Learn multiple strategies for overwintering various tropical plants indoors, both dormant and actively growing. Joana Pabedinskas Instructor, health and wellness promotion Learn more about health and wellness promotion. On page 11, look closely at the second paragraph. In the experience of the author, mouth-blown examples of these bottles do typically have manufacturing characteristics indicative of the early 20th century, i. You will walk away with the ability to produce these infusions at home and a half pint sample of each infusion in addition to the samples to try during the class , enough herbs and spices to make a quart of Absinthe, as well as an idea of how to create your very own infusions. Led by experts in their fields, our programs provide something for every interest and skill level. Can you think of other examples of being "chained together"?
Explore an overview of the cheese families, how to taste cheese, and taste examples of four of the cheese families: This class also available on selected dates upon request. Minimum of 8 guests, maximum of 10 guests. Want that ''fresh bread" aroma wafting through your home, and crusty deliciousness at your fingertips? Calling all beginner bread-bakers to come and learn the basic techniques for quick breads and scones, traditional yeast sandwich bread, and a surprising bread to bake in the microwave!
Hands-on, light meal and take-home booklet included. Minimum of 4 guests, maximum of 6 guests. Learn how to make fresh pasta, and roll it out with the classic Atlas pasta machine and the stand-mixer.
In the meantime, learn how to make your own fresh ricotta cheese. Three filled pastas will be presented: Let's sip some delicious wine while we go into pasta production-fun!! A full dinner, and booklet of recipes to go home with you, too!
Minimum of 8 guests, maximum of The students were required to write letters to the veterans. Biography is a genre that the students are required to study, therefore, they read a biography to each of the veterans. Students met many math objectives while completing a task in which they planned the Valentine Social. Reflect through the service-learning experience: The students were encouraged to reflect on the project through class discussions, journal writing, creation of a PowerPoint presentation and displays, and newsletter articles.
The students developed responsibility by choosing the activities we carried out and by organizing the Valentine Social. The principal and myself contacted the veteran's home to plan a meeting with the events coordinator. Equip students with knowledge and skills needed for service: Students learned about the veteran's home and the residents. Profits from the boxes sold went to two local churches. This class project involved cooperative learning groups - each group was responsible for designing one card.
The activity integrated math, writing, language and social studies. This year we will be doing an interdisciplinary project with the Humane Society dealing with the care and protection of animals. We have expanded our service-learning projects to include storm drain painting infused with our social science unit on the Chesapeake Bay.
As part of reading and citizenship, my 3rd grade students visit a nearby nursing home and read "Big Books," do projects and visit with residents. Through this project, students strengthen their reading and communication skills while discovering their personal power to make positive changes in their communities.
Hannah Mossman, St. Mary's County, Maryland, Oakville Elementary School The nursing center in the next town needed help connecting residents to youth in an effort to brighten the resident's days.
In response to this need, our 3rd grade team selected our best 30 workers to prepare and present a play at the nursing center. The play, the "Princess and the Penguin," culminated the students' integrated study of weather and animals. This project also required students to use their writing, researching, and public speaking skills. Our project was designed to reduce the isolation many senior citizens feel from others, especially young people.
Students visited the nursing center on a Thursday morning, set up, performed and socialized with the elderly. Students shared hugs and hand shakes while the elderly commended them on their performances. The students read for all purposes and used writing to express their thoughts on the project. The students discussed what they thought about the project with each other and shared their thoughts with the residents.
The students prompted the senior citizens with statements such as "if this The student developed responsibility through studying and learning their lines and gestures at home. They created and designed their own costumes and props. We established community partnerships through the parents who volunteered to help with stage set up and transportation of the props. The nursing center activity director assisted with organizing the project and soliciting businesses for props.
We also work with Petsmart, Denny Morgan, a retired drama and music teacher, and Crabhrochen. Plan ahead for service-learning: We contacted the nursing center for suggestions of businesses to solicit for donations. We ordered scripts during the previous summer before school to give the student sufficient time to prepare. To equip the students with the skills and knowledge they needed, we studied techniques for learning lines, and for staging movement and gestures with a theatrical consultant.
The students reviewed the steps involved for service-learning, preparation, action and reflection, in teams and read the outcomes we were covering, so that they could see the connection. Judith Wilson, St. Mary's County performed their last community project of the school year in early June, Through this authentic writing activity, the students received funding to stencil "Don't Dump" on the storm drains in the Southampton neighborhood around their school.
Students learned about the importance to "Save the Bay" in this community project. Meet a recognized need in the community: While walking to their small Title I elementary school, many students had noticed trash in the gutters near the storm drains.
It was not until our club's discussion about the environment and ways to save the Bay that the students realized that this debris along their sidewalks would eventually wash into and contaminate the Bay that was less than three miles away. Achieve curricular objectives through service-learning: The fourth graders through their PACE Maryland Service Club applied the economic concepts they had been studying to a real world situation- an obvious environment problem in their Southampton community.
They became the human resources who used capital resources paint and stencils to provide a service stenciling the storm drains for their school's community. In doing so, they learned the importance of environmental preservation as well. Reflect throughout service-learning experience: The students first had to analyze the potential environment danger in their community. The club's discussion focused on the questions asked in the Chesapeake Bay Trust's grant application. Through the authentic grant writing process, each student had a part to complete within the grant application.
After providing the service, the students wrote reflections in their learning logs. One student responded, "I learned that stenciling the words "Don't Dump" on the neighborhood's storm drains receives good comments. I hope that other kids are not afraid to help their school or community. The students themselves wrote the grant to receive funding from the Chesapeake Bay Trust.
The club members always run each Maryland Service Club meeting by following scripts which allow them to role play according to parliamentary procedure. The students along with the school's DARE officer went out in the Southampton community to stencil storm drains.
They had asked permission from the Board of Public Works as well as the County Commissioners before embarking on this project. Via this grant, they have established a working relationship with the Chesapeake Bay Trust. Parent's permission was obtained prior to the student service learning project. Because the club had to apply for a grant, they had to prepare an action plan for the Chesapeake Bay Trust. Students always fill out an action plan for every monthly service project.
The club members learned how the trash is washed into the bay via storm drains and how such contaminants affect the health of the bay and its inhabitants. The students also " live and breathe" such economic concepts as human, natural, and capital resources when providing goods and services as they perform student service-learning projects. In one part, seniors bring in memorabilia and work with their student partners to capture related memories, pictures, and stories on an Internet Web site.
In the second part, students and seniors together learn ways of using the Internet, such as banking, finding health information, sending and receiving e-mail, and researching genealogy. Third, an outreach program provides seniors with access to Web-TV. The goals of the program are to provide opportunities for shared experiences between Canada's seniors and youths, to encourage senior citizens to use the Internet, and to provide both seniors and students with greater technology-based skills.
Students at Banded Peak School engaged in a number of curriculum-based activities to prepare for their participation in the program.
During the program, the seniors had the opportunity to learn technology skills and to help teach students about the world they live in.
Gordon Berry, one of the senior participants said, "I like the idea of playing a role in helping kids learn, since they are the future of the country. The benefits to the students were also more than academic.
The project has broken through that by centering on the shared learning that takes place. That is what Travis and Bryce learned about senior David G. We figured he was used to Macintoshes because they have only one button on their mouse. Online banking was one of the things that Mr. Langford was interested in. He figured out how to do it quite quickly. One of the things he liked best was the way that the banking was so easy to use. He worked with it like a wiz. MacDonald shared with us the message that most Canadian seniors are living very active and full lives," the students said.
Using multiple hoopings, even a small hoop can make a decoration that makes a big impact. The club will meet for seven months. The first month will explain how to put together the base blocks. Intermediate and Advanced come to encourage and share your skill level with each other. We will cover different knit and crochet stitches and techniques.
Everyone is asked to bring a project they are currently working on. Work on projects, socialize with others, and receive guidance from the educator on duty.
Join Wendy Rieves in exploring the different options a serger can give you.