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https://www.theplayerstribune.com/en-us/articles/kyle-korver-utah-jazz-nba
The Player’s Tribune

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"We've had kids in the past who have been boy soldiers, [forced] into the military as young as 11 or 12," says David Rothstadt, the principal of Noble Park primary school in Victoria.

"We've had students who have lost family members, and been witness to it. We've had kids who have come by boat, their lives in danger. People don't come by boat lightly."

Ninety per cent of the children at Rothstadt's school in Melbourne's south-east come from non-English speaking backgrounds. Many are refugees.

And 13 of them, who escaped to Australia from crisis areas but are now thriving in the classroom, have written a story about a 10-year-old's boat journey which has been brought to life in a new stop-motion animation.
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First published as an illustrated book, Ali and the Long Journey to Australia was a collaboration between a Monash University researcher, Mervi Kaukko, and Noble Park primary. The kids who wrote the story, Rothstadt says, are now 11, 12 and 13 - and, while Ali and his family are fictional, they brought in their own experiences.

"Some of them came by boat. Some spent long periods of time in refugee camps in Kenya, Sudan, on the Thai/Burmese border ... The story about the bombs and the father being taken away? That's an amalgam of a couple of real experiences."

Students in the playground at Noble Park primary school. Photograph: Rodney Dekker

Eleven-year-old Sithwat, who co-wrote the book and only started speaking English five years ago, says: "It's pretty awesome. I had never written a book but I always wanted to."

The children created the clay figures for the book's illustrations, which were animated by Melbourne-based Clem Stamation. "I couldn't believe it. The bodies move!" Sithwat says. "How do you do that?"

The project was the brainchild of Kaukko, a Finnish researcher from Monash University. With her colleague Jane Wilkinson, Kaukko has interviewed 45 refugee children, each identified by their teachers as doing well in school. Her work investigates how these students do not only survive but thrive in schools.

"It's not all about trouble and trauma: it's about things going well," she tells Guardian Australia. "What's common among all the kids I interviewed is they are just normal kids, and they like things kids like.

Monash researcher Mervi Kaukko with three of the children. Photograph: Rodney Dekker

"Ali [in the story] wanted to save his soccer ball. Little things like that matter for any child, and refugee kids are not an exception."

Kaukko spent 18 months interviewing child refugees before one girl suggested their conversations be turned into a book. "She said, 'Who is going to read the findings?' I told her, 'Not very many - it's going in an academic journal.' She said, 'Wouldn't it be nice if more people could read our stories?"

The researcher hopes the animation showcases positive stories about refugees ("There's so much emphasis on what's difficult for them"), and promotes child-centric ways of teaching. It was written using a pedological method called "storycrafting" which, she says, works well with children who don't speak English as a first language.

"The children started creating a story and added bits on top of each other's stories. They combined their ideas, imaginations and experiences, negotiating where the plot would go and what would happen."

Kaukko's approach - focusing on the children's strengths, and doing things a little differently - tapped into the philosophy that drives Rothstadt's school. "We have a developmental learning approach, with a real focus on play-based learning ... which most schools stop at year two," he said. "We call it exploratory- or inquiry-based learning, and we take it through to year six."

One of the nooks created in classrooms, where children can feel safe. Photograph: Rodney Dekker

While classes are still structured, this approach makes the children responsible for some elements of their own education - and the school looks different as a result. "There are less desks, and more nooks and crannies for kids to tuck themselves away in," Rothstadt says. This can help children with traumatic pasts feel more secure.

"We have some formal chairs and desks, but we also have adaptable sorts of furniture for kids to sit comfortably and write well, while sitting on the floor, or on a beanbag, or lying across an ottoman ... it's about generating a whole environment."

Rothstadt says the requirements of education in Australia often leave traumatised children behind. "We need to recognise that the first pre-condition for learning is that children feel safe and secure ... You drop a 14-year-old boy from Sudan into a class about modern European history - what do you reckon the engagement will be? We need to really rethink how we provide learning for these students.

"That's not to say don't be aspirational or have high expectations - but have a genuine support space for these kids, so that they can experience success."

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Refugee children's story turned into a heartwarming claymation video

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"We've had kids in the past who have been boy soldiers, [forced] into the military as young as 11 or 12," says David Rothstadt, the principal of Noble Park primary school in Victoria. "We've had students who have lost family members, and been witness to it.

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Teaching Tolerance

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Vocabulary

challenge [ chal-inj] ( transitive verb) something that takes great mental and physical effort to overcome or to confront

diversity [dih- vur-si-tee] ( noun) a variety or range of differences (e.g., race, religion, gender, sexual orientations, age)

immigrant[ im-i-gr uh nt] ( noun) a person who moves to a country from somewhere else

oral history [ awr- uh l] [ his-t uh-ree] ( noun) information about the past that is passed down through stories and word of mouth

outsider[out- sahy-der] ( noun) a person who does not belong or is not accepted as a part of a group

refugee [ref-yoo- jee] (noun) a person who flees for safety, especially to a foreign country, during times of political trouble, war or other danger

Procedure

Introduction

1. To prepare, create a visible line on the ground with string or tape. Arrange the classroom so there is ample space for every student to stand around the line. Separate students into two lines, facing one another on either side of the line. Students should begin by standing about a foot or two away from the line. Instruct students to complete this activity in silence, but to think about who is standing next to them after each statement. You may want to have a conversation with students ahead of time about classroom norms surrounding conversations. For ideas, refer to our Speak Up at School and Let's Talk guides.

2. Explain to students that in this activity you will call out a series of statements and that you want them to walk to the line if the statement is true. Use the following statement as a model: "Step to the line if you are a student." Let students know that they don't have to move if they feel uncomfortable.

3. Then read the other identifiers on this list, using "Step on the line if you..." each time. Pause after each statement and notice who moved and who didn't.

Note: If you add statements, start with low risk statements and ease in to high risk ones.

Have brown hair

Have straight hair

Like to play outside

Speak another language

Like the color blue

Have a brother or sister

Enjoy listening to music

Have blonde hair

Enjoy watching movies

Like strawberry ice cream

Like playing video games

Like playing sports

Have dark eyes

Have lived in another state

Have lived in another country

Were born in this city

Wear glasses

Were born outside this country

Are an only child

Have more than two siblings

Are afraid of something

Have ever felt left out

Struggle in school sometimes

Sometimes don't know what to say

Think about what happens at home while you are at school

Worry about what you look like.

*This list can be adapted to fit your classroom's needs.

When all descriptors have been called out, have students discuss the following:

How did it feel when you stepped to the line?

Did anything surprise you?

At any point during the activity did you feel alone or isolated?

At any point during the activity did you find you had more in common with others than you thought?

What did you learn about your classmates?

Assess Prior Knowledge: What Is Immigration?

1. Assess background knowledge by asking students questions around the following:

* What is immigration?
* What do you know about immigration?
* Who is an immigrant?
* Why do people emigrate?
* Who is a refugee? How is a refugee different from an immigrant?

2. Create a classroom anchor chart based on student responses so that students can have a continuous reference for thinking about immigration. Additional questions may be added to make further connections. Teachers can review "10 Myths About Immigration" for your own background knowledge. Determine where additional knowledge can be built. Plan direct experiences such as a guest speaker, a virtual experience or a cultural show and tell.

Kids Around the World

1. Next, choose which way you want your students to view images.

* For younger students, we recommend Gabriele Galimberti's work entitled "Toy Stories." This website shows young kids from all over the world with their favorite toy.
* For older students, we recommend aYoutube video of 30 different images of kids from countries all over the world.

2. Have students form small groups and assign one image to each group, or have students watch a video together and choose an image with which they connect. Images may be viewed in a digital format on computers or may be printed out for each group.

3. In their small groups, have each student complete the top portion of the "Kids Around the World" worksheet. Ask students to list the similarities and the differences they see between a child in the photo and themselves.

4. Then, as a whole class, ask students to share what they discovered.

5. Next, ask students to complete the section on the handout entitled "The World I See" with their small group. Encourage students to list what else they see about the children's worlds based on what they see in the images. Encourage students to use context clues to help them answer these questions:

* What is happening in this picture?
* In what location was this picture taken?
* What else do you see in the picture?

6. Return to whole class setting again, and ask for student volunteers to share their group's responses.

7. Using a projector, share each group's image with the whole class. Alternatively, the printed image may be held up. Ask students:

* What are your feelings about the image?
* What does it remind you of?
* Which children in the images do you identify most with? Why? How?

8. Explain that the children in the pictures are not immigrants, but many children like them from around the world come to live in the United States each year.

Discussion

1. Select one "Meet Young Immigrants" story and share it with students.

2. Ask students to take notes about the worries, struggles and successes they hear in the narrative. Discuss notes with the whole group. Responses can be recorded on the board in three labeled columns.

3. Next, ask students to share a time when they felt worried, had to struggle or experienced success. Record responses on the board in the same kind of chart as before.

Alignment to Common Core State Standards/College and Career Readiness Anchor Standards: CCSS.ELA-LITERACY.CCRA.R.7, CCSS.ELA-LITERACY.CCRA.W.9, CCSS.ELA-LITERACY.CCRA.SL.1, CCSS.ELA-LITERACY.CCRA.SL.2, CCSS.ELA-LITERACY.CCRA.SL.4, CCSS.ELA-LITERACY.CCRA.SL.6, CCSS.ELA-LITERACY.CCRA.L.6

Extension Activity

Do Something
Your Own Story: A Floating Gallery
As a take home project, have students take their own pictures of themselves with a toy or object they value. They could also take an action shot of them at play like the Youtube video, either using technology at school or home. Direct students to include a short narrative about the picture that includes what they would like others to know about the image. Affix this narrative to the back of the picture. The completed projects can be presented to the entire class or they can be displayed as a floating gallery on a bulletin board or in the classroom or both.
Your Own Story: A Digital Gallery
Using crayons, markers, collage or a digital storybook program such as zimmertwins, storybird or little bird tales, have students create a story about themselves and an object they value, or a playtime they love. Students should create a narrative about what they want others to know. Stories should be no more than two to three minutes long when read aloud. The completed stories can be shared daily with the entire class during a designated time of day. If students choose, they can create questions and answers to further explain their stoies.

Suggested Rubric

_____ Student wrote a complete narrative that connected to the selected picture or object.

_____ Work was organized.

_____ Work was neat and original.

_____ Work included all required components.

_____/4 Total Score

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This lesson helps students appreciate diversity among their peers and the diversity of immigrants all over the world. Through hands-on exercises, students will discover similarities and differences they share with other children.

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DOGO News - Kids news articles on world! Kids current events; plus kids news on science, sports, and more!

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Get to know Mo Willems!

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Matt De La Pena: Meet the Author & Books

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Artists

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Ocean Colours changing

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Earth's oceans will intensify* in colour or even change colour by the end of this century as climate change affects the planet, a study has predicted.

Rising global temperatures will mean that over half the world's waters will shift colour by 2100, according to the report.

This is because warmer waters will change how populations of tiny aquatic creatures called algae grow.

Blue regions such as the subtropics* will become even more blue, as algae - also known as phytoplankton - are killed off by heat.

Green regions - such as areas near the poles - will turn a deeper green as warmer temperatures trigger huge blooms* of the small organisms, according to the study.

The colour changes are just the visual signs of major changes that will flow through the Earth's ecosystems*, scientists warned.

"It could be potentially quite serious," warned Dr Stephanie Dutkiewicz, from the Massachusetts Institute of Technology, US.

"If climate change shifts one community of phytoplankton to another, that will also change the types of food webs they can support."

Algae reflects green light, and so causes the oceans to appear greener when pictured from space.

Climate experts created a computer model that predicted how the creatures may grow and change the colour of our planet in the event of extreme climate change.

It looks at how the sea's colour might change if the global temperature has risen 3C by 2100.

The changes were dramatic, with large areas of the oceans turning green by the end of the century.

"The changes won't appear huge to the naked eye*, and the ocean will still look like it has blue regions in the subtropics and greener regions near the equator and poles," said Dr Dutkiewicz.

"But it'll be enough difference that it will affect the rest of the food web that phytoplankton supports."

This story originally appeared on The Sun and is republished with permission.
GLOSSARY

intensify: get stronger or more intense

subtropics: climate zone between tropics and temperate

blooms: grows quickly

ecosystems: communities of living things

naked eye: what you can see without the help of a telescope or microscope

EXTRA READING Rising temperatures in colour King penguins at risk of dying out Sir David Attenborough's climate change warning Climate change could ruin holidays?
QUICK QUIZ

1. What is another name for phytoplankton?

2. What happens when phytoplankton gets too hot?

3. What colour are the oceans around the poles? What colour in subtropical regions?

4. In which country is the university mentioned in the story?

5. What colour light does algae reflect?

LISTEN TO THIS STORY

CLASSROOM ACTIVITIES
1. Cause and Effect Chart
What are the CAUSES and EFFECTS of the changes to phytoplankton in our oceans? Create a flowchart or visual diagram that will help other students understand this.

Time: allow 25 minutes to complete this activity
Curriculum Links: Science, English

2. Extension
Imagine that you are the science reporter for Kids News. You want to know more about this story. Write five questions that you would like to ask Dr Stephanie Dutkiewicz. Next to each question, write down why you think that this is an important question.

Time: allow 20 minutes to complete this activity
Curriculum Links: Science, English, Critical and Creative Thinking

VCOP ACTIVITY
Synonym Word Volley - Colours

This article focuses on the sea changing colour over the next century - but their description of the colours doesn't really help us visualise the changes. What more specific words could they use to describe the type of green or blue the sea might change too, rather than greener and even more blue?

Let's see how well you know your colours.

Partner up and 'volley' colours back and forth to each other until someone can't add a new colour. You have 5 seconds to answer before you are out. Don't just stick with the basic colours, you'll need to go further. Think jade, turquoise, aquamarine etc.

How many did you get? Could any of the colours you came up with be used in the article?

HAVE YOUR SAY: What can children do to look after our planet? Share your best ideas.
No one-word answers. Use full sentences to explain your thinking.

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Oceans colours changing with global warming

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Earth's oceans will intensify* in colour or even change colour by the end of this century as climate change affects the planet, a study has predicted. Rising global temperatures will mean that over half the world's waters will shift colour by 2100, according to the report.

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Menu by theme

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Watch YouTube playlists on all kinds of topics including wacky weather, inventions, funny pet tricks, science experiments, and more.

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Changemakers

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7 footlong spines

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Sloths live in the tropical forests of Central and South America. With their long arms and shaggy fur, they resemble monkeys, but they are actually related to armadillos and anteaters. They can be 2 to 2.5 feet (0.6 to 0.8 meters) long and, depending on species, weigh from 8 to 17 pounds (3.6 to 7.7 kilograms).

There are two main species of sloth, identified by whether they have two or three claws on their front feet. The two species are quite similar in appearance, with roundish heads, sad-looking eyes, tiny ears, and stubby tails. Two-toed sloths are slightly bigger and tend to spend more time hanging upside-down than their three-toed cousins, who will often sit upright in the fork of a tree branch. Three-toed sloths have facial coloring that makes them look like they're always smiling. They also have two extra neck vertebrae that allow them to turn their heads almost all the way around!

Some scientists think sloths developed their slow-motion lifestyle so they would be less noticeable to predators such as hawks and cats, which rely heavily on their eyesight when hunting. The algae that grows on sloths' fur also helps them avoid predators by letting them blend in with green leaves. They rarely come down from the trees. About once every week, they descend to go to the bathroom, slowly moving about by digging their front claws into the dirt and dragging their bodies. If they are caught by a predator, sloths turn from sluggish to slugger, biting fiercely, hissing, slashing with their claws, and shrieking.

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It's a good thing sloths don't have to go to school. They'd never make it on time. These drowsy tree-dwellers sleep up to 20 hours a day! And even when they are awake, they barely move at all. In fact, they're so incredibly sluggish, algae actually grows on their fur.

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https://kids.nationalgeographic.com/animals/caracal/#caracal-kittens.jpg

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Kids vs. Plastic

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Save the Earth from plastic with this DIY crafting series of easy-to make, eco-friendly party favors and school gadgets. Watch and learn how to make jeans pencil cases, paper jewelry beads, reusable sandwich bags, and more!

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Save the Earth from plastic with this DIY crafting series of easy-to make, eco-friendly party favors and school gadgets. Watch and learn how to make jeans pencil cases, paper jewelry beads, reusable sandwich bags, and more!

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YouTube Vids

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Nat Geo Kids on YouTube: Robots Playlist

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We've found the best content for kids on YouTube. Watch it here!

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Stories matched to yoga poses and mindfulness

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Short stories that help children calm down and relax by guiding them through visualisation and breathing exercises.

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the past and the curious: a history podcast for kids and families

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The Past and The Curious: A History Podcast for Kids and Families by Mick Sullivan on Apple Podcasts

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Download past episodes or subscribe to future episodes of The Past and The Curious: A History Podcast for Kids and Families by Mick Sullivan for free.

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Ear Snacks by Andrew & Polly on Apple Podcasts

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Download past episodes or subscribe to future episodes of Ear Snacks by Andrew & Polly for free.

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story time — children's bedtime stories for kids. storytime anytime.

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Story Time - Children's bedtime stories for kids. Storytime anytime. by Bedtime FM on Apple Podcasts

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Download past episodes or subscribe to future episodes of Story Time - Children's bedtime stories for kids. Storytime anytime. by Bedtime FM for free.

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Listen to kids (and the author!) talk about a book!

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Book Club for Kids by Kitty Felde on Apple Podcasts

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Download past episodes or subscribe to future episodes of Book Club for Kids by Kitty Felde for free.

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Podcasts that raise questions

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Short & Curly by ABC Podcasts on Apple Podcasts

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Download past episodes or subscribe to future episodes of Short & Curly by ABC Podcasts for free.

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Wow in the World is the hilarious, award-winning podcast for curious kids and their grown ups hosted by Guy Raz and Mindy Thomas.

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The Search at the Edge of the Solar System

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The Search at Edge of the Solar System by Tumble on PRX

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Is there a hard edge to the solar system? This question led to a big, breakthrough discovery that changed the way we picture the solar system. (View Full Description)

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NASA.gov brings you the latest images, videos and news from America's space agency. Get the latest updates on NASA missions, watch NASA TV live, and learn about our quest to reveal the unknown and benefit all humankind.

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subscribe to Wow in the World podcast

subscribe to Wow in the World podcast

If you could take one item to a desert island what would it be? A pacifier? A rattle? How about a diaper? Well that might be just what you need if you're visiting an itty bitty baby island! Join Mindy and Guy Raz as they take the Wow Machine out to the middle of the Pacific Ocean to visit the youngest volcanic island on the planet! It's the Who, What, When, Where, Why, How, and Wow in the World of VOLCANIC ISLANDS!

Want to learn more about the science behind volcanic islands? Click here and here to see some of the resources we used to help write this episode!

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Hey Baby Island, How'd You Get Here? - When Underwater Volcanoes Grow UP!

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If you could take one item to a desert island what would it be? A pacifier? A rattle? How about a diaper? Well that might be just what you need if you're visiting an itty bitty baby island!

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2018, 4mins

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17 minutes: Opinion and facts, click along the timeline = choosing like in NF text

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Your kids might live on Mars. Here's how they'll survive | Stephen Petranek

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There are no words in this video
How might this support all learners?

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SpaceX to Mars: Awe-Inspiring Video Shows Vision for Red Planet Exploration

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Short video ( 1 minute)

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Video Transcript

How do you get to Mars?

If you want to send a spacecraft all the way to Mars, first you'll need a fast rocket to escape the pull of Earth's gravity. The heavier your spacecraft, the more powerful your rocket needs to be to lift off.

Next, make sure you launch at the right time. Mars and Earth orbit the sun at different speeds and distances. Sometimes they're really far apart, and other times they come closer together. About every two years, the two planets are in perfect positions to get to Mars with the least amount of rocket fuel. That's important. The total trip is 300 million miles.

Finally, make sure your aim is right. You can't shoot for where Mars is at launch time. You have to aim for where it will be when you get there. It's a lot like how a quarterback passes a football.

Also, you may need a few thrusts to correct your direction along the way so you don't miss Mars.

If all goes well, you'll get to the Red Planet in about seven or eight months.

Then, if you actually want to land on Mars, well that's a whole other challenge.

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Student Video: Mars in a Minute: How Do You Get to Mars? | NASA/JPL Edu

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How do you get to Mars? If you want to send a spacecraft all the way to Mars, first you'll need a fast rocket to escape the pull of Earth's gravity. The heavier your spacecraft, the more powerful your rocket needs to be to lift off.