# data[].attributes.body
After researching given regions, students will complete a matching activity for the regions they researched. After completing worksheet, students will partner with a student who had different regions and discuss what they learned about their specific regions.

# data[].attributes.body
The lesson shows how environmental factors affected different Native American Tribes lifestyles. Students will learn how different tribes lives were affected by factors like climate. For instance, climate can affect the kinds of food you can grow or hunt to live off of.

# data[].attributes.attachment_link.readable_text
This region lies near and above the Arctic Circle and includes the northernmost parts of present-day Alaska and Canada. The topography is relatively flat, and the climate is characterized by very cold temperatures for most of the year. The region's extreme northerly location alters the diurnal cycle; on winter days the sun may peek above the horizon for only an hour or two, while the proportion of night to day is reversed during the summer months ( see midnight sun).

The indigenous peoples of the North American Arctic include the Eskimo (Inuit and Yupik/Yupiit) and Aleut; their traditional languages are in the Eskimo-Aleut family. Many Alaskan groups prefer to be called Native Alaskans rather than Native Americans; Canada's Arctic peoples generally prefer the referent Inuit.

The Arctic peoples of North America relied upon hunting and gathering. Winters were harsh, but the long hours of summer sunlight supported an explosion of vegetation that in turn drew large herds of caribou and other animals to the inland North. On the coasts, sea mammals and fish formed the bulk of the diet. Small mobile bands were the predominant form of social organization; band membership was generally based on kinship and marriage ( see also Sidebar: The Difference Between a Tribe and a Band). Dome-shaped houses were common; they were sometimes made of snow and other times of timber covered with earth. Fur clothing, dog sleds, and vivid folklore, mythology, and storytelling traditions were also important aspects of Arctic cultures. See also Arctic: The people.

This region lies south of the Arctic and encompasses most of present-day Alaska and most of Canada, excluding the Maritime Provinces (New Brunswick, Nova Scotia, and Prince Edward Island), which are part of the Northeast culture area. The topography is relatively flat, the climate is cool, and the ecosystem is characterized by a swampy and coniferous boreal forest (taiga) ecosystem.

Prominent tribes include the Innu (Montagnais and Naskapi), Cree, Ojibwa, Chipewyan, Beaver, Slave, Carrier, Gwich'in, Tanaina, and Deg Xinag (Ingalik). Their traditional languages are in the Athabaskan and Algonquian families.

Small kin-based bands were the predominant form of social organization, although seasonal gatherings of larger groups occurred at favoured fishing locales. Moose, caribou, beavers, waterfowl, and fish were taken, and plant foods such as berries, roots, and sap were gathered. In winter people generally resided in snug semisubterranean houses built to withstand extreme weather; summer allowed for more mobility and the use of tents or lean-tos. Snowshoes, toboggans, and fur clothing were other common forms of material culture. See also American Subarctic peoples.

The Northeast

This culture area reaches from the present-day Canadian provinces of Quebec, Ontario, and the Maritimes (New Brunswick, Nova Scotia, and Prince Edward Island) south to the Ohio River valley (inland) and to North Carolina (on the Atlantic Coast). The topography is generally rolling, although the Appalachian Mountains include some relatively steep slopes. The climate is temperate, precipitation is moderate, and the predominant ecosystem is the deciduous forest. There is also extensive coastline and an abundance of rivers and lakes.

Prominent tribes include the Algonquin, Iroquois, Huron, Wampanoag, Mohican, Mohegan, Ojibwa, Ho-chunk (Winnebago), Sauk, Fox, and Illinois. The traditional languages of the Northeast are largely of the Iroquoian and Algonquian language families.

Most Northeastern peoples engaged in agriculture, and for them the village of a few dozen to a few hundred persons was the most important social and economic unit in daily life. Groups that had access to reliably plentiful wild foods such as wild rice, salmon, or shellfish generally preferred to live in dispersed hamlets of extended families. Several villages or hamlets formed a tribe, and groups of tribes sometimes organized into powerful confederacies. These alliances were often very complex political organizations and generally took their name from the most powerful member tribe, as with the Iroquois Confederacy.

Cultivated corn (maize), beans, squash, and weedy seed-bearing plants such as Chenopodium formed the economic base for farming groups. All northeastern peoples took animals including deer, elk, moose, waterfowl, turkeys, and fish. Houses were wickiups (wigwams) or longhouses; both house types were constructed of a sapling framework that was covered with rush matting or sheets of bark. Other common aspects of culture included dugouts made of the trunks of whole trees, birchbark canoes, clothing made of pelts and deerskins, and a variety of medicine societies. See also Northeast Indian.

This region reaches from the southern edge of the Northeast culture area to the Gulf of Mexico; from east to west it stretches from the Atlantic Ocean to somewhat west of the Mississippi valley. The climate is warm temperate in the north and grades to subtropical in the south. The topography includes coastal plains, rolling uplands known as the Piedmont, and a portion of the Appalachian Mountains; of these, the Piedmont was most densely populated. The predominant ecosystems were coastal scrub, wetlands, and deciduous forests.

Perhaps the best-known indigenous peoples originally from this region are the Cherokee, Choctaw, Chickasaw, Creek, and Seminole, sometimes referred to as the Five Civilized Tribes. Other prominent tribes included the Natchez, Caddo, Apalachee, Timucua, and Guale. Traditionally, most tribes in the Southeast spoke Muskogean languages; there were also some Siouan language speakers and one Iroquoian-speaking group, the Cherokee.

The region's economy was primarily agricultural and often supported social stratification; as chiefdoms, most cultures were structured around hereditary classes of elites and commoners, although some groups used hierarchical systems that had additional status levels. Most people were commoners and lived in hamlets located along waterways. Each hamlet was home to an extended family and typically included a few houses and auxiliary structures such as granaries and summer kitchens; these were surrounded by agricultural plots or fields. Hamlets were usually associated with a town that served as the area's ceremonial and market centre. Towns often included large earthen mounds on which religious structures and the homes of the ruling classes or families were placed. Together, each town and its associated hamlets constituted an autonomous political entity. In times of need these could unite into confederacies, such as those of the Creek and Choctaw.

People grew corn, beans, squash, tobacco, and other crops; they also gathered wild plant foods and shellfish, hunted deer and other animals, and fished. House forms varied extensively across the region, including wickiups (wigwams), earth-berm dwellings, and, in the 19th century, chickees (thatched roofs with open walls). The Southeast was also known for its religious iconography, which often included bird themes, and for the use of the "black drink," an emetic used in ritual contexts. See also Southeast Indian.

The Plains lie in the centre of the continent, spanning the area between the western mountains and the Mississippi River valley and from the southern edge of the Subarctic to the Rio Grande in present-day Texas. The climate is of the continental type, with warm summers and cold winters. Relatively flat short-grass prairies with little precipitation are found west of the Missouri River and rolling tallgrass prairies with more moisture are found to its east. Tree-lined river valleys form a series of linear oases throughout the region.

The indigenous peoples of the Plains include speakers of Siouan, Algonquian, Uto-Aztecan, Caddoan, Athabaskan, Kiowa-Tanoan, and Michif languages. Plains peoples also invented a sign language to represent common objects or concepts such as "buffalo" or "exchange."

Earth-lodge villages were the only settlements on the Plains until the late 16th century; they were found along major waterways that provided fertile soil for growing corn, beans, squash, sunflowers, and tobacco. The groups who built these communities divided their time between village-based crop production and hunting expeditions, which often lasted for several weeks and involved travel over a considerable area. Plains villagers include the Mandan, Hidatsa, Omaha, Pawnee, and Arikara.

By 1750 horses from the Spanish colonies in present-day New Mexico had become common in the Plains and had revolutionized the hunting of bison. This new economic opportunity caused some local villagers to become dedicated nomads, as with the Crow (who retained close ties with their Hidatsa kin), and also drew agricultural tribes from surrounding areas into a nomadic lifestyle, including the Sioux, Blackfoot, Cheyenne, Comanche, Arapaho, and Kiowa.

Groups throughout the region had in common several forms of material culture, including the tepee, tailored leather clothing, a variety of battle regalia (such as feathered headdresses), and large drums used in ritual contexts. The Sun Dance, a ritual that demanded a high degree of piety and self-sacrifice from its participants, was also found throughout most of the Plains.

The Plains is perhaps the culture area in which tribal and band classifications were most conflated. Depictions of indigenous Americans in popular culture have often been loosely based on Plains peoples, encouraging many to view them as the "typical" American Indians. See also Plains Indian.

This culture area lies between the Rocky Mountains and the Mexican Sierra Madre, mostly in present-day Arizona and New Mexico. The topography includes plateaus, basins, and ranges. The climate on the Colorado Plateau is temperate, while it is semitropical in most of the basin and range systems; there is little precipitation and the major ecosystem is desert. The landscape includes several major river systems, notably those of the Colorado and the Rio Grande, that create linear oases in the region.

The Southwest is home to speakers of Hokan, Uto-Aztecan, Tanoan, Keresan, Kiowa-Tanoan, Penutian, and Athabaskan languages. The region was the home of both agricultural and hunting and gathering peoples, although the most common lifeway combined these two economic strategies. Best known among the agriculturists are the Pueblo Indians, including the Zuni and Hopi. The Yumans, Pima, and Tohono O'odham (Papago) engaged in both farming and foraging, relying on each to the extent the environment would allow. The Navajo and the many Apache groups usually engaged in some combination of agriculture, foraging, and the raiding of other groups.

The major agricultural products were corn, beans, squash, and cotton. Wild plant foods, deer, other game, and fish (for those groups living near rivers) were the primary foraged foods. The Pueblo peoples built architecturally remarkable apartment houses of adobe and stone masonry ( see pueblo architecture) and were known for their complex kinship structures, kachina ( katsina) dances and dolls, and fine pottery, textiles, and kiva and sand paintings. The Navajo built round houses ("hogans") and were known for their complex clan system, healing rituals, and fine textiles and jewelry. The Apaches, Yumans, Pima, and Tohono O'odham generally built thatched houses or brush shelters and focused their expressive culture on oral traditions. Stone channels and check dams (low walls that slowed the runoff from the sporadic but heavy rains) were common throughout the Southwest, as were basketry and digging sticks. See also Southwest Indian.

# data[].attributes.attachment_link.title
Native American - Arctic Tribes, Inuit, Subsistence

# data[].attributes.attachment_link.description
Native American - Arctic Tribes, Inuit, Subsistence: This region lies near and above the Arctic Circle and includes the northernmost parts of present-day Alaska and Canada. The topography is relatively flat, and the climate is characterized by very cold temperatures for most of the year.

# data[].attributes.attachment_caption
This is page 1, the rest of the pages are included below.

# data[].attributes.body
After watching both videos, the students will now complete a booklet that shows the steps of a tree life cycle. This booklet above is completely filled in with answers, but I would delete some words so they had to fill in the answers. The students could also color the booklet and keep it to look back on if they chose to.

# data[].attributes.body
The student will then watch this video to learn about the maple leaf and its importance to Canada. This video creates a fun learning environment while still including historical and educational information about the Maple leaf which comes from the Maple tree.

# data[].attributes.attachment_link.title
CANAdooDAday | The Maple Leaf | CBC Kids - VidoEmo - Emotional Video Unity

# data[].attributes.attachment_link.description
CANAdooDAday | The Maple Leaf | CBC Kids Upload, share, download and embed your videos. Watch premium and official videos free online. Download Millions Of Videos Online. The latest music videos, short movies, tv shows, funny and extreme videos. Discover our featured content.

# data[].attributes.body
The students will learn about the life cycle of a tree. The cultural connection to this lesson plan will be talking about the Sugar Maple/Maple tree and how it is incorporated into the flag of Canada. The students will watch a video about the life cycle of a tree. This video will introduce the lesson and explain each step of a Tree life cycle.

# data[].attributes.attachment_link.title
Kids vocabulary - Growing a Tree - Learn English for kids - English educational video

# data[].attributes.attachment_link.title
1. There are how many different variants of bananas__________. 2. Which culture uses the fiber from bananas to create paper ______. 3. A group of bananas is called_____ 4. .How many countries are bananas grown in____

# data[].attributes.body
Bananas are very interesting culturally. There are so many different kinds of bananas and they are grown all over the world. Most bananas originate from Southeast Asia but are used in various ways in different cultures.
My lesson is to teach about a few of the varieties of bananas, where they are grown and how they are used in cultures like India and Nepal.

# data[].attributes.body
The students are given a blank Life Cycle of a Plant Wheel. The students will complete the Life Cycle of a Plant from their culture with illustrations.

# data[].attributes.body
After watching the video, I will display this life cycle of a plant wheel . I will tell the students that there are different plants in everyones culture. I will have the students research a plant from their culture and complete their own life cycle of a plant wheel.

# data[].attributes.body
The students will learn about the life of plants. The students will watch this video and learned that The life cycle of a plant includes: Seeds, Germination, Stems and Roots, Leaves, Flowers and Pollination.

# data[].attributes.attachment_link.title
How Does A Seed Become A Plant? | Backyard Science | SciShow Kids

# data[].attributes.body
After the students finish the activity they will then play a game. The game is interactive and involves the different moon phases.

# data[].attributes.attachment_link.readable_text
The revolution of the Moon around the Earth causes the Moon to appear to change shape in the sky. These apparently different shapes are called "phases" of the Moon. The Moon passes through a cycle of eight phases which repeats itself every 29.5 days. There is no definite starting point for the cycle, but phases follow one behind the other in a strict order. Below you will find photographs of each of the eight Moon phases as well as the names and a brief description of each phase. First, match the name of each Moon phase to the photograph of the Moon during that phase. Next, STARTING WITH THE PHOTOGRAPH OF THE NEW MOON AS NUMBER 1, number the photographs to reflect the order in which the phases are viewed from the Earth.

New Moon: lighted side of the Moon faces away from the Earth.

Waxing Crescent: a small part of the Moon appears lighted and grows larger on successive days.

First Quarter: the right half of the Moon appears lighted, with the lighted part growing larger on successive days.

Waxing Gibbous: more than half of the Moon appears lighted, with more and more becoming lighted on successive days.

Full Moon: lighted side of the Moon faces toward Earth.

Waning Gibbous: more than half of the Moon appears lighted, with less and less becoming lighted on successive days.

Third Quarter: the left half of the Moon appears lighted, with the lighted part growing smaller on successive days.

Waning Crescent: a small part of the lighted Moon is visible and grows smaller on successive days.

The StarChild site is a service of the High Energy Astrophysics Science Archive Research Center (HEASARC), Dr. Alan Smale (Director), within the Astrophysics Science Division (ASD) at NASA/GSFC.

StarChild Authors: The StarChild Team
StarChild Graphics & Music: Acknowledgments
StarChild Project Leader: Dr. Laura A. Whitlock
Curator:J.D. Myers
Responsible NASA Official: Phil Newman

# data[].attributes.attachment_link.description
The revolution of the Moon around the Earth causes the Moon to appear to change shape in the sky. These apparently different shapes are called "phases" of the Moon. The Moon passes through a cycle of eight phases which repeats itself every 29.5 days.

# data[].attributes.body
After the students watch the two videos they will then complete an activity regarding the moon phases.

https://www.teacherspayteachers.com/Product/FREEBIE-Moon-Phases-OREO-Activity-4085217

# data[].attributes.body
With the changes in the sky, the students will learn about the Mayans and how they incorporated the sky in their daily lives. They will watch a video.

# data[].attributes.body
Students will learn about changes in the sky. The changes in the sky include the moon, the sun and the stars. To start off this lesson the students will watch a video of the moon phases.

# data[].attributes.attachment_link.title
Phases of the Moon: Astronomy and Space for Kids - FreeSchool

# data[].attributes.body
Students will go on a virtual tour of the Atacama Desert in Chile. Students will learn facts about the desert and the life, along with how its clear skies are due to the water cycle. Students will compare what the water cycle looks like between Chile and North America.

# data[].attributes.body
Students will choose a loved one that has passed away for example grandparent, with the help of their parents, and make a list of 5 inherited traits and 5 learned behaviors they believe they have gotten and learned from their loved one. Students will create an alter of a loved one incorporating the traditional items that are a candle, pan de muerto or any kind bread, designed tissue paper, and water. They will then incorporate and object that represents those inherited traits and learned behaviors in the alter to honor and remember their loved one.

1.     Example of inherited trait: a doll with curly hair could be used to represent the inherited trait of curly hair.

2.     Example of learned behavior: a little book could be used to represent the learned behavior of reading.

# data[].attributes.body
Lesson Plan: Students will be learning about Inherited Traits and Learned Behaviors

Culture Component: Holiday/Celebration from Mexican Culture: The Day of the Dead starts on November 1 and ends November 2 of every year.
Day of the Dead:

Is a celebration/holiday based on Catholic beliefs but celebrated nationwide no matter one’s religion. This holiday is celebrated starting on November 1st and ending November 2nd. People celebrate the remembrance of their loved ones who have passed away by visiting their grave site and cleaning and decorating their loved grave site. Another way people celebrate their loved ones that have passed away is by making an alter in their honor. This special alter consist of traditional objects like candle which represents loved one’s soul, pan de muerto, designed tissue paper, and water. Other objects that the alter consists of is that their loved one may have really enjoyed in life, for example favorite food and treasured items.

# data[].attributes.body
Students will see many different examples from around the world. Students can feel included culturally accepted. It can help create connections. The student can relate to places they come from or where their family comes from. They should not feel ashamed of their roots. Every country is beautiful and full of amazing landforms.

# data[].attributes.body
To conclude this lesson plan, I will have the students participate in a fun common sound activity. I will ask the students to pair up with a partner. I will then provide each student with one red solo cup in which they will simply poke a small hole in the bottom of both cups. I will give one partner a long piece of yarn. The students will then thread their yarn through the cups and tie a knot to keep the yarn from pulling back through. The partners will take turns having one friend hold the cup up to their mouth and talk, while the other friend will hold it to their ear and listen. This activity is a great example of vibrations creating sounds. When speaking into the cup, your voice vibrated the air inside of the cup, which caused the bottom of the cup to vibrate. Those vibrations were transferred to the yarn and then into the bottom of your partner's cup, which made the air inside of his or her cup vibrate and become a sound. I will provide an example to show the students.

# data[].attributes.attachment_link.title
How To Make a String Telephone For Kids / Halle and Ethan

# data[].attributes.body
After viewing the water cycle, students will complete the cut and paste activity page over the stages of the water cycle. The activity will require students to know the order of the process the water cycle goes through.

# data[].attributes.body
Students will make a picture slide show of examples they find of erosion and weathering. Places can include a school, a park, a river, a home, a garden, etc. They can present to the class their findings.
Students' families can explore together and learn together.
This is my example :)

# data[].attributes.body
Students may begin by watching the video introducing the concept of learned behaviors and inherited traits, and then the video about cats in ancient Egypt. We will have a group discussion about why cats were an important part of their culture, and then students will complete an individual online scavenger hunt.

# data[].attributes.attachment_link.title
Learned Behaviors and Inherited Traits of Cats Worksheet

# data[].attributes.attachment_link.title
Why were Cats so Important in Ancient Egypt?

# data[].attributes.body
Students will complete this worksheet after watching the video and reading the article.

# data[].attributes.body
After learning about sound with our hand made instruments and the N' Goni Kamele instrument, students will be provided with a worksheet to complete about the basics of sound. Students will read the paired situations and decide which action came first. This will allow me to get a baseline understanding of what the students learned or may still have questions on after the lesson.

# data[].attributes.body
Students will view the Water Cycle video to learn about the water cycle and its functions. Students are expected to name the stages of the water cycle, the process, and their functions using an activity page.

Experiment- In a guided experiment, students will help create a terrain to observe the functions of the water cycle. The terrain demonstrates the process of the water cycle.

# data[].attributes.body
As the students are creating and strumming their own mini instrument, such as the one they saw in the "What is Sound?" video, I will introduce them to an instrument called N' Goni Kamele, in which is a harp used in Africa. The N' Goni Kamele is a string instrument, traditional guitar that originated in West Africa. We created a string instrument as a class, in which can be compared to the N' Goni Kamele. I will explain to the students that different cultures use different instruments to create their own unique music. I will show them a video of someone playing the N' Goni Kamele.

# data[].attributes.attachment_link.title
N'GONI KAMELE II - Arpa Africana - Cuerpo de madera - 12 cuerdas - electro acústico, Kaypacha.com.ar

# data[].attributes.body
Students should complete the worksheet for understanding. It will help students develop thoughts and reflections about the virtual trip.

# data[].attributes.body
Students will read this article before completing the worksheet

# data[].attributes.attachment_link.title
How Sky Lanterns Work - Dynamite Fireworks

# data[].attributes.attachment_link.description
If you have never seen a sky lantern, you are truly missing out. These elegant, graceful paper lanterns create a stunning picture as they gently float into the air. They have become a popular choice to celebrate weddings, birthdays, and other special events, as well as festivals around the world.

# data[].attributes.attachment_link.embed_code
How Sky Lanterns Work

# data[].attributes.body
Students will watch this video before reading about how sky lanterns work.

# data[].attributes.attachment_link.title
Mid Autumn Festival story and how Chinese celebrate it

# data[].attributes.body
During this lesson, the students will learn the history of the Chinese Mid Autumn Festival and about the lanterns that are released during this celebration. After watching the video of the history behind this celebration, the students will then read an article on how sky lanterns work and complete a worksheet about what they have learned.

# data[].attributes.body
Introduction

When telling time, the origin of it, is quite amazing.  It started with the Babylonians and Egyptians. How they would tell time was completely different, yet the same, from how we tell time today. They started by putting a stick in the sand, and the would use the sun and the shadow of the stick to determine what time it was. Now we tell time in a similar way, but not as complex or difficult.

# data[].attributes.body
In this activity students will learn how to dance Chinese traditional dance. This is a famous Chinese dance and the song is called The Round Moon. Students will view the Chinese culture and understand how their culture is different. this is a traditionally well known dance song in China. It has a big impact in their culture. Because for centuries dance has played an important role in their culture. The full moon is a symbol of peace and family reunion in Chinese culture. Students will practice and learn the choreography of this  cultural moon dance.  This video shows the how to do it and it is not that hard. Students in Elementary school will be able to do this dance and have fun learning the moon.

# data[].attributes.attachment_link.title
5th Grade - Science - Inherited Traits and Learned Behaviors - Topic Overview

# data[].attributes.body
This is what the students should be creating to give off an example of sound. It is an activity as easy as collecting cans of food remains and rubber bands. Students can even decorate the outside of their can or instrument to personalize it if they want.

# data[].attributes.body
At the beginning of this lesson, students will be introduced to the concept of sound in a different perspective than they are most likely used to. Many kids are familiar with sounds, such as noises, however several students may not realize the scientific background behind it. The students will watch this "What is Sound?" video to briefly touch base on what I will be covering in the lesson. I will then go over key vocabulary words in which students may have heard in the video, yet not fully understand. These terms consist of sound, vibrations, sound waves, energy, and air particles.
During this lesson, I will teach students that a sound is created when sound waves bounce off an object and vibrate against it, causing vibrations to be sent to our ears. I will describe that the vibrations travel through the air or a solid, liquid or gas to the ear. Nonetheless, the stronger the vibrations, the louder the sound. Sounds are fainter the further you get from the sound source. I will then create a type of energy as an example to display to the students. This being said, I will take an empty can and run several rubber bands over the top and bottom of the can. I will use my fingers to pull on the the rubber bands causing them to vibrate and make a sound. This sound will be loud enough for the students to hear it. I will walk around and show the students how the rubber band moves fast creating vibrations. The students will then reciprocate my example and create their own little instrument.

# data[].attributes.attachment_link.title
What is Sound? | Physics for Kids | SciShow Kids

# data[].attributes.body
The activity is to focus on the changes in pizza when discussing changes i can sometimes get confusing on the differences and how to identify them. With this activity the students will better understand the changes that are involved in food when cooking and makin them.

# data[].attributes.body
Have the students complete the worksheet.

# data[].attributes.body
Have the students watch a video over chemical changes in food and go over physical changes as well.

# data[].attributes.attachment_link.title
Chemical Changes: Crash Course Kids #19.2

# data[].attributes.body
There is more than 101 Incredible Rock Formation Around the World. The student will be shown all the different types of Rock Formation Around the World. The student will pick out one of their favorite formations. The student will discuss with their classmate which one and where is it located and why they choose that one as their favorite. This will show the different views of Rock Formation without leaving the classroom.

# data[].attributes.attachment_link.readable_text
Mother Nature truly amazes me sometimes. The other day I stumbled across a picture of a mountain, one side of this mountain had a rock-face that had been delicately sculpted by the wind and rain over millions of years to form what could be described as the perfect art form.

My curiosity was sparked so off I went in search of more of these natural rock masterpieces. Low and behold after hours of searching I discovered a plethora of these majestic forms.

I decided to put this post together to share my discoveries and piece together what is hopefully the most comprehensive list of incredible rock formations out there.

As with anything of this scale there is no such thing as a complete list. I purposely stopped at 101 simply because the images would take too long to load if I added any more ( plus it sounded like a cool number)....... I still have a lot more on my list though.

Enjoy!!

# data[].attributes.attachment_link.title
101 Incredible Rock Formations Around the World

# data[].attributes.attachment_link.description
Mother Nature truly amazes me sometimes. The other day I stumbled across a picture of a mountain, one side of this mountain had a rock-face that had been delicately sculpted by the wind and rain over millions of years to form what could be described as the perfect art form.

# data[].attributes.body
After watching the videos over the life cycle of a plant, and Marigold flowers, the student will complete the worksheet attached. The student will cut out each label at the bottom and glue it in the correct box that coordinates with the correct step in the cycle. Students will then color each step to design their own Marigold flower.

# data[].attributes.body
Students will watch this engaging, musical video while learning about the life cycle of a plant. After watching this video, students are expected to be able to identify the parts of a plant and their life cycle. They are expected to be able to identify each step with correct labels and images and place them in the correct order.

# data[].attributes.attachment_link.title
Plant Life Cycle - Learning Life Cycle - Videos For Kids And Toddlers

# data[].attributes.body
Students will watch this sing-a-long video about Marigold flowers and learn about their various characteristics. After this video, the students will be able to identify characteristics of a flower and their significance.

# data[].attributes.attachment_link.title
Marigold | Flower Song | 4K | Appu Series

# data[].attributes.body
The student will watch a video on the different types of rock formation at the beginning of class. The student will do the worksheet on the definition, and drawing of Igneous Rock, Sedimentary Rock, Metamorphic Rock after watching the video. The student will be able to bring in a rock that they find at home and bring it to class for an activity of examining the collected rock.

# data[].attributes.body
Cultural Activity:
Learning the life cycle of plants is an important component for students to learn, but so is learning about the cultural significances many plants have on various cultures. Today, we will be learning about the life cycle of a plant, while focusing on the significance of a Marigold flower. Students will learn about characteristics of a Marigold and how it grows, which they can apply to the life cycle of the plant.

# data[].attributes.headline
Questions to go along with the activity: 

# data[].attributes.subject
Questions to go along with the activity: 

# data[].attributes.body
-What animal lives in the rain forrest and what do you know about the rain forrest?
-Where can you find a penguin?
-What habitat homes the camel?
- Where does the dolphin live, and why is its habitat important?
-What animals are specifically important to other cultures, and can you give an example?
-Do you have an animal that is important to you and your family's cultures?

# data[].attributes.body
What ways do cultures on the other side of the world interact with their surrounding ecosystems that differ from what we do?

Students will pick a culture from a different country in the world and identify how they may impact their environment around them.

# data[].attributes.body
Students will be able to choose three countries to research and compare the different ways that they interact with their environment compared to how we do.

# data[].attributes.headline
How do living things change their environments?

# data[].attributes.subject
How do living things change their environments?

# data[].attributes.body
Students will watch this first before moving on to the worksheet

# data[].attributes.attachment_link.title
Big Changes in the Big Apple: Crash Course Kids #38.1

# data[].attributes.body
Animals and People have developed characteristics that help them survive in their environment. Some of these characteristics are adaptations passed down genetically from their parents, and some are skills they have learned to help them thrive! Today we will be learning about the significance of cats in ancient Egyptian culture, and the traits that have helped them survive.

# data[].attributes.attachment_link.title
Types Of Rocks | The Dr. Binocs Show | Learn Videos For Kids

# data[].attributes.body
Students will watch two informational videos, one on camel adaptation and one about traditional camel culture in India. Students will learn about how camels are used in India desert culture and their traditions. Students will also complete a worksheet matching adaptations to areas of a camel and their roles. Students will then answer questions at the bottom of the worksheet over the camel culture video.

# data[].attributes.body
During this lesson, we will learn about the process to growing a plant. Students will learn about the various foods that can be grown locally that are used in many traditional Mexican dishes. Students will watch the following video and then we will follow the PowerPoint provided that discusses the foods that will appear on the attached worksheet.

# data[].attributes.body
(6) Force, motion, and energy. The student knows that energy exists in many forms and can be
observed in cycles, patterns, and systems. The student is expected to:
(A) differentiate among forms of energy, including mechanical, sound, electrical, light, and
thermal;

# data[].attributes.body
Students will create a poison dart frog of their own using origami. Students are to create their origami frog in the color of their choice, green, yellow, or blue, colors the frogs naturally come in and also the colors on the Brazilian flag. The classroom will then compile their frogs on the floor in the shape of the Brazilian flag according to the color they chose. This will create a large Brazilian Flag made out of poison dart frogs from the Amazon Rainforest in Brazil.

# data[].attributes.attachment_link.title
How To Make a Paper Jumping Frog - EASY Origami

# data[].attributes.body
In this activity, students will be introduced to the Poison Dart frog and how its features have adapted to the tropical climate of the Amazon Rainforest in Brazil. Students will complete a worksheet matching the poison dart frogs adapted features to their environmental causes. They will then watch the video on how to make an origami frog before moving onto the cultural component that will create a Brazilian flag made out of their origami frogs.

# data[].attributes.headline
My Video: Macedonian Cultural Dessert Celufki 

# data[].attributes.subject
My Video: Macedonian Cultural Dessert Celufki 

# data[].attributes.body
This is the video that I created to explain how chemical changes occur. Students will watch the video and learn about the Macedonian cultural dessert "Celufki," and they will see how chemical change occurs when baking. They will learn and also they will engage in an activity.

# data[].attributes.attachment_link.title
Chemical Changes explanation for Cultural Science Night by Ozlem Mustafa

# data[].attributes.body
For the rest of class, students will participate in a scavenger hunt to list things around the classroom that represent the three states of matter.

# data[].attributes.attachment_link.title
States of Matter for Kids | Science Video for Preschool & Kindergarten | Kids Academy

# data[].attributes.attachment_link.title
Chemical Changes: Crash Course Kids #19.2

# data[].attributes.body
Once students learn what chemical reaction is they will work on the Worksheet that I created. Students will complete the worksheet that is about the chemical changes and they will learn how different chemical changes occur. They will give different examples of each clue and then they will give more examples related to chemical changes.

# data[].attributes.body
After students have completed their cultural potluck and video, they will watch two more videos on the  explanation of the physical properties of matter. After watching, students will be answering questions that go along with the videos. (5:42) & (8:17)

# data[].attributes.attachment_link.title
Physical Properties of Materials | Science Video For Kids | Kids Academy

# data[].attributes.headline
Cultural Component: Cultural Potluck / Making Recipes

# data[].attributes.subject
Cultural Component: Cultural Potluck / Making Recipes

# data[].attributes.body
A potluck is a communal gathering where each guest or group contributes a different, often homemade, dish of food to be shared.

To teach about the physical properties of matter, students will make a recipe for the cultural potluck. They can bring food or drinks, but must provide the ingredients that were included. They will also be required to present their food/drink by describing the physical properties (color, shape, size, and texture)

While the students are eating, students will be watching a video about food from other cultures. (8:17)

# data[].attributes.attachment_link.title
Here's What Kids Eat For Lunch Across The Globe

# data[].attributes.body
And finally, students will complete their worksheet back at their desks.

# data[].attributes.body
Go Time: Students will play a game called pin the tail on the globe! Where it stops no one knows! Each participant will be blindfolded and spun 3 times then will place their marker on the globe. After the blindfold is removed and the student sees where he has landed, he will describe the weather of where he is on the map. each student will take a turn to place himself on the map while blindfolded and then tell the class about the weather at his location.

# data[].attributes.body
Next, students will watch a video about weather and climate around the world.

# data[].attributes.body
In this activity, 2nd graders will first review a list of weather terms and learn about the different climates from around the world. The students will be introduced to the terms equator and pole and discuss what types of weather the residents at each place (human or otherwise) experience year-round. Students will learn about the Northern and Southern Hemispheres and what the weather may be like during this time of the year. Finally, the students will review weather in specific areas like rain forests that are found near the equator due to the amount of rainfall and the amount of sunshine these areas receive and deserts that are typically found on the western side of the continents.

# data[].attributes.body
During this lesson we will be learning about cats. The adaption and domestication of house cats, and how different cultures around the world view cats. Understanding the domestication of cats we have to look back at the history of the cat and how they made it all around the world. During this lesson we will watch a video about the history of cats, review a PowerPoint I created, and at the end of the lesson the students will answer questions on a worksheet about the lesson.

# data[].attributes.attachment_caption
These are tasty and easy to make sweets called "Celufki", which represents Macedonian Cultural Dessert.

# data[].attributes.headline
Macedonian Dessert Celufki: Chemical Reactions Involved in Baking Celufki

# data[].attributes.subject
Macedonian Dessert Celufki: Chemical Reactions Involved in Baking Celufki

# data[].attributes.body
Description

Celufki are remark of Macedonian Culture, where I’m from. It’s known for the best Celufki. My mom also used to prepare us homemade Celufki sometimes and I remember how impatiently we waited for them to be removed from the hot oven and to eat them instantly. When you are mixing your dessert, it includes such ingredients as water, oil, and eggs. As you mix together your ingredients they form one type of substance. When it’s heated in the oven, a chemical reaction occurs and new bonds are formed. It creates chemical reactions.

Ingredients:

4 egg whites

250 g sugar

1 vanilla sugar

couple of drops of lemon juice

Preparation:

1. Beat the 4 egg whites with 250 g sugar and 1 vanilla. It’s the best if you slightly mix the egg whites first,  then gradually add the sugar with the vanilla. Add the lemon juice drops. Mix at least 10-15 minutes until sugar is dissolved, so it won’t be felt in sweets. Optionally, add chopped nuts, chocolate or dried fruit.

2. Make forms using a baking syringe or a spoon and place on a baking pan covered with baking paper.

3. Bake in preheated oven at 130 C for 20-30 minutes. Kisses should be dried in the oven, not baked like other sweets. They will be ready when they would become hard on touch, but be careful not to burn them and not to get yellow color, that’s why they are baked at low temperature 100-150 C degrees, depends on the oven.

Conclusion

After this activity students will learn and observe how chemical changes occur when you bake.
A few things can happen when you bake a cake. Some chemical reactions to keep in mind while doing this tasty experiment are:

1. Heat causes protein from the egg to change and make the desert firm.

2. Oil keeps the heat from drying out the cake.

# data[].attributes.headline
How Chemical Change Occurs When Baking Macedonian Cultural Dessert Celufki ?

# data[].attributes.subject
How Chemical Change Occurs When Baking Macedonian Cultural Dessert Celufki ?

# data[].attributes.body
In this lesson students will learn about chemical changes. Chemical changes occur when a substance combines with another to form a new substance, called chemical synthesis or, alternatively, chemical decomposition into two or more different substances. Matter can also change and become something entirely different, which is called a Chemical change. A chemical change is irreversible which means it cannot change back.

# data[].attributes.body
An Anchor Chart will be provided to support students throughout the lesson and while completing activities.

# data[].attributes.body
In this example, I used a popular dish from my country to create a connection between my own culture and the lesson.

# data[].attributes.body
In this completed worksheet example, It shows students using a variety of different animals from South America to represent the flow of energy within the food chain.

# data[].attributes.headline
Multicultural Activity (#2)- What Gives You Energy? 

# data[].attributes.subject
Multicultural Activity (#2)- What Gives You Energy? 

# data[].attributes.body
"What Gives You Energy?" Worksheet Activity
- Students will complete the "What Gives You Energy?" worksheet as part of their individual work.
- Students will share their responses during class discussion.

Directions:
Students will illustrate a picture of their favorite food in the provided box.
Next, students will write a sentence describing why this is their favorite food.
Allow time for all students to participate and share responses during whole-groups session.

**A sentence stem is provided to help support students.**

# data[].attributes.headline
Multicultural Activity (#1)                                                                   Steps: 

# data[].attributes.subject
Multicultural Activity (#1)                                                                   Steps: 

# data[].attributes.body
1. Students will get into groups of two.
2. Each group will receive an envelope labeled either Savannah Grasslands (Africa) OR  Atlantic Forest (South America).
3. Using the pictures in the envelope, students will build their own food chain to represent the flow of energy.
4. Pictures are labeled in both English and Spanish.

When all groups complete their food chain, students will share some similarities and differences they noticed while completing the activity.

# data[].attributes.body
Students will watch a video about the flow of energy in the food chain.
This video will engage students and refresh their background knowledge.
The video displays appropriate key vocabulary words and uses a variety of animals from around the world to support student connections to the lesson.

# data[].attributes.attachment_link.title
Food Chain | Environmental Studies Grade 3 | Periwinkle

# data[].attributes.body
(9) Organisms and environments. The student knows and can describe patterns, cycles, systems, and relationships within the environment. The student is expected to:

(B) identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as the removal of frogs from a pond or bees from a field.

# data[].attributes.attachment_link.title
Some Spinning Tops From Mexico, "Trompos"

# data[].attributes.attachment_link.title
koinobori and Wind Direction by Tanya Kelly