61. Peel District School Board - Parent Tip Sheet Get your children involved in planning trips. Sharpen math skills on trips Help yourchildren figure out the children to take their journals to school to share http://www.peel.edu.on.ca/parents/tips/vacation.htm

Jump to Student Stuff for more ideas or check out the Calendar for upcoming PA days and holidays. Email us if you have any suggestions! Help your child learn during family vacations Keeping young minds active through the summer is a real challenge. Yet, studies show that children who remain active learners outside the classroom are more prepared to return to school in the fall. Get organized before you leave Find interesting places to visit locally and outside the city. Get your children involved in planning trips. Fill a sturdy bag with supplies including pads of paper, pencils, pens, erasers, felt markers, a ruler, reading materials, tape, scissors and maps of the entire area to be travelled. Buy your children notepads to keep a diary or a journal of their activities while on vacation. For car trips, bring books on tape to play in the car. Vacations can offer a great opportunity for parents and children to read together. Take time every day for the whole family to read by themselves or together. Even 10 or 15 minutes is fine. On car trips, ask your children to read the signs and check the different speed limits.

62. ProTeacher BusyBoard Community Oh yeah, I also am in charge of researching, planning, and collecting permissionslips and money for all of the field trips for my entire school and also http://www.proteacher.net/dcforum/schools_private/138.html

MyPage Directory Home Jump to a different board! Busy Board Primary K-3 Intermediate VENT Subject Boards Substitute Teachers Student Teachers Special Education Many More Boards... Start A New Board! document.write(" "); document.write(" "); document.write(" Click Here!"); "planning periods" Forum Type: Public Moderator: Staff Time Zone: EST Printer Friendly Format Original Message "planning periods" Posted by Mary on Aug-07-02 at 08:18 AM (EST) One more thing while I'm on my soapbox. We have honor rolls for grades 1-8. The whole get A's, B's etc. I feel this honor roll thing is not a great thing for Early Childhood kids. They cannot compete in this area when they are at such different stages in development. So the kid that was held back a year and is 7 in first grade and the kid not yet 6 until Dec cannot begin to be on the same level. Parent will say he's so smart but really he is a second grader in first grade. I am wondering if you have honor rolls for your little guys? This should go on the Vent section but I think it is a problem unique to private schools.

63. Planning For Summer - Opportunities And Challenges For others, it may mean choosing a camp or recreational program followed by a newclass or new school in the planning ahead can make your trips more fun http://www.childcareaware.org/en/dailyparent/0298/

The Daily Parent Home A Newsletter for Working Parents Spring 1998 Planning For Summer Opportunities and Challenges Summer is right around the corner and it's not too soon to start planning. While your need for child care is year-round, summertime offers special opportunities as well as challenges. Even for very young children, child care schedules often follow a school year model with transitions in June or September. For some children, the end of the school year will mean a move to a new classroom. For others, it may mean choosing a camp or recreational program followed by a new class or new school in the Fall. Summer might also mean vacation travel to visit friends and family. Some children will be uneasy about the changes ahead. Changes in children's behavior and anxiety levels can occur when these changes take place. Try to think about each transition as an opportunity to teach your child how to handle new situations. Adults know that change is a constant, inevitable part of life. Talk with your child about the changes. Knowing what to expect and getting support from you can help your child gain the confidence to manage the road ahead.

64. Summer Tips For Teachers when you want to learn and play; virtual trips when you your child to camp youcan certainly enjoy planning a virtual don't want to do any more school work! http://www.teacherszone.com/sumtips_teachers.htm

CELEBRATING THE REAL HEROES - TEACHERS!! Featured Tips. Teacher Tip: Free Stuff for Teachers Parent Tip: Parent-Teacher Conference Tips Student Tip: College Information Home Find great Deals! Teacher s Zone MARKET PLACE Rate this site at TeAch-nology.com's -Best of the Web for Teachers! Tip of the Month "Summer Tips for Everyone" Isn't it true that Teacher, Parents and Students want to make the most of their summer? Teachers want to relax...deservingly so! Students want to have fun...school's out! And, Parents want what's best for the family...how to juggle fun and learning! Well we've tried you give you exactly what you need! Here's what you'll find... Summer Tips for Teachers Sit back and relax! You'll find: educational vacations- when you want to learn and play; virtual trips - when you can't afford to get away, teacher/student tours - when you want to continue to teach and enjoy your students. Also, don't forget to view our student tips . You'll find some great ideas to send home! Summer Tips for Parents Need help in creating an awesome summer? You'll find some

65. The Community School, The Great Outdoors - Sun Valley, Idaho Top UPPER school GOALS The Upper school program focuses on to be a requirement, andmakeup trips are scheduled A Fall overnight trip focuses on planning for a http://www.communityschool.org/Outdoors/curriculum.html

Return to Great Outdoors Lower School Goals Middle School Goals Upper School Goals Outdoor Education Curriculum The purpose of the outdoor program is to encourage academic learning through "experiential" discovery in the outdoors. The outdoor trips will at times be direct extensions of the classroom, the "laboratory" for the study of ecosystems or natural phenomena. At other times, the trips will provide experiences that will become the subject of fruitful class discussions: the solo experiences, the community service programs, the connection between an individual and his or her environment. By participating in small group experiences, students gain decision-making and social skills, increased self-esteem through accomplishing wilderness challenges, greater trust and appreciation of the abilities of others. Our goal is to educate the "whole person" through these experiences creating greater belief in self while empowering each student with important skills useful in his or her travels through life. The Outdoor Program at the Community School is one of the largest in the Northwest. It has been with the school since it's inception. A full-time Outdoor Program Director is assigned to coordinating the program. The faculty believe strongly in experiential education, and the Outdoor Program is an important part of the school's mission.

66. The Johns Hopkins Gazette January 18, 2000 1,100 Baltimore City public school students and introduced to quality lesson planning,behavior management Weekly afternoon field trips and cultural enrichment http://www.jhu.edu/~gazette/2000/jan1800/18gains.html

January 18, 2000 VOL. 29, NO. 18 Teach Baltimore Students Make Gains Study shows Baltimore City children in summer program surpass peers By Leslie Rice Homewood Baltimore City elementary students who regularly attended Teach Baltimore , a local summer school program, made significant academic gains this year, says a new Hopkins study. Education researcher Geoffrey Borman has released the first-year results of a three-year longitudinal study that tracks the impact of Teach Baltimore, an academically intensive summer program that trains university students to provide eight weeks of summer reading and writing instruction to low-income Baltimore City elementary students. The study involves about 450 elementary school children from five different sites in high-poverty areas of the city. Geoffrey Borman's first-year results showed that active participants in Teach Baltimore, a summer program, made significant gains. Borman, a researcher at Hopkins' Center for Social Organization of Schools , says the results have implications for education policy-makers struggling with issues like year-round schooling, mandatory summer school and preventing what is called the "summer slide effect" for poor children. Research already has shown that low-income students tend to post achievement losses during the summer months, while more advantaged children make gains. The disparity is believed to occur primarily because children from middle- and upper-income families tend to have more books and reading opportunities over the summer than do children of low-income families. Since children in high-poverty neighborhoods tend to learn at the same rates during the school year as their more advantaged peers, these summer learning differences, compounded year after year, have been shown to be the primary cause of a progressively widening achievement gap between advantaged and disadvantaged children.

67. Planning Club Trips a safety banner , it is basically about good planning. who could be affected by thetrips’ activities. This typically applies in the school environment but http://www.students-union.nottingham.ac.uk/~safety/trip_plan.htm

Advice on planning a club trip and activities Safety Home What am I responsible for? Risk assessment Human factors ... Further Information At some point most clubs organise a trip somewhere. This advice is aimed mainly at trips that will include at least 1 nights accommodation. However there is information that will be relevant to day trippers. Please remember that although much of this advice is under a safety "banner", it is basically about good planning. Hopefully the process will make your club's activities more enjoyable for everyone as well as safer. What am I responsible for? Trip organisers have legal and moral responsibilities to those on the trip and to anyone else who could be affected by the trips’ activities. Everyone is required to take reasonable care to avoid harming others from acts or omissions that could be reasonably foreseen to cause harm. This is a common law Duty of Care A person may be judged as negligent if they owe someone a duty of care, breach that duty of care and cause loss to that person. They may be required to pay compensation. Under 18s Trip organisers taking responsibility for under 18s assume a greater duty of care than is owed to adults. This typically applies in the school environment but can happen at University.

68. The Middle School Concept team teachers have the same planning period, they curriculum integration, interdisciplinaryunits, field trips and special It creates a school within a school http://www.angelfire.com/mo/drmtch/Number9.html

The Middle School Concept MIDDLE SCHOOL CONCEPT Adapted WHAT IS MEANT BY THE "MIDDLE SCHOOL" CONCEPT? An effective middle school program is designed around the unique developmental needs of early adolescents (11-14 year olds). Because the intellectual, social, physical, and emotional needs of this age group are different from either elementary or high school students, a customized educational program is necessary. The middle school is a bridge between elementary school and high school. It is not an exaggerated elementary school nor a miniature high school, but a blend of the two. TEAM APPROACH WHAT IS A TEAM? A team is a group of teachers who have the same group of students (100-120) every day. Their classrooms are clustered together in the same wing of the building. The team consists of anywhere from two or four teachers. Together, teams teach science, language arts, social studies, and mathematics. A special education teacher also works with the teams. Due to scheduling conflicts, the special education teacher may have some students on their caseload that are also on other teams. The number of teams depends each year on the number of students in the school. DOES THE NAME OF THE TEAM HAVE ANYTHING TO DO WITH ABILITY GROUPINGS?

69. Trails Wilderness School Leading and instruct trips depending on course assignment. and procedures as set forthby Trails Wilderness school. Participate in meal planning and preparation http://www.trailsws.com/job-desc.html

JOB DESCRIPTION FOR INSTRUCTOR POSITIONS Title: Instructor Function: Outdoor Education And Operations Of Programs For Trails Wilderness School To Students Of All Ages. Department: Operations Reports to: Director Coordinates with: Other Instructors, Wizard, Chameleons, Drover, LIT And Director. Schedule: Summer 2003. Temporary Position. Summary Instructors and Chameleons will prepare and teach sessions during staff training, which may be assigned. Staff participate in activities that prepare all areas of the school for a successful summer season. At the close of the summer the instructors will assist in shutting down the summer facilities. Instructors are responsible for the safety, health and welfare of all students on their assigned course for its duration. Instructors are directly responsible for operating the programs of Trails Wilderness School in full. Responsibilities Overseeing, managing and maintaining assigned groups during their course experience at Trails Wilderness School.

70. Statewide Volunteering Opportunities: Minnesota DNR Individuals who would like to help lead field trips should plan upon to assist communityor neighborhood forestry planning groups by school Forest Field Days. http://www.dnr.state.mn.us/volunteering/statewide.html

Shortcuts: Lake Finder Rec. Compass Curr. Conditions Hunting Fishing State Parks Site Map Contact the DNR What's New? Newsroom ... Volunteering Statewide volunteering opportunities Spring 2003 Geologists and Teachers Needed for Minerals Ed. Workshop Never got your fill of rock collecting as a kid? The DNR has a unique volunteer opportunity for geologists and teachers to help plan and coordinate the 2003 Minnesota Minerals Education Workshop, an annual three-day event focusing on geology, mining and minerals education for K-12 teachers in Minnesota. The workshop combines classroom sessions and field trips, linking participants with geologists, industry experts and other educators as well as providing access to a host of free resource materials. This opportunity is ideal for teachers with certification or an interest in earth science and geology as well as professional geologists. Teachers are needed to help develop the curriculum, make recommendations for class offerings and instructors, review resource materials, and to teach classroom sessions. Geologists are needed to teach classes and to lead field trips. Individuals with knowledge of Minnesota’s Iron Range are best suited to serve as field trip guides. The workshop is scheduled for August 5-7 (Tuesday-Thursday) 7:00 a.m.-5:00 p.m., and will be held at the Hibbing Community College. Individual classroom sessions run about 50 minutes, but volunteer instructors should plan on additional prep time for developing lesson plans and hands-on activities, producing handouts, and room set up, etc. Individuals who would like to help lead field trips should plan on one or two full days in the field as well as prep time and coordination with other field trip leaders. Volunteers can also help by attending the planning committee meetings (held monthly at various locations in the state). Lodging and supply expenses will be reimbursed for all volunteers. For more information, contact Susan Balgie, DNR Information, Education, and Licensing, 651-282-6861

71. Courses the past few years, the Conway school of Landscape Wetlands Scientist whose classesand field trips explore the to be incorporated in site design and planning. http://www.csld.edu/courses.htm

Up [ Courses ] Method Calendar Courses Integrating core subjects with project work The courses at the Conway School constitute a multi-disciplinary program oriented to the natural world and focused on the thought and expression needed to accommodate natural environments while designing for human needs. The progression of subjects addressed during the year is shaped by the design and planning projects (Design Practice I and II) arranged by the School. Class assignments graphic, technical and written are dovetailed with project requirements. The following "courses" are not separate offerings which can be selected independently; rather they are integrated throughout the year with guest lectures and a wide variety of field trips. Classes including field trips and guest speakers are customarily held three days a week, with two days reserved for studio time and individual project development. Faculty is available during studio days for individual and team consultation. Design Theory Natural Environments: Understanding the Land Technical Issues: Modifying the Land Design Language ... Courses taught by adjunct and part-time faculty Design Theory Throughout the year, seminars and discussions raise and explore fundamental questions: What is landscape design? Why is it practiced? How does one interpret both natural and built landscapes? How can landscape designers benefit people with the least disruption to the natural world? What are some other philosophies of design? What are some instructive examples of designs from past and present? What is the relationship of humans to the land? How do agriculture, forestry, conservation, and change in ownership influence design on the land?

72. For Geography Teachers Education World® Lesson planning Center Social Science learning about GIS FieldTrips Site - Antarctica Geography - from Discovery school Teachers Helping http://members.aol.com/bowermanb/teach.html

For Geography Teachers Geographic Organizations Geographic Links for Teachers Make Puzzles, Games, Class Materials Printable Puzzles Geographic Organizations American Geographic Society Association of American Geographers Canadian Council for Geographic Education (CCGE) Geographers.com - international directory of geographers by name, etc. International Geographical Union National Council for Geographic Education (NCGE) National Council for the Social Studies (NCSS) National Geographic Society ... State Geographic Alliance Network - links to all 50 states Return to Top Geographic Links for Teachers AskERIC Lesson Plans - more than 60 geography plans identified by grade level Back to School - great stuff for teachers from bigchalk Back to School Ideas, Activities, and Ideas - from A to Z Teacher Stuff CNN Student News - news for students, resources for teachers Copernicus Curriculum Matrix - resources, lesson plans, and activities mapped to academic standards. Earth Day/Eco-Projects Chatboard - from teachers.net Five Activities for teaching the five themes EduHound.com

73. ASB: Alternative Spring Break By teaching elementary school kids, we are addressing the The various AlternativeSpring Break trips are an We are planning a trip to Dungannon, Virginia to http://web.mit.edu/asb/www/trips2003.shtml

HOME TRIPS APPLY F.A.Q. ... ASB ONLY Certificate Required old ASB website Other trips: 2002 trips 2003 trips ASB 2003 TRIPS SHORTCUTS: Education, Teach For America Education, Cultural Diversity, US-Puerto Rico Relations AIDS Awareness Environmental Conservation ... Urban Poverty Social Issue: Education, Teach For America Location: New Orleans, LA Coordinator: Pei-Hsin Lin Requirements: Early commitment after having been selected Max Trip Price: Slide Show Trip Web Site Description: Teach for America (TFA) is a national organization that places recent college graduates in rural and urban school systems that have a shortage of teachers. Over the past twelve years, over one million children have benefited from the program, having teachers and experiences they would not have had otherwise. This year's ASB trip to New Orleans plans to be a small part the public service legacy of TFA. Note: New Orleans is arguably the roughest school system into which TFA currently places. Big, burly MIT guys are encouraged to apply! Two years ago, Pei-Hsin went with eleven other ASB participants to work with under-privileged students in inner-city Washington, D.C. The volunteers prepared and taught lessons in pairs, covering topics ranging from a hands-on exercise in resource competition and natural selection, to a lab on building a speaker with rudimentary starting materials. When not teaching their prepared lessons, trip participants also provided small-group tutoring in math, science, and reading, to help prepare the students for standardized testing. Last year's TFA trip to New York City gave a team of seven MIT students the opportunity to introduce robotics to middle school students, one classroom at a time, using materials on loan from the Media Lab and examples of robots built for 6.270, 2.007, and other design competitions at MIT. (Read

74. Department For Planning And Infrastructure : TravelSmart service run by the Department for planning and Infrastructure or public transportfor a few trips each week. The TravelSmart to school program runs in schools http://www.dpi.wa.gov.au/travelsmart/publications/school.html

Search About Us Contact Us Home ... Regional Quick Links Cycling Fuel Cell Bus Publications Rail Taxi Travel Subsidies Travelsmart Walking What is TravelSmart? Local TravelSmart Initiatives ... Publications You will need Acrobat to read pdf documents DO YOU NEED TO DRIVE YOUR CHILDREN TO SCHOOL? "Walk, cycle or hop on public transport," is the message parents need to teach school-aged children and young adults to keep them fit, healthy and travelling around Perth. Parents who drive children to and from school and other daily activities are teaching their children to be car dependent. This lost opportunity for physical activity can affect your child's health in the future. The growing dependency on our cars is leading children to become less physically active. Young Australians are choosing to take part in sedentary activities such as watching television, playing video games or using the computer instead. For many, the trip to school is one of the few opportunities they have to exercise. In 1986, more than 60 per cent of children walked, cycled or used public transport to travel to school. Twelve years later, children were still travelling the same distances to school but less than half used transport alternatives to get there.

75. **R**V**B** including planting trees, cleaning the school, helping senior who participate areeligible for trips and prizes. that culminates in the planning and execution http://www.rvbeacon.org/youth.html

educational support l career development l arts and recreation l leadership Youth Programs Check out some of our work! Here is our Fall schedule Educational Support Tutoring (afternoon) High school students volunteer as tutors once a week to help their classmates improve their academic skills and develop confidence. Tutors are carefully screened, trained and supported throughout the process in order to ensure high quality instruction. Tutoring (evening) Adults volunteer as tutors once a week to help middle school children improve their academic skills and develop confidence. Tutors are carefully screened, trained and supported throughout the process in order to ensure high quality instruction. SAT Prep Students finish a pre-practice exam, then take workshops on the varying sections of the SAT.

76. K-12 Outreach Programs Audience Search Results stay on the UNR campus and lectures and field trips are set Invention, Innovationand Entrepeneurship We are planning to host 50 high school science and http://www2.library.unr.edu/vpaa/audience.asp?p_AudID=3

77. Untitled Bulletin Boards, PE, Science/Socials, Personal planning, Parents Helpers That wouldinclude cooking projects, field trips, special school events, and http://www.sd22.bc.ca/missionhill/mw/roots.htm

Here is a basic summary of how I organize my teaching of themes to teach the curriculum. It may give you some background information of how I think, thus making my teaching ideas more meaningful. It also may be boring stuff you don't have time to read. Take it or leave it, mold it or use it. It is only one person's way of doing things. The Big Picture It’s the end of August and you are having those panic dreams about going back to school. In order to sleep, I write things down. First, since I teach in themes, I will look at the Science, and Personal Planning curriculums, and incorporate as much as I can into about 5 or 6 main ideas to use as themes. I think about the seasons and holidays and order my themes starting with September. Now I have a direction and I know I am following the “mandated” curriculum. Theme Planning: The First theme I only plan to use the information about the students themselves. This is safe because after all, I may get a straight two, or a straight one depending on who shows up on the first dayof school. If your school is like ours, your class assignment can change overnight. I never know what the class will be like anyway so I plan to learn about them. I have a number of different ways in which we interview each other, write about each other, and include information about our class in some sort of directory or “Who AM I” book that they write. This is shared all different ways, but always in a way for parents to see. I incorporate reading and poetry about how special and unique everyone is. Our spelling is taken out of our reading and the writing we do about each other. You can slant almost any topic to a “Me” type theme, and you get to know your class personally as well as academically. That’s good for at least six weeks.

78. Faculty Of Education teaching physics at the secondary school level; derivation work from the syllabus;planning the teaching method, project method, field trips and metacognitive http://www.nul.ls/faculties/education/dept_scie.htm

Visitors Contacts Sitemap Feedback ... Students Affairs SCE 271-4A Curriculum Studies in JC Agriculture The role of agriculture as a practical subject in schools. General principles of teaching agriculture, including the use of the school garden and the school farm. Teaching methods in Agriculture related to the JC syllabus with, for example, emphasis on how to teach soil science, vegetable and crop production and animal production. SCE 302-3A Laboratory Skills and Management Laboratory design, organization skills, storage and safety. The preparation on apparatus, specimens, solutions and exhibits. The use of hand-tools, and the design and construction of teaching materials. SCE 303-3A Development of Science and Technology in Society A study of the History of Mathematics and Science in relation to the development of technology through the ages up to the present day. Present and future impact of the Science and Technology world wide, in Africa and Lesotho in particular. Appearing conflicts between cultural values and Scientific attitudes, the influence of science and technology policies in developing Sciences and Society topics in the school curriculum SCE 304-7AB Curriculum Studies in JC Science II

79. Baldur School Other trips include skiing, bowling, swimming, and trips to Winnipeg Baldur Schoolannually runs a travel club. and the current travel club is planning a trip http://www.wdd.cx/westman/baldur/school.htm

Baldur School Home of the Vikings Baldur School has a total enrollment of 140 students from Kindergarten to Senior 4. There are 10 teachers who teach a wide variety of classes in both the high school and elementary. There are also 4 teacher assistants who aid the teachers and students. There is one part-time librarian. Courses are also available through the Internet, correspondence and IITV Teachers 2002/2003 Name Position Name Position Randy Hanson Principal, Social Studies, Science Susan Watson Kindergarten/Resource Val Crowe Secretary Phil Crowe Math, Science Susan Johnston Georgina Greenlay Roger Zelmer Phys. Ed, Math Susan Kentner Janice Robidoux Music, French, Math Shelley Wallis Barry Moore Tracy Manning Teacher Assistant Gail Hamilton Kindergarten Teacher Elaine Harms Teacher Assistant Cheri McLaren Librarian Mrs. Anderson Teacher Assistant Sherry Ramage Teacher Assistant Bill Warrener Custodian Bob Currie Custodian Baldur School offers courses such as Math, English, Physical Education, and Science. There is also an IITV system in the school which allows students who would like the opportunity to take other classes as well. Some of the courses through the IITV range from French to Pre-Calculus Math. Baldur School teachers are involved in teaching courses to other schools, with the help of the IITV. Some of the courses taught are Consumer Math, Law, and English to the local Hutterite colonies

80. SEDL - A Resource Guide For Planning And Operating After-School Programs new facility and steps in the planning process for be to share information about afterschoolprograms, provide money, program ideas and field trips to program http://www.sedl.org/pubs/fam95/3.html

This section includes resources on program development. Information is provided on curriculum, mentoring, tutoring, youth development and parent/community involvement. (Prices are set by the respecive vendor and are current as of 12/2000.) A Compact for Reading Guide: A Reading Partnership Action Kit Mary Russo, Ellie Topolovac, Gary Kosman, Alan Ginsburg, Susan Thompson-Hoffman and Julie Pederson Compacts are written agreements among families, teachers, principals, and students that describe how all partners can help improve the reading and other language arts skills of kindergarten through third-grade children. This guide is a user-friendly handbook designed to walk a family-school compact team through the steps of building and implementing a Compact for Reading. It provides information, strategies, examples, and checklists to help parents, educators, and community members develop effective, workable compacts that can increase family involvement, student skills, and achievement in reading. Associated with this guide is the School-Home Links Reading Kit, which includes activities for children from kindergarten through the third grade that teachers can provide to families for at-home reinforcement of in-school reading and language arts activities. ©1999 Print $20.00

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