·       Have students work in small groups to research cultures in South America. 

1.     Students will then choose a region of South America and create a five-power point presentation highlighting the various customs and traditions found in that region. 

2.     They could also look up the foods and clothing.

3.     Additionally, students will try to connect it to why they this region use those types of spices in their foods and/or why people use those types of clothing in that region.

4.     Help students think about "natural resources," and how their culture and traditions are shaped by the environment.

Slide 1: what country/ with picture
Slide 2: Picture of what tradition/ with an explanation
Slide 3: What are the natural resources | Slide 4: how do the natural resources, influences, traditions, or customs
Slide 5: What did you find most interesting with the tradition or custom you picked? |  

How can we, as cultural anthropologists, build our knowledge of Indian culture by learning about the water cycle, its affects on Indian geography, and its representation in ancient Indian literature?

Cultural Science Night! Thursday April 6th

Join Google Meets Meeting, 3:30-4:30pm

https://meet.google.com/qcc-shrv-kru

Starter Activity: Who Am I? Quiz Show

Think of random items that you might use in different types of weather (umbrella, snowboard, rubber boots, sunglasses, etc.). You will use clues to have others guess what you are. For example, with umbrella: “I help keep you dry when it’s raining…. I can fold up…. I can be any color…. I am….” The person with the correct guess will go next.

Korean/Hangul pronunciation of items commonly used in the rain:

Weather refers to the daily environmental conditions we experience around us. It also describes the condition of the atmosphere in a place at a certain time.

Climate refers to the average weather conditions for a region year after year. 

South Korea experiences lots of rain during its monsoon season (called Jangma in Korean, or Hangul) which starts at the beginning of July and lasts through the end of September.

Monsoons are wind patterns that cause heavy rains in regions such as South Asia. 

These rains can cause floods, which are one of most common and destructive natural hazards. Floodwaters can be deceptively deep and fast-moving. The fast-moving waters can lead to injury, property damage and potentially death.
Levels of rainfall during the monsoon season in South Korea from 2011-2021

 |  Year   |  Level of rainfall in inches
| 2011 | 23.66
| 2012 | 12.01
| 2013 | 16.83
| 2014 | 5.76
| 2015 | 9.46
| 2016 | 13.43
| 2017 | 11.68
| 2018 | 11.52
| 2019 | 11.80
| 2020 | 27.42
| 2021 | 8.96

How much rain fell in 2011, 2012, and 2013 combined?

______________ inches

 

How much more rain fell in 2020 than in 2011? ______________ inches

 
Which year had the greatest amount of rainfall? ______________

 
Which year had the least amount of rainfall? ______________

In 2020, 48 people were killed due to floods and landslides that were triggered by the heavy amounts of rainfall from the monsoon. In 2021, around 11 were killed. Based on this information, is there a relationship between the amount of rainfall recorded and the number of deaths due to floods/landslides during the monsoon season in South Korea? Explain. 

Teams link: https://teams.microsoft.com/l/meetup-join/19:AFAAwbpRVa1BISRnhzOiqChW6u0innmlGFXDzbHLK8M1@thread.tacv2/1680813152482?context=%7B%22Tid%22:%225cdc5b43-d7be-4caa-8173-729e3b0a62d9%22,%22Oid%22:%22bf30c64e-49c6-43c2-8efc-73441e014e0b%22%7D


S.Flores

Include:

On the back:

Criteria:

Explore: students will continue to pursue self-inquiry thru exploration, explaining the science behind the tops’ movements: what makes them move? Will the object stay in motion? Will it stop moving? Why does this happen?

Explain: students will justify their thinking to explain their reasoning further developing their critical thinking skills and problem-solving skills. Can you explain the science in this activity using your own words? Are your conclusions valid? How do you know?

Elaborate: students will find real world scenarios where they can apply STEM to solve a problem within their community. How can different materials affect the tops’ speed? Or the type of surface? Does it increase or decrease?

Evaluate: there should be an evaluate portion embedded in each piece of the lesson cycle to prevent any misconceptions before moving onto the next phase or wrapping up the lesson altogether. Can you apply the concepts learned during this lesson cycle in real life situations?

Students will learn best as they participate in meaningful hands-on activities where they explore the science concepts. They will justify their thinking by creating their own ideas using complete sentences. Students will receive the necessary linguistic and academic support by being paired based on ability level in cooperative learning groups.

Students will learn and be able to retain the knowledge for longer periods of time as they teach one another.

Students should record their responses for later comparisons.

Answer the following discussion questions below and have the students record their answers:

1. What did you observe during the time the cup was in the bag? 

2. What happened to the water in the cup? 

3. What impact did the sun have on water in the cup?

4. If you could accurately measure the volume of water in the bag, what do you predict it would be? Explain.

Discuss with the students the importance of geography on the amount of water that is usable for humans and animals and ways students can conserve water in their homes, schools, and communities. Also discuss ways students can help reduce pollution to the already small amount of water available to humans

Did anyone get frustrated because they spent most of their time at one or two stations? 

Do you think that water molecules often get trapped in one location (oceans or atmosphere)? 

Discuss the water cycle with students and help them understand that it is not a well defined cycle, but a series of pathways. Water does not always complete the full cycle, but can follow a multitude of pathways.

 

It’s believed this drink has existed since the pre-Columbian era several centuries ago.

Some people say:

What you will need if you want to make with me:

Water at room temp.
lemon juice
sugar 
ice

Essential question: What happens if I add to much sugar to my Agua Fresca?

Zoom Meeting Link: 
Join Zoom Meeting
https://nisd-net.zoom.us/j/94540799777?pwd=bWN3bXhSRWw4aEQzODJLZWw0QVRZdz09

Meeting ID: 945 4079 9777
Passcode: 120660

Veronica Booth

GUAS FRESCAS HISTORICAL ROOTS

It’s believed this drink has existed since the pre-Columbian era several centuries ago.

Some people say:

Traditional Mexican Drinks Google Meets
Thursday, April 6 · 4:00 – 5:00pm
Google Meet joining info
Video call link: https://meet.google.com/uix-vugk-vup
Or dial: ‪(US) +1 302-481-5067‬ PIN: ‪292 062 834‬#