Resource by Stephanie Genco, St. John the Baptist, Alden. Includes full Novel Study w/ pre- and post-reading activities, Reading for Meaning questioning while reading, vocabulary tools, and discussion questions using QAR (Question-Answer Relationships). Also includes learning targets and NYS CCLS for 5th grade.

This Educator's Guide provides a unique seed experiment utilizing the materials in the 4-H Honey Bee Project tool kit. 

This Book Club Challenge Guide will help Cloverbuds explore the book The Life and Times of the Honeybee by Charles Micucci with pre-reading and post-reading discussion questions, lots of hands-on activities including a Lifecycle of a Honey Bee figures activity, and much more! 

Learn how classroom teachers, artists and arts organizations are using the arts to teach social and emotional learning (SEL). Social and emotional learning gives students strategies on how to manage their emotions and how to collaborate and empathize with others. These are important skills that help students succeed at school, work, and life. SEL can be incorporated into any subject matter and any grade level, but incorporating the arts can be an especially effective way to learn and practice SEL.

This nonfiction text discusses how a fourth grade class at Union Avenue School worked hard to protect the New Jersey shoreline by planting recycled Christmas trees in the sand. The trees prevent high tides from flooding sand dunes, which serve as animal habitats and also protect peoples homes.

The School Community Journal is a refereed journal that includes research and field reports related to the school as a community of teachers, students, parents, and staff.

Student readings review the origins of the AK-47, the 10-year federal ban on assault weapons, President Obama's views on guns, and the NRA's political clout. Discussion questions and an inquiry-oriented plan for "constructive controversy" follow.

Students learn about the demographics and experiences of fast food workers and their efforts to raise wages through strikes over the past year, and consider what consequences major wage increases might have on consumers and economy.

Short Description:
In this course you’ll learn how to lead or participate in community engagement, without triggering fear and overwhelming others; practise critical self-awareness and self-reflection; and consider equity-based and decolonizing approaches.

Long Description:
Professionals working across public, private and community sectors are facing complex questions about how to prepare for and adapt to the unavoidable impacts of a changing climate. In the context of a growing climate emergency, how do we engage internal and external stakeholders, build lasting collaborative partnerships, and embed climate adaptation strategies into organizational priorities, when professional silos, scarce resources and competing demands can pose potent obstacles to the change that is urgently needed?

This course will provide you with skills to overcome barriers to action, mobilize knowledge and data effectively, and work across silos in genuine interdisciplinary and collaborative practice. You’ll learn how to lead or participate in community engagement, without triggering fear and overwhelming others; practise critical self-awareness and self-reflection; and consider equity-based and decolonizing approaches.

This course is designed for professionals looking to advance the intersecting work of climate action and adaptation, including planners, engineers, elected officials and community leaders. You will leave with practical and relevant skills to lead, accelerate and participate in the essential work of climate adaptation in your organization and community.

This course is part of the Adaptation Learning Network led by the Resilience by Design Lab at Royal Roads University. The project is supported by the Climate Action Secretariat of the BC Ministry of Environment & Climate Change Strategy and Natural Resources Canada through its Building Regional Adaptation Capacity and Expertise (BRACE) program. The BRACE program works with Canadian provinces to support training activities that help build skills and expertise on climate adaptation and resilience.

Word Count: 28195

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Students will study the work of the author Todd Parr. Working in pairs, students will create their own poster in the style of Parr that conveys a positive message. Finished posters can be displayed around your school for other students and teachers to view.

In this trickster tale, Bear and Hare are involved in a gardening partnership. Industrious, clever Hare makes a deal with BearÄ Hare and his family work Bear's land and split the crops in half. In the end, Bear learns that he has to do hard work to be rewarded.

Tour the World Club
By: Joy Karges Copyright 2019 by Joy Karges under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.

Abstract
This Tour the World club gives students the opportunity to interact with the world, other cultures, and people groups. Through six or seven different countries and many hands-on activities, students will learn what it means to keep an open mind, they will develop a curiosity for the world, and they will be encouraged to prioritize learning and asking questions over giving judgments when faced with something new.

NEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:
Name of Club: Tour the World

Age/Grade Level: 9-10 yr./3rd & 4th Grade

Number of Attendees: (ideal number: 10)

Goal of the Club: (learning objectives/outcomes) Learn what it means to keep an open mind, foster curiosity for the world, and encourage questions over judgements when faced with something new.

Resources: (Information for club provided by) Several international students at my university: Yassine, Laetitia, Evode, Ruth, and Rebecca, as well as some online resources.

Content Areas: (check all that apply)

☐ Arts (Visual, Music, Theater &Performance)
☐ Literacy
☐ STEM (Science, Technology, Engineering &Math)
☒ Social Studies
☐ Wellness (Physical Education, Health, Nutrition &Character Education)
Outputs or final products: (Does the club have a final product/project to showcase to community?) A completed “passport” with their favorite things about each country we visit, as well as several other take-home crafts.

Introducing your Club/Activities: This Tour the World Club gives students the opportunity to interact with the world, other cultures, and people groups.

General Directions: Think of 6-7 countries you are interested in and research more about their cultural aspects; food, holidays, flag, geographic location, language, sports, etc. Integrate hands-on activities to help students connect to a few of these aspects.

Tips/Tricks: Don’t try to teach too many cultural aspects, pick two or three and go more in depth. Make everything as interactive as possible.

Short Description:
Social media, digital devices, and networked communication systems have become fully integrated into our everyday living experience. This e-book touches upon the human experience of contemporary trends that affect how we perceive ourselves, others, and society.

Long Description:
Authored as a companion to COMM601 Trends in Digital & Social Media, Granite State College (USNH), Concord, NH.

Word Count: 25859

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

A boy named Taro helps Jiro-San, a wise old man, clean up the beach for the giant sea turtles that swim ashore to lay their eggs. While he waits, he learns about the rewards that come from being calm and observing the world around you.

Despite obstacles in his life such as a family illness and the Great Depression, Uncle Jed achieved his dream of opening a barbershop at age 79.

The OER, consisting of an Instructor’s Guide and accompanying presentation Slide Deck with speaking notes, emphasizes three primary themes:
- Principles and practices of community engagement for knowledge exchange;
- Meaningful access to research for non-academic audiences;
- Research ethics in historically marginalized underrepresented communities.

We have organized the OER to consist of a “core” module, “Community-based knowledge exchange and mitigating information privilege” and three pathways: 1) “Information access and alternative formats,” 2) “Supporting community led research,” and 3) “Community engagement and services.” Instructors can “mix and match” content from the pathways depending on available class time, course structure, and student interests. The core and pathway modules include learning objectives, a wide selection of open access academic and professional articles, books, blogs, websites, videos and multimedia, and active learning activities for in-person or online delivery.

In 1853, the City of New York set aside hundreds of acres of swampland in the middle of Manhattan, with the idea that this uninhabitable space could serve a practical, public purpose. Today, we know that area as Central Park, one of the most widely visited and celebrated public spaces in the country. The then-unknown park designer who won the bid to design Central Park, Frederick Law Olmsted, would go on to inspire and revolutionize urban park design in the United States. The work of Olmsted and other early parks pioneers, building on older concepts like town squares, would spur the growth of urban parks large and small nationwide. Benefiting from new innovations in design, these parks serve as community centers and defining features of cities and towns across the country. Urban parks have continually adapted to meet the needs of the publics they serve, evolving, for example, from places to simply enjoy nature into recreation sites that offer activities and equipment. More than just sites for leisure, they also play a broader role in supporting community engagement by providing places for civic participation, enhancing quality of life and property values, and offering safe, healthy, and convenient recreation options. This exhibition was created as part of the DPLA’s Public Library Partnerships Project by collaborators from the Minnesota Digital Library. Exhibition Coordinator: Carla Urban.

Agriculture or farming is the backbone of INDIA'S economy. As two-thirds of the population live in rural areas and depend(DIRECTLY OR INDIRECTLY) on agriculture for living. ICT is active in agriculture on the basis of seed development, soil development,weather forecasting etc. ICT is boon to farmers.
10 technological innovations that are revolutionising Indian agriculture
1. Barrix Ago Sciences ( bangalore based)
2. Anulek Agrotech ( mumbai based)
3. Mitra ( nasik based)
4. CropIn Technology Solutions ( bangalore)
5. Eruvaka Technologies ( vijaywada, andhra pradesh)
6. Skymet ( predicting climate risk)
7. Ekgaon ( gujarat based)
8. Digital Green ( community engagement)
9. FrontalRain Technologies ( bangalore based)
10. Agrostar ( pune based)

This empirically based curriculum addresses a number of issues related to disparity and disproportionality experienced by African American families involved with child welfare. It is well documented that for decades African American children have been overrepresented in child welfare throughout this country. Yet little is known about what strategies might be implemented in order to reverse this phenomenon. This curriculum is based on findings from a Community-Based Participatory Research Project that brought together African American community leaders and university faculty to examine both the historical evolution and prominent features of a cultural broker approach to promote engagement and partnership with the African American community and the county child welfare agency. This curriculum provides research highlights, historical perspectives, conceptual frameworks, approaches for community engagement, tools and experiential opportunities to strengthen social worker understanding, and knowledge and skills regarding issues related to disproportionality and disparity experienced by African American families in child welfare. It addresses five areas: the history of cultural racism and oppression in child welfare, the prevalence of racial disparities and disproportionality in child welfare, the role of community partnership and collaboration with African American families in child welfare service delivery, the cultural broker approach to community engagement in child welfare practice, and key considerations for improved child welfare partnerships with African American communities. (108 pages) Siegel, D., Jackson, M., Montana, S., & Rondero Hernandez, V. (2011).