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A requirement of Arizona's Migrant Teacher Institutes was the preparation of instructional resource units. Development of these units was a key element in the three-stage recommendations related to individualizing instruction in both reading and oral language. The three stages were: Room Organization--Realistic Learning Centers, Unit Themes and Committee Activities, and Individual Conference and Record Keeping. This book consists of two of these stages: Room Organization--Realistic Learning Centers and Instructional Resource Units. Part I covers: what a learning center is; how to begin learning centers; suggested learning centers in the areas of language, math, science or health, art, music, and audio-media; and how to evaluate learning centers. Prepared by teachers and administrators who attended Migrant Summer Institutes since 1973, the nine resource units are intended for the intermediate grades, 4-8. Each unit consists of: goals, objectives, motivational activities, sub-topics, evaluation, and concluding activities. Unit topics are: Japan; Arizona citrus; Pinal County, Arizona; career education (banking); corn (its history and uses); metrics; Africa; first aid; and weaving, creative stitchery, and spool knitting. (NQ)

A requirement of Arizona's Migrant Teacher Institutes was the preparation of instructional resource units. Development of these units was a key element in the three-stage recommendations related to individualizing instruction in both reading and oral language. This book consists of two parts: "Room Organization: Realistic Learning Centers" and "Instructional Resource Units". Part I covers: what a learning center is; how to begin learning centers; suggested learning centers in the areas of language, math, science or health, art, music, and audio-media; and how to evaluate learning centers. Prepared by teachers and administrators who attended Migrant Summer Institutes since 1973, the six resource units are intended for the primary grades, K-3. Each unit consists of: goals, objectives, motivational activities, sub-topics, evaluation, and concluding activities. Unit topics are: self-awareness through the five senses; colors; fun with fairy tales; Arizona desert life; heritage--an awareness of peoples (American Indian, Mexican American, Black, and Anglo); primary economics; transportation; and safety. (NQ)

The two major parts of a publication resulting from the 14th annual Arizona Migrant Child Teacher and Aide Institute discuss learning centers and resource units and provide four K-3 resource units, and three resource units for grades 4-8. Institute participants from 1983 and earlier years are listed. The discussion of learning centers as designated classroom areas where children may do specific activities related to some new concept or skill reinforcement covers development and evaluation of learning centers and suggests activities for learning centers in language, math, science/health, art, music, and audio-media. Instructional resource units are defined and the organization of the resource units that follow is described. Each unit contains goals, objectives, motivation activities, topics for committee/group work, evaluation measures, and concluding activities. Primary level units include using space as a theme for teaching basic skills (K-1), learning about careers (K-3), playing games from around the world (K-3), and a desert unit for special education students. Intermediate level units discuss the solar system, and understanding classified ads and "crunchy-coated" commercials. Units include numerous drawings and patterns, spelling and vocabulary development activities, math and art activities, games and puzzles, and bibliographies of books, audiovisual materials, and sources of supplementary information. (MH)

Presented are units prepared by the participants of Arizona's Migrant Teacher Institutes which were organized to train participants in the implementation of individualized instruction. Part I describes what a learning center is, how to begin and evaluate learning centers, and the distinguishing features between a teaching unit and a resource unit. Suggested learning center activities presented on the topic of food include: a language center featuring show and tell and use of the telephone to order groceries; a math center with play money to buy groceries and estimating exercises; a science or health center using food and food pictures to distinguish likenesses and differences and to classify foods by taste; an art center with macaroni art; a music center with songs about food; and an audio-media center using food related films and tape recordings of children eating food. Part II presents six complete resource units; collections of suggested teaching and learning experiences and materials are organized around a selected topic or area. Each unit includes goals, objectives, specific teacher-directed motivational activities, committee and group work projects permitting students to make alternative topic choices and approaches, pre- and post-unit evaluative measures, and a unit-concluding activity. The grade K-3 units focus on animals, dinosaurs, and community awareness. The grade 4-8 unit topics concern the migrant worker, air and water pollution, and life in the middle ages. (NEC)