1. What color is a squirrel? Answer: Brown 2. How many front teeth does a squirrel have? Answer: Two 3. Where does a squirrel usually live? Answer: Trees 4. What is a group of squirrels called? Answer: A scurry 5. What do squirrels eat? Answer: Nuts and seeds 6. How long is a squirrel’s tail? Answer: Usually between 8 to 10 inches 7. How do squirrels communicate? Answer: By making chirping, purring, and barking noises 8. What season do squirrels hibernate in? Answer: Winter 9. How many legs does a squirrel have? Answer: Four 10. What is a baby squirrel called? Answer: A kit Rubric: Correct Answer: 2 points Incorrect Answer: 0 points

Objective: Students will learn the basics of Theosophy as described in the book “Ageless Wisdom” by Vicente Hao Chin. Materials: "Ageless Wisdom" by Vicente Hao Chin Activities: 1. Students will watch an introductory video on Theosophy 2. Students will read and discuss excerpts from "Ageless Wisdom" focusing on the ideas of divinity 3. Students will break into groups and answer questions about Theosophy, then share the answers with the class 4. Students will write a brief essay about how Theosophy affects their worldview Assessment: 1. Students will be assessed on their ability to understand and interpret the ideas discussed in the book 2. Students will be assessed on their oral participation during the discussion 3. Students will be assessed on their written essay about how Theosophy affects their worldview.

I. Introduction A. In this lesson, we will be learning about plant systematics, or the study of classifying and organizing plants into hierarchical categories based on their similarities and differences. B. We will discuss the history of plant systematics, the nomenclature system used to name plants, as well as current methods used to classify and study plant systematics. C. We will cover the importance of plant systematics in terms of its implications for conservation biology and the analysis of evolutionary relationships between species. II. The History of Plant Systematics A. We will begin by discussing the history of plant systematics, from its origins in Greek and Roman philosophy through its development in modern botany. B. We will then discuss the work of notable scientists from the 16th century to the present, such as Linnaeus and Humboldt, who have contributed to the development of plant systematics. III. Plant Nomenclature A. We will then review the International Code of Botanical Nomenclature, which is the official code used to name plants. B. We will discuss the main categories of the nomenclature system, including the genus, species and subspecies. C. We will also discuss the importance of common and scientific names. IV. Current Methods of Plant Systematics A. We will then discuss the current methods used in plant systematics, including morphological and molecular techniques. B. We will then review the advantages and disadvantages of each method, including the use of morphological characters versus DNA sequences. V. Implications for Conservation Biology and Evolutionary Relationships A. We will then discuss the implications of plant systematics for conservation biology, such as how it can be used to identify and protect endangered and threatened species. B. We will also discuss how plant systematics can help us better understand evolutionary relationships between species, by allowing us to infer common ancestor populations and identify patterns of speciation. VI. Conclusion A. In conclusion, we have discussed the history of plant systematics and the current methods used to classify and study plants. B. We have also discussed the implications of plant systematics for conservation biology and evolutionary relationships between species. C. Finally, we have identified some important scientists and works that have contributed to the development of plant systematics. D. Thank you for your attention. I hope that you have learned a lot in this lesson. E. Are there any questions before we move on to our next lesson?

Lesson Plan: Topic: Theosophy from the Book "Ageless Wisdom" by Vicente Hao Chin Objective: At the end of the lesson, students will be able to explain and discuss the concept of theosophy, as outlined in the book by Vicente Hao Chin. Time Frame: This lesson plan will be conducted over a period of 30-45 minutes. Materials: - Copy of the book “Ageless Wisdom” by Vicente Hao Chin - Pens and paper - Chalkboard or whiteboard Procedure: 1. Introduction (7 minutes) - Introduce the class to the topic of theosophy and its usage in the book "Ageless Wisdom" by Vicente Hao Chin. - Outline the main concepts and ideas of theosophy that are presented in the book. - Divide students into small groups of 4-5 students the purpose of discussion. 2. Activity (15 minutes) - Provide each group with a copy of the book and have them read the sections that explain theosophy. - Ask the students to identify key terms and concepts related to theosophy as found in the book. - Have the groups discuss and share their findings with each other. 3. Discussion (13 minutes) - Ask the groups to come up with questions about theosophy and its usage in the book to discuss as a whole class. - Discuss the questions as a whole class and have the students assess and evaluate the theosophical concepts outlined in the book. 4. Assessment (5 minutes) - Ask the students to take a few minutes to reflect on what they have learned in today's lesson and write a short essay that summarizes their understanding of theosophy. - Encourage the students to share their essays with the class. Conclusion: To conclude the lesson, ask the students to reflect on the key concepts and ideas that they have learned from the lesson. Remind them to review their notes and readings from today's lesson so that they have a better understanding of theosophy.

Lesson Plan: Introduction to Philosophy Objectives: 1. To provide students with an overview of the history and key areas of philosophic inquiry 2. To introduce students to a philosophical approach to life in terms of knowledge, morality and aesthetics 3. To give students an introduction to the major philosophical systems such as dialectics, skepticism, and idealism Time Required: One 50-minute period Materials Needed: - Handouts containing a list of key dates in the history of philosophy and a glossary of common philosophical terms. - Chalkboard or whiteboard and markers Lesson Outline: I. Introduction (10 minutes) A. Briefly introduce the idea of philosophy, stressing its importance throughout history. B. Explain how certain philosophic ideas have shaped society and ways of thinking. II. Overview (15 minutes) A. Using the handouts, go through key periods and figures in the history of philosophy. B. Use the chalkboard/whiteboard to create visual diagrams of key schools of thought, like dialectics, skepticism, and idealism. III. Application (15 minutes) A. Ask students to choose a philosophical topic and explain why it is important to them. B. Ask students to use hypothetical scenarios to discuss how different philosophical perspectives present different views on an issue. IV. Wrap Up (10 minutes) A. Ask students for their thoughts about the lesson, and the different ways in which philosophical ideas and ways of thinking can be applied. B. Summarize the key points from the lesson, and encourage further exploration of selected topics outside of class.

Introduction: Before we get started, lets all take a few minutes to introduce ourselves, and discuss our experience with coding in general and Python in particular. By the end of the lesson, you should be able to create basic programs in Python, as well as understand why it is one of the rapidly growing programming languages. Lesson Outline: 1. Introduction (15 min): Overview of Python and its applications in business. Video link: https://www.youtube.com/watch?v=9X50IDmf0lg 2. Basic Syntax and Variables (30 min): Learning common Python commands such as if/elif/else, and how to assign variables. Handout: https://www.digitalocean.com/community/tutorials/how-to-use-variables-in-python-3 3. Functions (30 min): How functions are used in Python and how they are defined. Handout: https://www.digitalocean.com/community/tutorials/how-to-write-functions-in-python-3 4. Control Flow (30 min): Decision making with statements such as ‘for’ and ‘while’. Handout: https://www.digitalocean.com/community/tutorials/how-to-use-control-statements-in-python-3 5. Debugging (30 min): How to debug Python programs. Videos link: https://www.youtube.com/watch?v=VTPxDXepRxs 6. Wrap Up (15 min) Questioning: - While presenting the material, be sure to ask students to explain what is happening and make sure that everyone is understanding the content. - Ask guiding questions to support students when they need help troubleshooting. Assessment: - At the end of the class, there will be a formative assessment to assess students’ progress. - This assessment will focus on the students’ ability to write basic programs in Python. Differentiation: - Provide a variety of supplementary activities and materials to ensure that all learners are given the opportunity to reach their full potential. - Pair students of different ability levels to work together on some tasks to accommodate for any learning differences. Plenary: By the end of the lesson, students should be able to demonstrate understanding of the fundamentals of Python programming and be able to produce basic programs in the language. Resources: Video: https://www.youtube.com/watch?v=9X50IDmf0lg https://www.youtube.com/watch?v=VTPxDXepRxs Handouts: https://www.digitalocean.com/community/tutorials/how-to-use-variables-in-python-3 https://www.digitalocean.com/community/tutorials/how-to-write-functions-in-python-3 https://www.digitalocean.com/community/tutorials/how-to-use-control-statements-in-python-3

1. The Himalayas are home to many different species: snow leopards, yaks, and marmots, to name a few. 2. They span five countries: Nepal, Tibet, Bhutan, India, and Pakistan. 3. They are home to the highest peaks in the world: Mount Everest, Kanchenjunga, and Lhotse, to name a few. 4. The Himalayas are a popular trekking destination: thousands of people travel to the region each year to explore the ancient forests and snow-capped peaks. 5. They are known for their extremely cold temperatures: the winter temperatures in the Himalayas can reach -60 degrees Celsius.

Q: What is the difference between There, Their, and They're? A: There is a location, their is the possessive form of they, and they're is a contraction of they are. Q: When should I use There? A: Use there to indicate a location, such as "The pencil is there on the table." Q: How do I use Their in a sentence? A: Use their to show ownership or possessive form of they, such as "The students brought their pencils with them." Q: What does the contraction They're mean? A: They're is a contraction for they are, for example, "They're going to the beach after school." Q: What is the difference between their and there? A: Their is the possessive form of they and there indicates a location. For example, "They put their pencils there on the desk." Q: How do you use There's in a sentence? A: There's is a contraction for there is. For example, "There's a party at my house tomorrow." Q: What is the difference between There and They're? A: There is a location while they're is a contraction of they are. Q: When should I use Theirs? A: Use theirs to show ownership of the third person plural pronoun, such as "They left theirs in the classroom." Q: How do I use There in a sentence? A: Use there to indicate a location, such as "The book is there on the shelf." Q: What is the difference between Their and They're? A: Their is the possessive form of they while they're is a contraction of they are. For example, "They put their pencils there on the desk."

Q: Who created the heavens and the earth? A: God created the heavens and the earth. Q: How did God create the Universe? A: God spoke the Universe into existence. Q: What did God create on the first day? A: On the first day, God created light and separated it from the darkness. Q: What did God create on the second day? A: On the second day, God made the sky and the atmosphere. Q: What did God create on the third day? A: On the third day, God created dry land and vegetation. Q: What did God create on the fourth day? A: On the fourth day, God created the Sun, Moon, and stars. Q: What did God create on the fifth day? A: On the fifth day, God created the creatures of the sea and sky. Q: What did God create on the sixth day? A: On the sixth day, God created the land animals and humans. Q: Who rested on the seventh day? A: God rested on the seventh day and blessed it. Q: Who did God make humans in the image of? A: God made humans in his own image. Q: Who was the first man and woman created? A: Adam and Eve were the first man and woman created. Q: What did God tell Adam and Eve they could eat in the Garden of Eden? A: God told Adam and Eve they could eat fruit from all of the trees in the Garden of Eden, except the Tree of the knowledge of good and evil. Q: What did God give humans on the sixth day? A: On the sixth day, God gave humans and animals the gift of life. Q: What did God tell humans to do? A: God told humans to be fruitful and multiply, fill the earth and subdue it, and to rule over the other creatures. Q: What did God create in the Garden of Eden? A: In the Garden of Eden, God created a beautiful garden with trees, animals, birds, and two special people, Adam and Eve. Q: How did God create Adam? A: God made Adam from the dust of the ground and breathed life into him. Q: How did God create Eve? A: God created Eve from one of Adam's ribs. Q: What did God give Adam and Eve to do? A: God gave Adam and Eve the job of taking care of the Garden of Eden and all of the animals. Q: What did God tell Adam and Eve not to do in the Garden of Eden? A: God told Adam and Eve not to eat the fruit of the Tree of the Knowledge of Good and Evil. Q: What happened when Adam and Eve disobeyed God? A: When Adam and Eve disobeyed God, they were banished from the Garden of Eden and all of God’s blessings.

1. Muddle: Confused state; a mess. 2. Peeking: Looking discretely or surreptitiously. 3. Breathless: Struggling to breathe. 4. Elated: Feeling incredibly happy. 5. Finery: Splendid clothing. 6. Primate: A mammal of the order Primates, which includes humans. 7. Bellowed: A loud shout or roar. 8. Flourishing: Doing well; growing or developing successfully. 9. Dispersed: To separate and go in different directions. 10. Stifle: To prevent from developing, breathing, or being expressed.