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What if you could challenge your fourth graders to create a minimally invasive, highly efficient dam? With this volume in the "STEM Road Map Curriculum Series," you can! "Hydropower Efficiency" outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K-12 classrooms. This interdisciplinary, four-lesson module uses project- and problem-based learning to help students create a highly efficient dam that has a minimal impact on the environment. Students will explore the use of natural resources to provide energy needs, specifically hydropower, while exploring the workings of watermills, wind turbines, and generators to help build an understanding of the effects of dams. In creating their dam, they will learn about the various types of alternative hydropower sources, including wave and tidal power, and track the progress of electrification in the U.S. on a timeline; alongside researching the positive and negative consequences of hydropower. To support this goal, students will do the following: (1) Use the engineering design process (EDP) to create a design for a dam, wind turbine, and water wheel; (2) Compare and contrast renewable power sources; (3) Evaluate power sources for efficiency; (4) Identify positive and negative consequences of human modifications of the environment; (5) Identify and describe how several sources of renewable energy are used across the U.S.; (6) Use mapping skills to determine where natural resources are being accessed for energy usage; and (7) Effectively utilize shapes, materials, and measurements to create a model of a hydropower system. The "STEM Road Map Curriculum Series" is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, "Hydropower Efficiency" can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

Use this inspirational resource to engage in Pro-Black teaching with young children as an antidote to endemic anti-Black racism in schools and society. Drawing from a critical case study of K-3 teachers who used Pro-Black teaching in their daily instruction, this important book puts forth positive perspectives regarding Blackness and Black people that are not evident in most educational settings. An easy-to-understand text provides evidence-based curriculum examples, pedagogies, and resources; demonstrates how teachers can achieve Pro-Black teaching while also addressing curricular standards and other demands on their time; and explains the benefit of Pro-Black teaching for all children. The authors draw from decades of practice and research by Black scholars (e.g., Asa Hilliard, Janice Hale, Amos Wilson) to position racial identities as a key part of Black children's development. They center African diaspora literacy as a Pro-Black pedagogy to ensure that Black children are competent in their own culture as well as in global cultures. Pro-Blackness in Early Childhood Education celebrates the agency, resistance, everyday lives, and joy of Black people. Book Features: (1) Demonstrates how Pro-Blackness can be used to interrupt ethnocide practices that threaten Black children's culture and spirits; (2) Provides guidance for implementing and sustaining Pro-Black instruction, with accessible examples of curriculum and instruction; (3) Focuses on Pro-Blackness rather than anti-Blackness; and (4) Includes examples of K-3 lessons from Drs. Diaspora curriculum that have been used in majority Black, majority White, and racially mixed classrooms. [Foreword by Joyce E. King.]

This book gives an overview of the linguistic development of Korean-English bilingual children living in the US. It provides a detailed longitudinal account of English and Korean acquisition in early childhood, offering a close examination of Korean-American children's code-switching and morphology and syntax development during a time when their language dominance is shifting rapidly. The book sheds light on the broad and creative linguistic capabilities of bilingual children, expands our understanding of heritage language acquisition and furthers bilingualism research on typologically distinct language pairings. Researchers investigating heritage language development in early childhood will find the extensive longitudinal data a rich source of comparison and the book will be a useful resource for scholars and graduate students interested in sequential bilingualism, second language acquisition and heritage speakers.