This unique book combines state-specific facts and 30 fun-to-do hands-on projects. The Symbols Projects Book includes creating a model of the state bird, counting popcorn to visualize state population, creating state borders using craft materials, making a scrapbook of unique state facts and more! Kids will have a blast and build essential knowledge skills including research, reading, writing, science and math. Great for students in K-8 grades and for displaying in the classroom, library or home.
The state of Vermont is illustrated through gorgeous photographs and evocative essays, showcasing 50 iconic places, events, inventions, foods, and objects from the Green Mountain State.
Exploring Vermont through Project-Based Leaning includes 50 well-thought-out projects designed for grades 3-5. In assigning your students projects that dig into VermontÕs geography, history, government, economy, current events, and famous people, you will deepen their appreciation and understanding of Vermont while simultaneously improving their analytical skills and ability to recognize patterns and big-picture themes. Project-based learning today is much different than the craft-heavy classroom activities popular in the past. Inquiry, planning, research, collaboration, and analysis are key components of project-based learning activities today. However, that doesnÕt mean creativity, individual expression, and fun are out. They definitely arenÕt! Each project is designed to help students gain important knowledge and skills that are derived from standards and key concepts at the heart of academic subject areas. Students are asked to analyze and solve problems, to gather and interpret data, to develop and evaluate solutions, to support their answers with evidence, to think critically in a sustained way, and to use their newfound knowledge to formulate new questions worthy of exploring. While some projects are more complex and take longer than others, they all are set up in the same structure. Each begins with the central project-driving questions, proceeds through research and supportive questions, has the student choose a presentation option, and ends with a broader-view inquiry. Rubrics for reflection and assessments are included, too. This consistent framework will make it easier for you assign projects and for your students to follow along and consistently meet expectations. Encourage your students to take charge of their projects as much as possible. As a teacher, you can act as a facilitator and guide. The projects are structured such that students can often work through the process on their own or through cooperation with their classmates.
Planning and construction of the James Bay Hydroelectric project began in the early 1970s, when the effect of such projects on the physical and social environment was seldom considered. As the project matured, however, its unique and diverse environmental impacts came under intense scrutiny on both sides of the border. The first mega-scale hydro project to be built in the sub-Arctic, capable of generating as much electricity as fifteen nuclear power plants, its impact includes disruption of vast areas in an extremely fragile ecosystem as well as displacement of native peoples and the introduction of dangerous levels of mercury into their food supply. The debate over these complex environmental issues has been further complicated by political issues stemming from the importance of the project to the economic development of Quebec and the sale of at least ten percent of the electricity generated the United States. The contributors examine core issues of the controversy both in relation to James Bay and to other large hydroelectric projects, such as the Aswan dam in Egypt and the Three Gorges dam in China. Providing insights from an unusual variety of disciplines, the authors offer important considerations that must be taken into account as Quebec assesses additional phases of hydroelectric development of the watershed east of Hudson Bay. Contributors include Raymond B. Coppinger (Hampshire College), Bill Dale Roebuck (Dartmouth Medical School), Will Ryan (Hampshire College), Adrian Tanner (Memorial University), Stanley L. Warner (Hampshire College), Kessler E. Woodward (University of Alaska), and Oran R.Young (Dartmouth College). James F. Hornig is professor emeritus of chemistry and environmental studies, Dartmouth College.
