It was almost the end of the school year in Primary 3 and the pupils were in the middle of preparing for the end of year party. The party was the perfect chance for the pupils to take a break from all the studying and reward themselves for making it through the year. All week they had been talking excitedly about all the fun they were expecting to have. The day of the party finally arrived and the pupils were as wild as ever with anticipation. Upon entering the room, they were overwhelmed with joy. The room was decorated with colorful streamers and balloons, while upbeat music was playing. There was a refreshments table filled with all sorts of snacks and treats. The pupils wasted no time in making the most of their fun time. They ran around the room, playing games and goofing off. They particularly enjoyed playing tag and piñata-squeezing. Whenever one game got too boring, they would switch to another. Some also took the time to munch on the snacks provided. When it was lunch time, everyone was given a delicious packed lunch. They all sat in a large circle and chatted while they enjoyed their food. As soon as the lunch was over, it was straight back to the fun. Everyone was so content and relaxed. The party seemed to drag on for hours and hours. Everyone was disappointed when the clock struck five and the music stopped. That was the cue for everyone to start packing up. Unwillingly, the pupils said their goodbyes to one another before leaving the event. Questions: 1. What did the pupils do to prepare for the end of year party? 2. What decorations were used to decorate the room? 3. What games did the pupils play? 4. What refreshments were provided? 5. When did everyone receive a packed lunch? 6. How did the pupils feel by the end of the party? 7. What time did the party end? 8. How did the pupils respond when the music stopped playing? 9. What did the pupils do after the party? 10. How did the pupils feel when they said goodbye to each other? Answers: 1. The pupils talked excitedly about all the fun they were expecting to have. 2. The room was decorated with colorful streamers and balloons. 3. The pupils played tag and piñata-squeezing. 4. The refreshment table was filled with all sorts of snacks and treats. 5. Everyone was given a packed lunch when it was lunch time. 6. Everyone was content and relaxed. 7. The party ended at five o'clock. 8. The pupils were unwillingly packing up when the music stopped playing. 9. The pupils said their goodbyes to one another and left the event. 10. The pupils felt disappointed when they said goodbye to each other.

It was a hot, sunny day, and Kevin and Juan had the same idea. Both of them wanted to have some fun in the park and make some new friends. The two boys were in Primary 6 and had instantly become close, despite the fact that they come from different backgrounds - Juan was from Mexico and Kevin was from America. Together, the two of them set off to the park, eager to make some new friends. Little did they know, this would be the start of a beautiful friendship.

The sun shone through the windows of the old schoolhouse, casting beams of light into the otherwise still classroom. In the corner of the room, two students sat, murmuring in hushed voices across the desk at one another. The older of the two was a fair-haired boy called Ryan. He was always one of the first in the room and the others said he was the sharpest in the class. His friend was a small girl named Sarah. Her jet-black hair was usually tied in two long braids, but today she was wearing it loose, which was unusual for her. Together, the two were an unlikely pair, and it always made the other students stop and stare.

A. Introductory Activities: 1. Begin this lesson by having each student complete a short survey about their background in graphic design. Ask them to provide examples of designs they have worked on, if any, artwork or textiles they may have used for projects, and any other examples that demonstrate their creative abilities. This survey will help the teacher understand the student's current level of knowledge and find ways to increase their understanding. 2. Next, use discussion to summarize what students know about graphic design and the types of designs they may have heard of or have seen in books. This will give the teacher an insight into what students may have unveiled before facing a formal lesson on the topic of graphic design. 3. Then, have each student create a 3-2-1 graphic organizer consisting of 3 things they know about graphics design, 2 questions to ask about graphics design, and 1 way in which graphics design could be used. Ask them to share their responses with the class. B. Define and Explain the Fundamentals of Graphic Design: 1. Explain to the students that graphic design is the process of using visual elements to communicate a message. The elements used in graphic design can include shapes, colors, text, and textures, but there must be a guided purpose behind them. Explain that the purpose can be to inform, persuade, or entertain. 2. Introduce the student to the colors, shapes and type of fonts used in design. Teach them how to use the right colors to convey a message. For example, bright colors convey a happy and positive message, dark colors convey a more serious and formal message. Explain how to use simple shapes and fonts with calming colors to create certain effects. 3. Explain that graphic designers usually use design principles to ensure that their work is effective and visually pleasing. Introduce the student to the principles of balance, contrast, emphasis, repetition, and unity. C. Show Examples of Design Principles: 1. Show the students examples of how each of the principles can be used to create harmony and contrast to a design. Explain how balance can be achieved by using the same elements in similar or complementary positions, contrast can be used to create a dichotomy of forms, emphasis can be added to a composition to focus on a particular element, repetition can be used to repeat elements to create a pattern, and unity can be created by using all the elements together in a harmonious way. 2. Through visual examples such as images and artwork, explain how each design principle has been applied. 3. Once students understand the principles, ask them to create a design they feel fits their own style or preference. D. Discuss Different Types of Graphic Design: 1. Let the students know that there are many different kinds of graphic design, such as motion graphics, typography, logo design, package design, web design, and much more. 2. Show examples of each type of design and discuss the ways in which the principles of graphic design are applied to them. For example, motion graphics combines audio, video, and still images to create a moving visual. Logo designs and typography use fonts, shapes, and patterns to create a recognizable brand. 3. Finally, assign the student a small project to create a basic design using the principles they have learned during the lesson. This is an opportunity for students to apply the design principles they have learned in a creative and interactive way.

Once upon a time, in a kingdom far away, there lived a young prince named Edward. His kingdom was prosperous and filled with many happy people, but there was something mysterious about Edward. He was endowed with special powers that could be used for either good or evil. One day, Edward's father, the King, called him to his chambers to speak with him about an important mission. The King told Edward that on the other side of the mountain lied a powerful magical artifact that could help protect their kingdom. He asked Edward to go on a journey to retrieve the artifact. Although Edward was nervous, he agreed to undertake the mission, and the King provided him with all the resources he would need. Edward set off on his mission, with a brave heart and fierce determination. He faced many perils and challenges along the way, but with his special powers, he eventually arrived at his destination. Finally, after enduring much pain and suffering, Edward found the magical artifact. He picked it up and as soon as he touched it, a sudden power surged through him. He felt something powerful and mysterious coursing through him that he had never felt before. The artifact was far more powerful than Edward had ever expected. He realized that it could be used for both good and evil. He was faced with a choice: would he use this artifact to protect his kingdom, or would he wield it to fulfill his own agenda? The choice was his to make.

Lesson: Apache Airflow Introduction: Welcome to the Apache Airflow lesson! Apache Airflow is a powerful open source tool for managing and scheduling workflows. This lesson plan will cover the basic concepts and usage of the tool. Lesson Outline: • Introduction to Apache Airflow (5 minutes) o Definitions o Use cases • Creating DAGs (25 minutes): o DAG building blocks o How to create a basic DAG • Running and Monitoring DAGs (10 minutes): o Differentiating between sequential vs parallel tasks o How to submit and monitor running tasks • Airflow Administration (10 minutes): o Configuring settings o Setting up connections • Wrap-up (5 minutes): o Recap of key concepts o Questions and Answers Questioning: • What makes Apache Airflow different from other workflow/scheduling tools? • How do we create a DAG? • What are the different types of tasks available in Airflow? • How can we make sure our tasks are running correctly? Assessment: At the end of the lesson, learners can complete a brief quiz or show the instructor a DAG they created as part of the lesson. Differentiation: Learners with prior knowledge and experience with workflow tools can be shown additional examples and go into further depth on other features of Apache Airflow. Learners who are new to the tool can be given more time to work with simpler examples and complete more guided activities. Plenary: To recap the key concepts, learners can watch a short video introducing Apache Airflow ([https://www.youtube.com/watch?v=ZMLXuJ7VhFk][1]), or practice creating DAGs using the [Apache Airflow Tutorial][2]. [1]: https://www.youtube.com/watch?v=ZMLXuJ7VhFk [2]: https://airflow.apache.org/tutorial.html

as reference. Subject: Graphic Design Lesson: Fundamentals of Graphic Design Time: 45 Minutes Objectives: 1. Describe the fundamentals of graphic design. 2. Demonstrate an understanding of the principles and concepts of graphic design. Materials: White board and markers Computers with graphic design software Visuals related to graphic design YouTube Link (optional): https://www.youtube.com/watch?v=fVX3uq3NjVg Reference Materials (optional): -Graphic Design Basics, by Amy E. Arntson -The Design Elements: A Graphic Style Manual, by Timothy Samara -Graphic Design Solutions, by Robin Landa Procedure: 1. Introductory activities (10 minutes) a. Review previous lesson or give short quiz about graphic design b. Ask class what they know about design 2. Presentation (20 minutes) a. Define and explain the fundamentals of graphic design b. Show examples of design principles c. Discuss different types of graphic design 3. Practice Activity (15 minutes) a. Work in pairs to create a design based on the principles discussed in the presentation b. Exchange designs with another pair c. Analyze other pair’s designs and identify the principles used 4. Summary and Closing (5 minutes) a. Summarize main ideas of the lesson b. Ask volunteers to explain graphic design principles c. Answer any questions

Lesson Plan: Objectives: 1. Describe the fundamentals of graphic design. 2. Demonstrate an understanding of the principles and concepts of graphic design. Time: 45 minutes Materials: White board and markers, computers with graphic design software, visuals related to graphic design Procedure: 1. Introductory activities (10 minutes) a. Review previous lesson or give short quiz about graphic design b. Ask class what they know about design 2. Presentation (20 minutes) a. Define and explain the fundamentals of graphic design b. Show examples of design principles c. Discuss different types of graphic design 3. Practice Activity (15 minutes) a. Work in pairs to create a design based on the principles discussed in the presentation b. Exchange designs with another pair c. Analyze other pair’s designs and identify the principles used 4. Summary and Closing (5 minutes) a. Summarize main ideas of the lesson b. Ask volunteers to explain graphic design principles c. Answer any questions Assessment: Group work observation, quiz on principles and concepts, sharing of designs and assessment of peer’s designs.

to incorporate the new media technology Lesson plan Objective: • To introduce various types of new media technology to pupils • To develop pupils understanding of new media technology • To provide pupils with an opportunity to create projects using the new media technology Timing: 1 hour Materials: • Laptop • Internet access • Projector Procedure: • Introduction: Introduce the concept of new media technology, and go through the different types of new media technology available - Television/Film, Online Games, Social Media, Music/Radio, YouTube and Mobile Technologies. Discuss the impact new media technology has on everyday life with the pupils. • Assignment: Ask pupils to research each of the different types of new media technology discussed to gain a better understanding of how it works. They should take note of the advantages and disadvantages of each type. • Video Presentation: Ask pupils to create a short video presentation about their research on new media technology. It should be no more than 5 mins in length. • Group discussion: Ask pupils to gather in groups and discuss the video presentations they have made, encourage pupils to comment on the positives and negatives of new media. Evaluation: • Evaluate the accuracy of the video presentations. • Judge the success of the pupils discussion. • Observe how much students have learnt during the lesson. Simple projects to incorporate new media technology: • Design an online game – Pupils can explore different ways to create an online game and how the user can interact with it. • Blogging – Pupils can create and maintain a blog containing text, images, videos and discussions. • Podcasting – Introduce pupils to the concept of podcasting and allow them to create their own podcasts discussing an appropriate topic. • Create a short film/animation – Ask pupils to create their own short animation/film discussing an appropriate topic. • Social Media Campaign – Ask pupils to design their own social media campaigns to highlight an important issue. Pupils should combine the use of text, images and video in their campaigns.

to teach New Media Technology New media technology refers to the combination of traditional media such as television, radio, print and the new digital mediums such as interactive websites, mobile applications, digital gaming, digital video and social media. Applications for Primary 5 Class 1. Creativity • Creative Writing: Ask students to write stories, poems and other forms of creative writing based on given topics and to illustrate them using drawings or digital art. • Digital Art: Have students create digital art using a variety of digital art programs, such as Adobe Photoshop and other free drawing apps. • Programming and Coding: Ask students to create computer programs and code using visual programming languages such as Scratch or code editors and languages such as Python. 2. Collaboration • Social Media: Ask students to create their own social media accounts or a class account to keep in touch and on top of their studies. • Video Conferencing: Have students use video conferencing apps such as Zoom or Microsoft Teams to collaborate with their classmates and teachers in order to learn and discuss ideas. • Online Research: Ask students to conduct online research using sources such as Google Scholar, Wikipedia and other educational websites. 3. Communication • Online Forums: Set up online forums or chat rooms for students to discuss and post their thoughts and ideas related to their studies. • Blogging: Ask students to create blogs and post their thoughts, ideas, or creative writing pieces on blogs. • Presentations: Have students create digital presentations using tools such as PowerPoint, Prezi and Google Slides to share their findings with their classmates or with their teachers. 4. Entertainment • Digital Gaming: Ask students to develop their own digital game using a game development program such as Unity or using online platforms such as Roblox. • Podcasts and Radio: Ask students to create podcasts or radio shows, discussing topics from history to current events and to upload them to a free podcasting platform such as SoundCloud. • Videos: Have students create short videos about a certain topic or activity, such as a science experiment or a book review, and upload them to YouTube or other video hosting platforms.