An introspective penguin perched on a wooden stool at the counter of a charming cafe. The quaint venue has vintage decor, showcasing gentle warm hues and soft ambient lighting. In front of this thoughtful bird is a tiny cup, from which wafts the rich aroma of freshly brewed espresso. Its eyes are narrowed in contemplation as if it's pondering the complexities and nuances of its unique life.

An image of a Caucasian female math teacher, who is also a South Asian medical student, teaching in a well-equipped classroom. She is standing in front of a blackboard filled with mathematical equations, whilst holding a textbook that contains medical diagrams. Her bright eyes reveal her passion for both fields, and the students, visibly engrossed in the lessons, reflect an admiring look at their multi-talented teacher. The room is light-filled, lending a positive ambiance to the learning environment.

A joyful birthday party scene where a small South Asian boy humorously savors his birthday cake, smearing it all over his face. He is surrounded by his friends, two little girls, one Hispanic and the other Middle-Eastern, and a black boy who are all laughing and cheering for him. The room is brightly decorated with colorful balloons, ribbons, and a banner with the words 'Happy Birthday'. The cake itself looks delicious, covered in rainbow sprinkles with candles on top, causing wide-eyed delight among the children.

Topic: Exploring Music through Mary Poppins Desired Outcome: Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. Week 1: Introduction to Mary Poppins - Watch clips from the movie Mary Poppins and discuss the music featured in the film - Learn about the composer of the music, Richard M. Sherman, and his inspiration for the songs - Listen to and analyze some of the iconic songs from the movie, such as "Supercalifragilisticexpialidocious" and "Chim Chim Cher-ee" Week 2: Exploring Rhythm and Beat - Learn about rhythm and beat through interactive games and activities - Experiment with creating different rhythms using body percussion and simple instruments - Work together to create a rhythmical accompaniment to a Mary Poppins song Week 3: Exploring Melody and Harmony - Learn about melody and harmony through singing exercises and games - Practice singing some of the songs from Mary Poppins as a group - Experiment with creating harmonies to accompany a chosen Mary Poppins song Week 4: Creating Our Own Mary Poppins Musical - Work in small groups to create a short musical performance inspired by Mary Poppins - Choose a scene from the movie to recreate through music and movement - Perform the musical for the rest of the class and reflect on the experience Assessment: - Students will be assessed on their ability to work collaboratively with others to create and perform a musical piece inspired by Mary Poppins - Students will also be assessed on their ability to express their ideas, thoughts, and feelings through musical activities Resources: - Clips from the movie Mary Poppins - Musical instruments (e.g. tambourines, shakers, drums) - Sheet music for Mary Poppins songs - Recording equipment for students to listen back to their performances Cross-Curricular Links: - Literacy: Students can write their own lyrics to accompany a Mary Poppins song - Drama: Students can incorporate elements of drama into their musical performance - Social Studies: Students can learn about the historical context of the movie Mary Poppins and its impact on popular culture

Questions: 1. Who is the main character in the book "Leon and the place between"? 2. What is the setting of the story on pages 1-10? 3. What is Leon's favorite toy? 4. Why does Leon feel lonely at the beginning of the story? 5. What does Leon find in the mysterious place between? 6. How does Leon feel when he discovers the place between? 7. What does Leon do when he first enters the place between? 8. Who does Leon meet in the place between? 9. What does the mysterious character in the place between offer Leon? 10. How does Leon feel at the end of the story? Answers: 1. Leon is the main character in the book. 2. The setting of the story on pages 1-10 is Leon's bedroom. 3. Leon's favorite toy is a stuffed bear named Bear. 4. Leon feels lonely because he has no one to play with. 5. Leon finds a magical doorway to the place between. 6. Leon feels excited and curious when he discovers the place between. 7. Leon explores the place between and meets a mysterious character. 8. Leon meets a mysterious character named Mr. Mendez in the place between. 9. Mr. Mendez offers Leon a magical ticket to explore the place between. 10. Leon feels happy and adventurous at the end of the story.

Illustrate a timeline representation showcasing the historical development of orchestras over time. Begin with a small ensemble in the Renaissance period, featuring period-specific instruments like lutes, violins, and percussion. Next, move to the Baroque period where the harpsichord is prevalent. In the Classical period, show an expansion in number with distinct groups of string, woodwind, brass, and percussion instruments. Then, depict a massive ensemble for the Romantic period, with grand pianos, larger string sections, and inclusion of unique instruments like the Wagner tuba. Ensure each period is clearly labeled and distinguishable.

1. How do forces and magnets interact with each other? 2. Can you explain the concept of magnetic fields and how they are related to forces? 3. How do different types of magnets (permanent magnets, electromagnets) interact with different types of forces? 4. How can the strength of a magnetic force be measured and compared to other forces? 5. Can you give examples of everyday objects or devices that use the interaction between forces and magnets? 6. How do forces and magnets play a role in the functioning of electric motors and generators? 7. What are some real-world applications of the principles of forces and magnets, such as in magnetic levitation trains or MRI machines? 8. How do scientists and engineers use their understanding of forces and magnets to design new technologies or improve existing ones? 9. Can you explain the concept of magnetic repulsion and attraction and how it relates to the behavior of magnets in different situations? 10. How do forces and magnets play a role in the Earth's magnetic field and its effects on compasses and navigation?

Forward Plan for Expressive Arts: Music Topic: Scottish Songs Desired Outcome: I enjoy singing and playing along to music of different styles and cultures. Week 1: - Introduction to Scottish music and songs - Listen to and learn a traditional Scottish song - Practice singing along to the song as a group Week 2: - Learn about different Scottish instruments such as the bagpipes, fiddle, and accordion - Try playing simple rhythms on percussion instruments to accompany the Scottish song learned in Week 1 Week 3: - Explore the history and cultural significance of Scottish music - Learn a new Scottish song and practice playing along on instruments Week 4: - Introduce a modern Scottish song or a song from a different culture - Discuss the similarities and differences between traditional and modern music - Practice singing and playing along to the new song Week 5: - Review all the Scottish songs learned throughout the unit - Perform a mini-concert for classmates or parents, showcasing the different songs and instruments learned Assessment: - Students will be assessed on their ability to sing along to the Scottish songs, play simple rhythms on instruments, and demonstrate an understanding of the cultural significance of Scottish music - Assessment will be ongoing throughout the unit through observation and participation in class activities Resources: - Traditional Scottish songs and music recordings - Percussion instruments for students to play along with - Information on the history and cultural significance of Scottish music By the end of this unit, students should have a greater appreciation for Scottish music and be able to enjoy singing and playing along to songs of different styles and cultures.

Lesson Title: Understanding the Prayer of Jumaa Learning Intention: By the end of this lesson, students will be able to explain the significance of the Prayer of Jumaa and understand its importance in Islam. Success Criteria: 1. Students can identify the key components of the Prayer of Jumaa. 2. Students can explain why the Prayer of Jumaa is important in Islam. 3. Students can discuss the benefits of attending the congregational prayer. Introduction: Begin the lesson by asking students if they have heard of the Prayer of Jumaa before. Explain that the Prayer of Jumaa is a congregational prayer that Muslims perform every Friday. Discuss the importance of prayer in Islam and how congregational prayer strengthens the community. Main Part: 1. Share information about the Prayer of Jumaa, including its significance and the specific requirements for performing it. 2. Stimulate discussion by asking students why they think congregational prayer is important and how it benefits individuals and the community. 3. Allow time for students to complete an activity where they write a short paragraph explaining the importance of the Prayer of Jumaa. Plenary: Review the key points discussed in the lesson and ask students to share what they have learned about the Prayer of Jumaa. Encourage students to ask any questions they may have. Differentiation: - Provide visual aids or diagrams for visual learners. - Offer additional resources for students who may need extra support in understanding the topic. - Pair students up for discussions to encourage peer learning. Assessment Strategies: - Observe students during discussions and activities to assess their understanding. - Review written paragraphs to evaluate students' ability to explain the importance of the Prayer of Jumaa. Higher Order Thinking Questions: 1. How does attending the Prayer of Jumaa strengthen the sense of community among Muslims? (Analyzing) 2. What are some ways individuals can benefit from participating in congregational prayer? (Evaluating)

A historical timeline illustrated as a flowing river of music. The beginning represents ancient times, with depictions of the first musical instruments like drums, flutes, and strings. The river then winds through medieval chanting, baroque orchestras, and classical piano compositions, each represented by their respective instruments floating on the river. The timeline then delves into the era of jazz with brass instruments and finally, the modern era represented by guitars, electric keyboards, and disc jockey tables. The ending cascade includes symbols for the digital age of music, including headphones and digital audio workstations.