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Observes different species of sharks from the time they arise in the morning and get ready for school until they go to bed at night, as the moveable hands on a fold-out clock help teach the reader how to tell time.

Why is the sky blue? What makes a balloon float? Why can't I see in the dark? You can discover the answers to these questions and more with The Everything Kids' Easy Science Experiments Book. Using easy-to-find household materials like soda bottles and flashlights, you can build bubbles, create plastic--even make raisins dance! All of the experiments are kid-tested and educational--but more importantly, they're tons of fun! These quick and easy experiments help you to: Explore your five senses. Discover density and sound. Delve into seasons, life cycles, and weather. Investigate electricity and light. Study the solar system and landforms. Examine matter and acids/bases. This is the perfect book for a rainy Saturday, a lazy vacation day, or even after school. You'll have so much fun conducting the experiments, you'll forget that you're actually learning about science!

A haunted Halloween bus ride that will have children singing with excitement. THE SPOOKY WHEELS ON THE BUS is a humorous Halloween-themed version of the classic song THE WHEELS ON THE BUS...with a few ghoulish tricks and treats up its sleeves Count from One Spooky Bus up to Ten Goofy Ghosts as this Halloween ride races through town picking up a few unsuspecting passengers along the way.

Emmy has just moved from the country to the city and misses her horse and her old home. The city is loud and busy and scary, and Emmy doesn't think she'll ever like it. When she starts riding her new horse, Belle, every loud sound makes Emmy jump and pull on Belle's reins. But when Emmy and Belle get lost together in the park, Emmy learns to trust Belle. And soon the city, as it gets dressed up for Christmas, doesn't seem so bad after all. This book features fun facts about Quarter Horses and a keepsake card! The American Quarter Horse Association is the largest breed organization in the world, with 340,000 members.

Shady Glen Stables is full of friends that love to ride horses, but Becky and Hannah don't like each other at all. Hannah is a know-it-alland her horse, Casey, wins every jumping competition she enters. Becky has no blue ribbons because her horse, Stormy, has troublejumping certain fences--like the ones with flower boxes.One day Hannah has an accident and cannot ride! This is Becky's chance to win, if she can help Stormy overcome her fear of fences.Although Hannah offers Becky tons of riding advice, it is hard for Becky to admit that little-miss-perfect may be right. When the girlsfinally talk, they realize that they have more in common than they thought and the rivals become friends.With Stablemates, every horse has a story.

"A Christmas themed-take on the classic rhyme The Wheels on the Bus"--

Public library storytimes have been well-established as informal learning environments that can support the learning and development of young children through interactive, intentional programming produced by storytime providers. Storytime production consists of the stages of planning, delivery, and assessment, and though research has examined the planning and delivery of storytimes, assessment remains largely emergent and unexplored. In fact, in-depth research has not yet been done into the role of the design process of reflection-on-action in storytime planning and assessment. Moreover, there is not yet research showing evidence of reflection-in-action in storytime delivery, which could contribute to a deeper understanding of this concept for practitioners and enable more informed advocacy with stakeholders and communities. A strong need exists, therefore, for a reflective approach that might give storytime providers an effective tool for advocacy and self-assessment. Using a qualitative, secondary analysis of data from an existing study of early literacy measures in storytime, and an application of the theoretical framework of reflection-in- and -on-action, this study explored how storytime providers use reflection-in- and -on-action in the storytime production stages of planning, delivery, and assessment to create positive learning spaces for the young children and their families who attend. The facets and nuances of these stages, surfaced in the data, when combined with the theoretical framework, yielded the Reflective Self-Assessment Framework that enables providers to both leverage the reflection they’re already doing on their own programs and recognize the reflection they’re conducting during the program to shift and adjust based on what they are observing in the moment. These two types of reflection provide new depth to existing assessment work being done by librarians and enables them to look at all aspects of the storytime production process—planning, delivery, and assessment—in a holistic way. This work further intersects librarianship and design, building on the work of Clarke (2016) and others, to demonstrate how children’s librarianship and design fit together. The findings yielded definitions of each storytime production stage and demonstrated how reflection is present in the work that storytime providers do. Furthermore, these stages intersect with and inform one another, revealing a fluidity to this design work to develop storytimes. The resulting framework situates these stages within, and in so doing, reimagines certain aspects of the existing processes of reflection-in- and -on-action.

Over the last thirty years issues of culture, identity and meaning have moved out of the academic sphere to become central to politics and society at all levels from the local to the global. Archaeology has been at the forefront of these moves towards a greater engagement with the non-academic world, often in an extremely practical and direct way, for example in the disputes about the repatriation of human burials. Such disputes have been central to the recognition that previously marginalised groups have rights in their own past which are important for their future. The essays in this book look back at some of the most important events where a role for an archaeology concerned with the past in the present first emerged and look forward to the practical and theoretical issues now central to a socially engaged discipline and shaping its future. This book is published in honour of Professor Peter Ucko, who has played an unparalleled role in promoting awareness of the core issues in this volume among archaeologists.