Materials: -Scotland-focused images -Paper -Pencils Steps: 1. Divide the class into small groups of 3-4 students. 2. Hand each group a selection of images related to Scotland. 3. Ask each group to decide on one image they would like to discuss and present to the rest of the class. 4. Ask each group to discuss the photo and consider questions such as: What is happening in the image? What might this image tell us about Scotland? How do they feel when they look at the photo? 5. Provide each group with paper and pencils and ask them to jot down words and ideas that come up in their discussions about the image. 6. Invite each group to share their chosen image and their discussion points with the rest of the class. 7. Encourage the class to ask each group questions about their discussion to find out more about the image and Scotland. 8. Discuss any similarities and differences between the images chosen by each group.

Lesson title: Responsibility to Oneself and the Community: Goldilocks and the Three Bears Objectives: -Students will analyze personal and societal responsibility to build a culture of responsibility and respect through the story of Goldilocks and the Three Bears -Students will reflect on the impact of illegal digital downloading on others -Students will discuss appropriate online behavior New York State Standards: -Social studies, Standard 3 – Individual Development and Identity: Students will understand their own and others’ development and identity and create relationships to promote and maintain a healthy environment. -English Language Arts: Standard 3 – Research, Researching to Build and Present Knowledge: Students will conduct research to answer and explore questions, to build knowledge through investigation of different sources, to develop digital products that are contributions to the knowledge and information. ISTE Standards for Students: -1. Digital Citizenship: Students understand human and cultural norms for technology use -4. Critical Thinking, Problem-Solving and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Library Standards: -Standard 1 – Information Literacy: Students will use the library and other resources to access the information they need; to be critical consumers of information; and to make informed decisions. Materials Needed: -Book "# Goldilocks", by Darren Farrell -Question cards -Print out of the Three Bears' respective online files Lesson Plan: 1. Introduce the Book #Goldilocks: Ask the students to think about the story of Goldilocks and the Three Bears. Explain to them that today they will be reading a modern version of the classic tale that they already know. Explain that the author, Darren Farrell, has given the story a “techy update”. 2. Read the Story: Ask the students to listen to the story carefully, and explain that they will need to pay attention to the differences between the classic tale and this modern update. 3. Group Activity: Divide the students into groups of four. Each group should have a set of question cards and print outs of the Three Bears' respective online files. Ask the students to review the Three Bears’ online files and discuss the responsibilities that each bear had to themselves and the community. Ask each group to share their answers with the class. 4. Revisit the Book: After the groups have finished their discussion, ask the students to read the book once more. Explain to them that this time, they should try to identify the times when Goldilocks made an irresponsible choice and how it affected others. 5. Class Discussion: Ask the students to share the ways that Goldilocks made an irresponsible choice, and asked the students to explain how that impacts other people in their own lives and in the community. Ask them to consider the different types of digital behavior that are acceptable and unacceptable. 6. Closing: Ask the students to come up with a few key words that describe how one should behave responsibly in their community. Suggest words such as respect, honesty, integrity, or kindness. Collect the words from the class and write a few of them up on the board for the students to review. Reflection: Ask the class what they have learned from the lesson (what they think they have done well, what they could improve, what they need to consider more before they act, etc.). Ask the students to explain why it is important to be responsible online and in the community.

1. Have the class view some photos of Scotland and the people, places, and things that make up the culture there. Discuss why people may choose to live in Scotland, along with some of the traditional foods, customs, and lifestyles. 2. Read a book or story about Scotland, focusing on the landscape, people, and culture. Have the students compare what they learned through the photos to what they learned in the reading material. 3. Divide the class into groups and assign each group a specific area of Scotland. Have them research the unique features of that area, such as historic buildings, monuments, terrain, food, and culture. 4. Create a map of Scotland with all of the points of interest that the students have researched. Additionally, have each student write a 1-2 page report on the region they researched, including a description of the geography, history, and culture. 5. Once the activity is complete, host a class "Field Trip" to Scotland, allowing the students to explore the different regions with virtual reality headsets, and asking questions about the culture and history of the locations.

\textbf{Objectives:} \begin{itemize} \item Identify responsibilities that people have to themselves and to their community. \item Analyze a children’s book for themes related to responsibility. \item Engage in a discussion about responsibilities with peers. \end{itemize} \textbf{NYS Standards:} Social Studies Standard 2.c; Information Technology Standard 2.b \textbf{ISTE Standards:} Digital Citizen 4.b; Technology Operations and Concepts 4.a; Communication and Collaboration 3.b \textbf{ALA Standards:} Information literacy 1.1.1; 2.1.1; 4.1.1; \textbf{Introduction:} Introduce students to concepts of responsibility to themselves and to their community. Ask students to share examples of how individuals and groups can be responsible citizens. Explain that they will be reading and discussing a children’s book related to these themes. \textbf{Children’s Book:} Have students read the children’s book “The Berenstain Bears and the Truth” by Stan and Jan Berenstain. This book follows Sister Bear as she learns about the importance of truth-telling and responsibility. \textbf{Discussion:} After reading the book, engage the students in a discussion about the themes presented in the book. Ask questions such as “What is the importance of being truthful?” and “How is being responsible important in the community?” Guide the students in a discussion about any examples of responsibility they saw in the book. \textbf{Small Group Activity:} Divide students into small groups. Ask each group to brainstorm a list of responsibilities that individuals and groups have to themselves and their community. Encourage them to think of examples from the book as well. Once they are finished, bring the groups back together and have each group report out one responsibility. Create a list of all the responsibilities on a piece of chart paper. \textbf{Conclusion:} Recap with students the importance of responsibility. Remind them that it is important for them to be responsible citizens.

Objective: Introduce students to Scottish literature Materials: -Computers or tablets -Google search engine Activity: 1. Have students access the Google search engine. 2. Ask students to search for "Scottish literature". 3. Encourage students to explore the results and read a summary of each work. 4. Have students select one piece of Scottish literature that interests them. 5. Ask students to read the selected piece of literature or watch a video or drama based on it. 6. Discuss the selected piece of literature. Ask questions such as: - What is the main story? - Who are the main characters? - What themes are explored in this work? - How does this work compare to other works of literature you have read or seen before? 7. Conclude the activity by asking each student to share their thoughts and opinions on the Scottish literature they read.

Activity: Have the students make a scrapbook of the different sights and sounds of Scotland Instructions: 1. Divide the students into small groups. 2. Give each group a scrapbook and some basic materials, such as colored pens, scissors, paper, glue and a variety of markers. 3. Ask each group to research different aspects of Scotland. This could include its history, traditional customs, geography, culture, wildlife and people. 4. Ask them to put together a scrapbook that has photos, artwork and words to describe what they have learned. 5. Encourage each group to think of creative ways to be as descriptive as possible and to include as much information as they can. 6. When each group has completed its scrapbook, have each group present their book to the class. 7. Ask the other students questions about what they learned and what they thought was most interesting about the presentation. 8. Afterward, discuss the different aspects of the culture that were discussed.

Introduction Welcome to the lesson on problem solving for MBA students. Working as part of a team and problem solving skills are an essential part of today's business world and during the lesson, you will learn some strategies to help you manage difficult situations and make the best use of your time. Lesson Outline 1. Analyze the Situation: Review the problem, identify potential causes and gauge the relevance of the problem to your business objectives 2. Set Goals: Determine what outcome you would like to achieve and the steps you can take to make it happen 3. Brainstorm Alternatives: Gather ideas from the team on potential solutions 4. Research Solutions: Consider research, data analysis and evaluating different alternatives 5. Develop an Action Plan: Create a plan of action for selecting the best option 6. Monitor Progress and Evaluate Outcome: Track progress and assess the success of the solution Questioning 1. What is the goal of problem solving? 2. How can you assess the relevance of a problem to your business objectives? 3. What research and data analysis can help you to develop an action plan? 4. What are the benefits of evaluating different solutions? 5. How can you assess the success of the solution? Assessment At the end of the lesson, students should be able to: 1. Explain the key steps of the problem solving process 2. Describe the importance of developing achievable goals 3. Demonstrate an understanding of the importance of research and data analysis when selecting solutions 4. Explain the value of evaluating different solutions Resources Video: -Khan Academy: Problem Solving Strategies: https://www.youtube.com/watch?v=vuLESWTRgvY -Harvard Business School: Problem Solving & Decision Making: https://www.youtube.com/watch?v=DCETfSYv76E Worksheet: -8-Step Problem solving Worksheet: https://www.mindtools.com/pages/article/newTPS_78.htm

Introduction Welcome, everyone. Today we're learning about one of the world's most wonderful animals – polar bears! Polar bears are the largest land carnivore on the planet, and one of the most iconic creatures of the Arctic. They live in some of the world’s harshest weather conditions and face many challenges every day in order to survive. Let’s learn more about them! Body One of the first things you may have noticed about polar bears is their size. Male polar bears can weigh as much as a medium-sized car – up to 1,000 kg – and can measure 3 metres in length. The thick layers of fur and fat help them stay warm and insulated from the extreme cold. Polar bears are also amazing swimmers, and are able to move faster than a human in the water. In fact, some polar bears have been known to swim for more than 30 kilometres in a single day! Polar Bears diet consists mainly of seals. They wait patiently by air-holes for a seal to surface in order to catch their meal. They can also scavenge food from the shoreline, or hunt fish with their sharp claws. Conclusion In conclusion, polar bears are truly special animals. Despite their size and strength, they live in one of the harshest environments on Earth and face many challenges in order to survive. They are powerful swimmers, have thick layers of fur to keep warm, and have a unique, carnivorous diet.

1. Quelle était la plupart des régions dominées par les Iroquois? 2. Quels sont les 5 tribus qui composent la Confédération des Iroquois? 3. Quelle était la principale activité économique des Iroquois? 4. Quelle était la principale source de nourriture des Iroquois? 5. Quel était le symbole ou le totem commun à toutes les tribus iroquoiens? 6. Pour qui les Iroquois avaient-ils l'habitude de célébrer leur guerre? 7. Quelle était la structure sociale des Iroquois? 8. Où vivaient les Iroquois dans les premiers temps de leur existence? 9. Quelles doctrines politiques les Iroquois ont-ils édictées? 10. Quels droits ont été accordés aux femmes iroquoises?

Objective: Student will be able to compare fractions, understand what a fractions means, and use a visual representation to aid in understanding fractions. Materials: Visual representation cards of differing fractions or cubes, worksheets with accompanying written instructions. Warm Up (5 minutes): Have students identify what they already know about fractions as a whole. Guide conversation to discuss how fractions are used. Introduction to Fractions (10 minutes): Begin explanation of what fractions are and what they represent. Ask students to offer responses and share their answers. Explain that a fraction is a part of a whole. Activity A (15 minutes): Use visual representation cards of differing fractions (can use real food, blocks, or objects to represent fractions) or cubes. Ask students to compare the fractions and discuss what parts of the whole each fraction represents. Have students explain their answers. Activity B (30 minutes): Provide worksheets that have students creating their own fractions and understanding different equations. Provide written instruction for students to reference. Have student walk through the worksheet and compare what different fractions look like and are used for. Closure (5 minutes): Ask students to explain the differences between the fractions and how to compare them. Have them explain the meaning of a fraction and the importance of fractions. Assessment: Worksheets, verbal assessment, and visual assessment can be used to assess understanding of fractions and comparing fractions.