 or
Provides resources for early childhood education.
James Stanfield 1-800-421-6534 or
Kaplan 1-800-334-2014 or
Laureate Learning Systems 1-800-562-6801 or
Leapfrog Schoolhouse 1-800-883-7430 or
Mayer-Johnson 1-800-588-4548 or mayer-
Provide software (including Boardmaker), hardware, books and accessories.
Nasco Special Education 1-800-558-9595 or specialeducation
PCI Special Education and Learning Differences
Middle School, High School and Adult
1-800-594-4263 or
Provides educational materials for reading, math, social studies, life skills, communication, etc.
Primary Concepts 1-800-660-8646 or
Pro(Ed 1-800-897-3202 r
Rigby 1-800-531-5015 or
Sensory Comfort 1-888-436-2622 or
Provides resources to “make life more comfortable for children and adults who have Sensory Processing Differences”.
SoftTouch, Inc. 1-877-763-8868 or Software programs including Cause & Effect, Testing/Assessment, Early Concepts, Literacy for All, Vocabulary Builders, etc.
Southpaw Enterprises 1-800-228-1698 or
Provide sensory integration and developmental products.
Special Education 1-800-688-3224 or
SRA 1-888-SRA-4543 or
Steck Vaughn 1-800-531-5015 or
Tools For Success 1-800-933-1933 or
Books:
365 Ways to a Smarter Preschooler
Marilee Robin Burton and Susan G. MacDonald
Publications International, Ltd. ( 2000
ISBN# 0-7853-4400-4
Absolutely Autumntime: The Activity Professional’s Weekly Theme Guide
Becky Daniel
Grimm & Associates ( 1996
ISBN# 1-56490-028-2
Art for Me, Too!
Pat Mervine, Michelle Burton, and Lynn Wood
Mayer-Johnson ( 1996
ISBN# 1-884135-31-5
Babies with Down Syndrome: A New Parents’ Guide
Karen Stray-Gunderson, Editor
ISBN# 0-933149-64-6
The Bi-Polar Child
Papolos and Papolos
Book of Possibilities Elementary Edition
Book of Possibilities Secondary Edition
Helen Canfield and Peggy Locke
AbleNet, Inc. ( 1998
A Child’s Seasonal Treasury
Betty Jones
A Children’s Kitchen Garden: A Book of Gardening, Cooking, & Learning
Georgeanne & Ethel Brennan
Classroom Language Skills for Children with Down Syndrome: A Guide for Parents and Teachers
Libby Kumin
ISBN# 1-890627-11-9
Do Touch: Instant, Easy Hand-On Learning Experiences for Young ChildrenLabritta Gilbert
Gryphon House ( 1989
ISBN# 0-87659-118-7
Do-Watch-Say-Listen: Communication Intervention for Children with Autism
Kathleen Ann Quill
The Down Syndrome Nutrition Handbook: A Guide to Promoting Healthy Lifestyles
Joan E. Guthrie Medlen
ISBN# 1-890627-23-2
Early Childhood Themes Through the Year
Debbie Thompson and Darlene Hardwick
Teacher Created Materials ( 1993
ISBN# 0-7439-3647-7
Early Communication Skills for Children with Down Syndrome: A Guide for Parents and Professionals
Libby Kumin
ISBN# 1-890627-27-5
Early Sensory Skills
Jackie Cooke
Winslow Press Ltd. ( 1996
ISBN# 0-86388-145-9
The Explosive Child
Ross Greene
Fun with My 5 Senses
Sarah Williamson
Williamson Publishing Co. ( 1998
ISBN # 1-885593-19-8
The Giant Encyclopedia of Theme Activities for Children 2 to 5:
Over 600 Favorite Activities Created by Teachers for Teachers
Gryphon House, Inc. ( 1993
ISBN# 0-87659-166-7
Honest Pretzels and 65 Other Amazing Recipes for Cooks Ages 8 & Up
Mollie Katzen
I Can Cook, Too!
Pat Mervine, Michelle Burton, and Lynn Wood
Mayer-Johnson (
ISBN#
Jumbo Book of Preschool Activities
Shirley Jones
Teacher Created Materials, Inc. ( 1999
ISBN# 0-7439-3648-5
Lotions, Potions, and Slime: Mudpies and More!
Nancy Blakely
Tricycle Press ( 1996
ISBN# 1-883672-21-X
The Mudpies Activity Book: Recipes for Invention
Nancy Blakely
The Mudpies Book of Boredom Busters
Nancy Blakey
Tricycle Press ( 1999
ISBN# 1-883672-86-4
More Mudpies
Nancy Blakey
The New Language of Toys: Teaching Communication Skills to Children with Special Needs, A Guide for Parents and Teachers
Sue Schwartz
ISBN# 1-890627-48-8
Parachute Play for Indoor/Outdoor Fun
Liz and Dick Wilmes
Building Blocks Publications ( 1985
ISBN# 0-943452-03-1
A Picture’s worth: PECS and Other Visual Communication Strategies in Autism
Andy Bondy & Lori Frost
ISBN# 0-933149-96-4
Pretend Soup and Other Real Recipes: A Cookbook for Preschoolers & Up
Mollie Katzen & Ann Henderson
Science Crafts for Kids: 50 Fantastic Things to Invent & Create
Gwen Diehn & Terry Krautwurst
Discovery Toys, Inc. ( 1994
ISBN# 0-8069-0283-3
Solving Behavior Problems in Autism: Improving Communication with Visual Strategies
Linda A. Hodgdon
Star-Spangled Summertime: The Activity Professional’s Weekly Theme Guide
Becky Daniel
Gary Grimm & Associates ( 1996
ISBN# 1-56490-027-4
Surprise-Studded Springtime: Weekly Thematic Activities for Seniors
Becky Daniel
Gary Grimm & Associates ( 1996
ISBN# 1-56490-026-6
Teaching Reading to Children with Down Syndrome: A Guide for Parents and Teachers
Patricia Logan Oelwein
ISBN# 0-933149-55-7
Theme Adventures: Bright Ideas to Turn Any Day into a Classroom Celebration
Veronica Terrill
Good Apple ( 1992
ISBN# 0-86653-610-8
Warm and Wondrous Wintertime: The Activity Professional’s Weekly Theme Guide
Becky Daniel
Gary Grimm & Associates ( 1996
ISBN# 1-56490-023-1
Websites:
worksheets/index.php Parenting ideas
Free online resources; Create lessons, rubrics, classroom calendars
Teaching basics
Emergent Literacy
A game every day
gwstemplate.cfm?section=greatwebsites&template=/cfapps/gws/default.cfm American Library Association site - many great links
Make math worksheets and flashcards, play games
java/clock/instructions.html Teaching Time
ars.News/docs.htm USDA site - check out the Sci 4 Kids area
artsedge.teach standards based lessons for the arts
lesson plans, themes, printables
themes, other excellent sites for children
picturerecipes.html Picture Recipes
callier.utdallas.edu/ACT/res.html#A Augmentative Communication
kids/reading.html Tumble Books-Canton Library
Great resources and ideas for children’s music
techlab.msu.edu/sites/aslweb/browser.htm American Sign Language video clip library
home.htm Games/Calculators
moom.php Comprehensive site for online museums
Scripts/abshire/grants.asp Tips and leads for grant writing
educators/index.cfm Activities, lessons, etc.
Emergent Literacy Activities
csuchico.edu/~cgorange/229Barts.html K-6 Arts lesson plans
education Learn about musical instruments
bingo/bingo1.asp Make Bingo Cards
Info for Parents, Students, and Teachers on topics such as diversity and sensory activities
Worksheets, activities, etc.
Drill games in content areas
Teacher tools
education.home/index.html NASA - primary resources
From Houghton Mifflin – activities and textbook support for HM books
A little bit of everything for teachers
Holiday crafts and ideas
game rules
first-school.ws preschool activities
President’s Council on Physical Fitness
Resources for instrumental music for classroom projects
Divided into content areas; kids games
Children’s Activities
graves.k12.ky.us/powerpoints/elementary/ Science Power Points
Gutenburg Project – Free e-books
coolscience/ Cool science information for kids
honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm Teaching tips
Interesting stuff!
Information on bugs
Sites for teachers and students
isd77.k12.mn.us/resources/staffpages/shirk/k12.music.html Resources for K-12 Music Educators
itweb.necc_04/ Creating art with technology
kid/body/index.html Exploring your body for kids
Sponsored by the Federal Citizen Information Center – kids government site
_browser/index.html Student and teacher resources
Basic and theme sheets and lessons (worksheets)
Worksheets Central; Rubrics Central
Many lesson plans for teachers
Lesson plans
Good resources for primary sources
Lycos Zone; Features a teachers zone and a parents zone
books/ Children’s storybooks on the web
math.hmc.edu/funfacts/ Fun math facts and games
Monterey Bay Aquarium; Live web cams of sea life
Teaching Money
Museums online
nceas.ucsb.edu/nceas-web/kids/ Ecology information for kids
tips Teaching tips, classroom management, etc.
news2_ Weekly news magazine and activities for students (subscription cost)
curriculum/cc23_sensory.materials.html National Network for Childcare
nlvm.usu.edu/en/nav/vlibrary.html Library of virtual math manipulatives; Hands-on math
Great resources and lessons
For Teachers by Teachers
priorywoods.middlesbrough.sch.uk/diary/links/links.htm Free switch programs
Practices and resources in English/Language Arts education
rpo.library.utoronto.ca/display/index.cfm Search for poems by first line, keyword, poet, etc.
sbcss.k12.ca.us/sbcss/specialeducation/ecthematic/myself/ activities for learning about the self
school. From the Discovery Channel
links/sealink.html Explore shipwrecks, marine life, marine conservation efforts, etc.
Literacy program for children
eel/eel.asp?themeID=18 Stories, crafts, games
sunsite.berkeley.edu/KidsClick!/ Web search engine for kids by librarians
super- Kids links of interest
teach- Lots of great teaching links
web_tools/materials/ Classroom materials generator
Lesson plans and teacher tools
content/ integrating technology into the classroom
Classroom resources; lesson plans
Resources; newsletters
teachervision.printable/graphic-organizers/6391.html?detoured=1 Printables, lesson plans
Fun/Kids/?&CFID=6358487&CFTOKEN=43625490 - good information; easy to understand
thecoo.edu/~apeter/computer_lab.htm Tons of websites by grade
TFK/ Links for parents and teachers
web- Free e-books for download
Recipes:
Bubbles
1c Joy or Dawn dish soap
10c water
1/4 cup glycerin (makes bubbles last longer, but not really necessary to use)
Bubbles mixture may be saved in plastic jugs.
Play dough
1 Cup Flour
1 Cup Water
1/2 Cup Salt
1 Tablespoon Cooking Oil
2 Teaspoons Cream of Tartar
Food Coloring
Mix together all ingredients in a saucepan until all lumps are gone. Slowly heat the mixture stirring all the time. When the dough starts to come away from the side of the pan take it off the heat. When it is cool enough take it out of the pan and knead it for 3 minutes or so. (Make sure you put the pan that you used to make the play dough in water as soon as you are done!!)
This activity can be done on a table. You can store the play dough in a sealed container in the refrigerator for a few weeks. This soft play dough is especially great for toddlers.
Variations: Use a package of sugarless Kool-Aid mix to color your dough instead of food coloring (omit cream of tartar when using Kool-Aid). Add a few drops of vanilla or peppermint extracts to your dough to scent it.
Sand paint
Tempera paint (powder)
Sand
Glue
Mix dry tempera paint with sand. Let kids spread glue on picture and sprinkle sand on it. Shake loose excess sand when dry.
Salt Paint
1/3 cup salt
1/4 tsp. food coloring
Spread in pan to dry before putting in shakers.
“Ooblik”
4 parts cornstarch
1 part water
You can add coloring, if desired
Add water gradually to cornstarch. Stir with fingers. Is it a liquid or a solid?
Cooked Play Dough
1 cup flour
1/2 cup salt
1 cup water
1 T. vegetable oil
2 tsp. cream of tartar
Heat until ingredients form ball, add food coloring.
Non-hardening No-Cook Play Dough
2 cups self rising flour
2 T. alum
2 T. salt
2 T. cooking oil
1 cup, plus 2 T. boiling water
Mix and knead.
Silly putty, also called “Gak”
2c (approx.) White glue
1c (approx.) liquid starch
Food coloring
Mix until it achieves the desired texture. If the silly putty is too sticky, add more starch. If the silly putty won't stick to itself, it needs more glue. Add your choice of food coloring with the starch.
Clean Mud
3 bars of Ivory Soap, grated
1 to 2 rolls Toilet Paper
Hot water (not scalding!)
Older children can help grate the soap, but even toddlers will enjoy helping tear up the toilet paper to add to this mix. Put the soap and t. paper into a large mixing bowl or dish tub. Gradually add a little hot water, and mix with the hands. Continue to add small amounts of water, until a nice "muddy" consistency is obtained. Annie notes that it should have the consistency of "Cool Whip".
Sugar Flour Paste
1 cup flour
1 cup sugar
1 qt. water (2 cups cold /2 cups hot)
1 T. powdered alum
3 drops of oil of cloves
Mix flour and sugar together. Slowly stir in 1 cup of water. Bring remainder to boil and add the mixture to it, stirring constantly. Continue to cook and stir (1/2 hr. in a double broiler) until fairly clear. Remove from heat and add oil of cloves. Makes 1 quart of paste. Paste keeps a long time. Keep moist by adding a small piece of wet sponge to top of small jar of paste.
Potter's Clay
1/2 cup flour
1/2 cup cornstarch
1 cup salt dissolved in 3 3/4 cups of boiling water
Blend flour and cornstarch with enough water to make paste. Boil water and salt. Add to cornstarch mix and cook until clear. Cool overnight then add 6 to 8 cups of flour and knead until you have the right consistency.
NOTE: Keep a metal saltshaker full of flour handy for the children to keep their clay from sticking.
Bookbinder's Paste
1 tsp. flour
2 tsp. cornstarch
1/4 tsp. alum (powdered)
1/3 cup water
Mix dry ingredients. Add water slowly, stirring out lumps. Cook in a double boiler over low heat, stirring constantly. Remove from heat when paste begins to thicken; it will thicken more as it cools. Keep covered. Thin with water when necessary.
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|StartWrite |
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|Description – |Where to see it – |
|StartWrite is a software program that uses the computer to assist in the teaching of handwriting.| |
|Through the use of dotted/non | |
|Lines, the teacher can create templates for children at all levels of ability. | |
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|Instructional Area (cross-reference) to Curriculum Level(s): Participation X Supported Ind. Both |
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|Level: |
|Performance Expectation #: 9 – Functional Academics – Language Arts –Increases Writing and Spelling Skills (C1) |
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