Form and “Our Outer World” Lesson Plan

Form and “Our Outer World” Lesson Plan

Lesson plan mindmap for Form, One Community

Lesson Plan Mindmap for Form and Our Outer World – Click to Enlarge

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Teaching art, teaching music, teaching dance, teaching painting, teaching drawing, teaching drama, teaching sculpture, teaching needlework, teaching knitting, teaching cooking, teaching creativity, learning art, learning music, learning to paint, learning to sculpt, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builderTeaching english, teaching literature, teaching reading, teaching writing, teaching english, teaching sentence structure, teaching storytelling, teaching verbal skills, teaching non-fiction, teaching fiction, teaching creativity, learning writing, learning reading, learning to write, learning to read, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builderTeaching health, teaching exercise, teaching vibrant living, teaching nutrition, teaching relaxation, teaching physical activity, teaching how to eat, teaching sports, teaching play, teaching about the body, teaching healthy regimens, learning health, learning exercise, learning vibrant living, learning about nutrition, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schoolteaching math, teaching arithmetic, teaching algebra, teaching calculous, teaching calculations, teaching geometry, teaching trigonometry, teaching architecture, teaching engineering, teaching addition, teaching subtraction, learning math, learning arithmetic, learning algebra, learning calculous, learning calculations, learning geometry, learning trigonometry, learning architecture, learning engineering, learning addition, learning subtraction, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schoolteaching science, teaching chemistry, teaching biology, teaching about plants, teaching about animals, teaching about space, teaching geology, teaching astronomy, teaching earth science, teaching physical science, teaching oceanography, teaching meteorology, teaching zoology, teaching human biology, teaching botany, systems theory, learning science, learning chemistry, learning biology, learning about plants, learning about animals, learning about space, learning geology, learning astronomy, learning earth science, learning physical science, learning oceanography, learning meteorology, learning zoology, learning human biology, learning botany, systems theory, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schooltechnology, innovation, robotics, the science of learning, learning to learn, learning how to learn, computers, programming, codingteaching social science, teaching social sciences, teaching anthropology, teaching economics, teaching geography, teaching history, teaching law, teaching linguistics, teaching foreign language, teaching psychology, teaching sociology, teaching social research, learning social science, learning social sciences, learning anthropology, learning economics, learning geography, learning history, learning law, learning linguistics, learning foreign language, learning psychology, learning sociology, learning social research, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schoolteaching human values, teaching abundance, teaching acceptance, teaching accomplishment, teaching achievement, teaching care, teaching awareness, teaching balance, teaching belonging, teaching bravery, teaching brilliance, teaching compassion, teaching connection, teaching confidence, teaching cooperation, teaching collaboration, teaching discovery, teaching efficiency, teaching expressiveness, teaching fairness, teaching love, teaching exploration, teaching flexibility, teaching For The Highest Good of All, teaching fun, teaching giving, teaching grace, teaching growth, teaching harmony, teaching helpfulness, teaching honesty, teaching imagination, teaching joy, teaching modesty, teaching mindfulness, teaching peace, teaching precision, teaching reason, teaching reflection, teaching reliability, teaching self-control, teaching, thoughtfulness, teaching trustworthiness, teaching unity, teaching valor, teaching wonder, learning human values, learning abundance, learning acceptance, learning accomplishment, learning achievement, learning care, learning awareness, learning balance, learning belonging, learning bravery, learning brilliance, learning compassion, learning connection, learning confidence, learning cooperation, learning collaboration, learning discovery, learning efficiency, learning expressiveness, learning fairness, learning love, learning exploration, learning flexibility, learning For The Highest Good of All, learning fun, learning giving, learning grace, learning growth, learning harmony, learning helpfulness, learning honesty, learning imagination, learning joy, learning modesty, learning mindfulness, learning peace, learning precision, learning reason, learning reflection, learning reliability, learning self-control, learning, thoughtfulness, learning trustworthiness, learning unity, learning valor, learning wonder, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

FORM AND “OUR OUTER WORLD” LESSON PLAN

This page is a free-shared lesson plan archive for teaching all educational subjects within the context and theme of “Form”. It is purposed for use in community education environments, homeschool environments, traditional schooling environments, or as a supplemental and fun addition to any education program. As part of the complete Education for Life Program, this lesson plan is specifically designed to work in conjunction with the other components: Foundations of Teaching, Curriculum, Teaching Strategies, Learning Tools and Toys, Evaluation Model, and The Ultimate Classroom. If you’d like to learn how all these components work together, click hereClick here for the specifics focused on just using the lesson plans:

CLICK HERE FOR A DETAILED TUTORIAL ON HOW TO USE THIS LESSON PLAN

NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy, however, is that through creativity every color can be made easy or challenging for any learning level.

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EDUCATION OVERVIEW   ●   HOW TO USE THIS COMPONENT   ●   OUR OPEN SOURCE PURPOSE

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WAYS TO CONTRIBUTE TO EVOLVING THIS EDUCATION PROGRAM WITH US

SUGGESTIONS     ●     CONSULTING     ●     MEMBERSHIP     ●     OTHER OPTIONS

A NOTE ABOUT ALL ONE COMMUNITY LESSON PLANS

The One Community lesson plans are intentionally designed for use in ANY educational environment and with ALL educational, cultural, religious/spiritual, and philosophical approaches to teaching and learning. They are designed without an ideological approach and specifically so they can be adapted to include the views, preferences, methodologies, and/or ideologies preferred by different parents and teachers.

For maximum flexibility and adaptation, they are also designed to be combined to teach multiple subjects at the same time. Doing this increases the creativity, effectiveness, and fun of your learning environment. Once we are on the property and operating our version of the complete school and Education for Life program, we will be adding video examples of how to combine the lessons. In the meantime, visit the Teaching Strategies page for a list of suggestions. 

ARTS AND TRADES

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR ARTS & TRADES

Teaching art, teaching music, teaching dance, teaching painting, teaching drawing, teaching drama, teaching sculpture, teaching needlework, teaching knitting, teaching cooking, teaching creativity, learning art, learning music, learning to paint, learning to sculpt, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builder
TEACHING ARTS AND TRADES WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

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The Arts

  • Choose a feeling you can picture a physical form for. How would that feeling look, smell and/or feel in our physical world? Would it be shiny, furry, sour or…? Using arts and crafts materials, make a piece* that represents your chosen feeling to you.
  • Using clay, playdough or something similar, create a figure or piece* showing the place in the world you feel most safe. Include a brief note explaining the inspiration for your piece.
  • Create a mask* showing a feeling or complex set of feelings and how you may show that feeling to the world. Write a brief description of this feeling or set of feelings and to what extent you feel a mask is or is not a good symbol of your emotions.
  • Use knitting and/or sewing to create a plush toy* that has two sides showing different feelings or personas, one that represents their inner world and one that represents their outer world (front vs back, flipped inside out or outside in).
  • Think of a situation in which two people are interacting. Paint a picture* to depict and give form to how their feelings are interacting with each other’s feelings.
  • Create a piece* showing your representations of what it looks like to give physical form to someone who is in control of their feelings, embracing their feelings or just watching their feelings come and go. Alternatively, the piece could show all three. 
  • Create a piece* in whatever medium you wish (or using mixed media), giving physical form to how you feel or how a character in a fictional piece feels in a highly emotional situation of your choice.

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Trades

  • Create at least one square or rectangular block using wood, styrofoam, playdough or another medium. Look at it from different angles, in different lighting, under a magnifying glass, etc. and discuss* any ways its form seems to change. 
  • Create a cushion, plush toy, or something else* that has a form that can look like one thing but is actually another thing (similar to how a Transformer toy may look like a car but is actually a robot).
  • Using Photoshop or another graphical program, create an optical illusion* that inspires viewers to question their outer world.
  • Using a series of photographs*, illustrate the difference between actual physical form and our perception of form (with make-up or hair you have done, for example).
  • Create an architectural design or piece of furniture* that appears to be one thing on the outside but is actually something else on the inside.
  • Paint a traditional crafts piece* using the theme “form vs. formlessness”. See Zen/Chan Buddhist art for examples.
  • Merchandising, advertising, etc. are used in retail, tourism and other industries to alter the perception potential consumers have towards what they are selling. Create a project* illustrating your knowledge of how to alter the perception of form to make something more appealing to potential customers.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

ENGLISH

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR ENGLISH

Note: Any language can be substituted for English. The subject is listed here as “English” because that is the primary language of most of the people on the team, and the official language of the country we’re building our initial location in.  

Teaching english, teaching literature, teaching reading, teaching writing, teaching english, teaching sentence structure, teaching storytelling, teaching verbal skills, teaching non-fiction, teaching fiction, teaching creativity, learning writing, learning reading, learning to write, learning to read, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builder
TEACHING ENGLISH WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

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  • Create two word clouds*, one for words that describe form and one for other words that describe the outer world. With help from others around you, think of some words for each cloud and fill the clouds in.
  • Read a book about a specific feeling* and then think of how you look and/or act when you feel that feeling. Draw a cartoon including two or more things or people that are affected by you when you feel that way.
  • Read 2-3 short stories that show a specific aspect of our outer world, the world we encounter with our physical senses. Write a few paragraphs* about what you learned.
  • Read a book about an aspect of our outer world – the world we experience with our physical senses – that interests you, and write a short summary* of the book.
  • Choose a psychological classic from any country and write an essay* detailing the inner versus outer struggles of the main character(s) and to what extent the inner and outer struggles seem related.
  • Choose at least two psychological classics from anywhere in the world and compare and contrast them in an essay*, focusing on the inner versus outer struggles of the main character(s).
  • Read prose fiction classics about the inner and outer world, such as John Rodden’s Between Self and Society: Inner Worlds and Outer Limits in the British Psychological Novel. Write an essay or review piece*. If you are interested, you may also want to read some or all of the prose fiction classics Rodden interprets.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

HEALTH

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR HEALTH

Teaching health, teaching exercise, teaching vibrant living, teaching nutrition, teaching relaxation, teaching physical activity, teaching how to eat, teaching sports, teaching play, teaching about the body, teaching healthy regimens, learning health, learning exercise, learning vibrant living, learning about nutrition, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING HEALTH WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

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  • Create a word cloud* of words that you feel describe a healthy outer world.
  • Print out a recent photo of yourself, and the draw a picture of how you feel your inner child or self would look like if it were healthy emotionally and physically.
  • Write a short piece* about some ways one can improve one’s emotional health by improving one’s physical form/body. Include a section to answer the question: Can one also improve one’s physical health by improving one’s emotional health?
  • Write a report* about body dysmorphic disorder and other related disorders in which a person’s perception of their physical form (their body) or an aspect of it does not match what others can see.
  • Watch the movie on the topic “Inner Worlds, Outer Worlds” and write a reflective piece*.
  • In an essay*, explore how time passes differently for some people in their inner worlds and outer worlds when one is healthy and when one is not.
  • In a reflective piece*, explore the relationship between healthy aging and the inner-outer self balance.
  • In a reflective piece*, explore what a healthy balance between an inner child versus the outer adult may be.
  • Read a piece about inner vs outer world, such as Shapiro’s The Inner World in the Outer World: Psychoanalytic Perspectives and use it as a springboard for discussion in your own book review/essay*.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

MATH

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR MATH

teaching math, teaching arithmetic, teaching algebra, teaching calculous, teaching calculations, teaching geometry, teaching trigonometry, teaching architecture, teaching engineering, teaching addition, teaching subtraction, learning math, learning arithmetic, learning algebra, learning calculous, learning calculations, learning geometry, learning trigonometry, learning architecture, learning engineering, learning addition, learning subtraction, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING MATH WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

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  • Measure the length, width, circumference and diameter of 10 items in your home, such as a rectangular book and square cookie box. Create a list* to record your measurements.
  • Take some different shapes and place them next to a mirror at different angles. Do you see a new shape? Move your shapes until they form 3 additional shapes. Draw some pictures* to show interesting things you observe.
  • Estimate the volume of 5 spherical and other 3-D shaped items found around your home or in nature, then measure their form using basic measurement devices. Document your measurements and calculations*.
  • Learn about the connection between the volume of water and its weight (in metric units). Take 10 containers and take their measurements. In a table*, show how much you calculate water contained in these containers to weigh. Then fill these containers with water, taking their weight before and after, and determine how much the water weighs. Add these measurements to your table, and compare the expected weight vs the actual weight. Are they the same or different?
  • Learn how to determine the distance between two points on a map based on the cities’ coordinate points. Create a table* to document the distances between 10 cities you choose, their coordinate points, your calculations and actual distances found on the internet. Explain any differences.
  • In a report*, explore some of the connections between the Golden Ratio and nature, and how the golden ratio is formed, including some measurements and calculations of your own based on research you do.
  • Create a presentation* about a topic related to form and Mathematics. (Examples include sacred geometry and the human body, sacred geometry and architecture)
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

SCIENCE

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR SCIENCE

teaching science, teaching chemistry, teaching biology, teaching about plants, teaching about animals, teaching about space, teaching geology, teaching astronomy, teaching earth science, teaching physical science, teaching oceanography, teaching meteorology, teaching zoology, teaching human biology, teaching botany, systems theory, learning science, learning chemistry, learning biology, learning about plants, learning about animals, learning about space, learning geology, learning astronomy, learning earth science, learning physical science, learning oceanography, learning meteorology, learning zoology, learning human biology, learning botany, systems theory, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING SCIENCE WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

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Life Sciences

  • Choose a human body part and find photos of the same body part in different animals. Create a collage*. 
  • Learn about how the form of some animal parts are useful. For example, how are different types of birds’ beaks, animal teeth, etc. useful to these animals? Create a one-page report* by printing some pictures out, or drawing some pictures, and writing out descriptions.
  • Write a short report* about different types of plants leaves and their shapes. Are these related to the natural environments in which these plants grow?
  • Write a report* comparing and contrasting the anatomy of various animals of your choice.
  • Write a report* comparing and contrasting the anatomy of various trees or other plants of your choice.
  • Write a presentation* comparing and contrasting the development of fetuses in different types of animals. Account for any similarities and differences.
  • Write a report* exploring interesting shapes in your choice of phytoplankton or bacteria.
  • Write an essay* related to anatomy the form of the body.
  • Write an essay* about affective neuroscience, which is the study of the neural mechanisms of emotion.
  • Write a speech* related to gene therapy and anatomy.
  • Write a thesis* about a neuroscience topic of your choice.

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Physical Sciences

  • Research and discuss what the 5 most common elements on Earth are.
  • Fill a glass with warm water – what happens to the temperature of the water over time? Draw a diagram* to show this process. What is it called?
  • Find out how saunas work, including information about thermodynamics. Draw two or more diagram*s to illustrate this information.
  • Choose one type of substance or chemical and describe how it burns, using pictures and words*.
  • Choose a chemical and create a display* about where it is found in nature, how mankind uses it and other topics that may interest you.
  • Write a short report* about the creation of one or more materials or substances you find useful.
  • Create a presentation* about a topic related to the themes of form and our outer world.

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Earth Sciences

  • Go outside and find a few rocks or pebbles you like. Write a few words* to describe their form.
  • Draw a flowchart* showing how gold is mined and how deposits are formed.
  • Read about fossils and write a few paragraphs about how your favorite type of fossil is formed*.
  • How is charcoal formed? Describe the process either in a flow chart or in paragraph form*.
  • Write a short report* about how crude oil is formed.
  • Create an infographic* about how fossils are formed.
  • Create a presentation* about how amber and some of your favorite crystals are formed. 
  • Write a lesson plan* about something related the themes of form and “outer world”.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

SOCIAL SCIENCES

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR SOCIAL SCIENCES

teaching social science, teaching social sciences, teaching anthropology, teaching economics, teaching geography, teaching history, teaching law, teaching linguistics, teaching foreign language, teaching psychology, teaching sociology, teaching social research, learning social science, learning social sciences, learning anthropology, learning economics, learning geography, learning history, learning law, learning linguistics, learning foreign language, learning psychology, learning sociology, learning social research, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING SOCIAL SCIENCES WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

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  • Choose two or more cultures different from your own. Other than saying “hello”, talk about what form people use to greet each other, such as with handshaking, cheek kissing, etc.
  • Create a mindmap* comparing and contrasting the way people in 3-5 different cultures express themselves using body language.
  • Different cultures have different ideas of personal space. Create a table* and compare and contrast 10 cultures and their ideas of “personal space”. You may also want to include a row/column for “privacy”.
  • Explore the inner self versus the outer self in Japanese and/or other cultures you find interesting. In Japan, they make the distinction between the omote self, the outer public self, and the ura self, the inner private self. Create a presentation*.
  • Explore the ideas in sociology relating to form and our outer world, and concepts such as habitus. Based on what you learn, explain how our actions are affected by structural issues in our outer world, as well as other factors, focusing on Habitus. Write a report* or presentation*, reflecting on current events or personal ones.
  • Explore various world religions and/or schools of thought concerning how one can attain both exoteric (outer) and esoteric (inner) peace. Write a piece*.
  • Write a lesson plan for a relevant audience*, using locus of control (external and internal) as a starting point. 

How Humanity and It's Practices Change Over Time

Foreign Languages

  • Learn words for different body related concepts.
  • Read and write words related to the outward bodily expression of 5 feelings (e.g. smiling, crying).
  • Choose a book related to how people express their emotions and/or body language. Choose either the whole book or part of it. After skimming your chosen section, select words you would like to know the translation for and look them up in a dictionary. Organize* these words and their translations.
  • Write a poem* about how the outer world can affect one’s emotions.
  • Write a short story*, in which the main character’s inner world is affected by her/his outer world, and whose outer world is affected by her/his inner world.
  • Write a report* about body language, personal space and/or physical forms of greetings in a culture associated with the language you are learning.
  • Write a reflective essay* on a topic you find interesting which is related to form and/or our outer world.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

TECHNOLOGY AND INNOVATION

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR TECHNOLOGY AND INNOVATION

technology, innovation, robotics, the science of learning, learning to learn, learning how to learn, computers, programming, coding
TEACHING TECHNOLOGY & INNOVATION WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

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Technology

  • Name 5 technological toys you noticed or are aware of and how they interact with the outer world. (Examples could include robot dogs, remote control cars…).
  • Create a mind map* showing 10 kinds of technology you notice in your everyday life.
  • Learn how power tools may be beneficial to changing your outer world and observe how use some of them, with adult supervision.
  • Create a 2-3 minute persuasive presentation* about a type of technology you feel is important to our outer world. 
  • Research and write a 5+ page report* about impacts of social media on our inner and outer worlds. 
  • Research and create a presentation* about how technology is impacting physical rehabilitation/therapy.
  • Create and give a multimedia presentation* about artificial intelligence and our outer world. 

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Innovation

  • What strategies do you have to help you focus your attention on the outer world (rather than daydreaming or becoming distracted)? Ask others about their strategies.
  • Listening and learning are important skills for interacting with the outer world.Create a list* of how you focus on what other people are saying in conversations, instead of on what you want to say next.
  • Learn new ways to become more aware of your own body. Create a mind map* of strategies.
  • Learn ways to improve your oral and/or written communication skills so that you can better communicate others what you think. Write a lesson and use the methods you uncover both as material and to help you teach your lesson plan*. 
  • How do you organize yourself in your outer world? Research personal organization systems/methods and write a reflexive piece* about different aspects you would like to integrate and how that would alter your experience with your outer world.
  • Choose an inspirational person (or group of people) who you feel has changed our outer world, and write an analysis* about them and the changes they have brought and all the ways that has impacted our world today. 
  • Study an organization that has changed our outer world and create a multimedia presentation* about them to share with the world and include what they’ve done, and how you see them continuing to make a difference in the future. 
CLICK HERE TO EMAIL US IF YOU HAVE AN IDEA TO ADD TO THIS SECTION

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

VALUES

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR VALUES

teaching human values, teaching abundance, teaching acceptance, teaching accomplishment, teaching achievement, teaching care, teaching awareness, teaching balance, teaching belonging, teaching bravery, teaching brilliance, teaching compassion, teaching connection, teaching confidence, teaching cooperation, teaching collaboration, teaching discovery, teaching efficiency, teaching expressiveness, teaching fairness, teaching love, teaching exploration, teaching flexibility, teaching For The Highest Good of All, teaching fun, teaching giving, teaching grace, teaching growth, teaching harmony, teaching helpfulness, teaching honesty, teaching imagination, teaching joy, teaching modesty, teaching mindfulness, teaching peace, teaching precision, teaching reason, teaching reflection, teaching reliability, teaching self-control, teaching, thoughtfulness, teaching trustworthiness, teaching unity, teaching valor, teaching wonder, learning human values, learning abundance, learning acceptance, learning accomplishment, learning achievement, learning care, learning awareness, learning balance, learning belonging, learning bravery, learning brilliance, learning compassion, learning connection, learning confidence, learning cooperation, learning collaboration, learning discovery, learning efficiency, learning expressiveness, learning fairness, learning love, learning exploration, learning flexibility, learning For The Highest Good of All, learning fun, learning giving, learning grace, learning growth, learning harmony, learning helpfulness, learning honesty, learning imagination, learning joy, learning modesty, learning mindfulness, learning peace, learning precision, learning reason, learning reflection, learning reliability, learning self-control, learning, thoughtfulness, learning trustworthiness, learning unity, learning valor, learning wonder, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING VALUES WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

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  • Draw a picture* showing different ways you can show love for other people, animals and/or nature in general.
  • Design and draw a picture* of an ideal outdoor community playground.
  • Create a mindmap* to show how you can positively contribute to your community.
  • Write a short, reflective piece* showing how you balance your freedom with the highest good of all (other people, animals, planet Earth…).
  • Create a five-year, imaginary plan* showing how you would like to grow personally while at the same time contribute to the highest good of all. This plan could last more than five years if you want.
  • Choose a combination of two or more One Community values and write a reflective piece* related to Form and “Our Outer World”.
  • Write a short piece* about any number of the One Community values with relation to Form and “Our Outer World”.
CLICK HERE TO EMAIL US IF YOU HAVE AN IDEA TO ADD TO THIS SECTION

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

OTHER RESOURCES

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OPEN SOURCE SUBJECT RESOURCES (click icons for complete pages)

teaching arts, teaching trades, teaching life skills, teaching building, teaching communication, teaching painting, teaching exploration, teaching rhythm and tempo, teaching tactile skills, teaching learning strategies, teaching storytelling, teaching puppet theatre, teaching planting, teaching crafts, teaching woodworking, teaching metalworking, teaching pottery, teaching theatre, learning arts, learning trades, learning life skills, learning building, learning communication, learning painting, learning exploration, learning rhythm and tempo, learning tactile skills, learning learning strategies, learning storytelling, learning puppet theatre, learning planting, learning crats, learning woodworking, learning metalworking, learning poetry, learning theatre, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching english, teaching literature, teaching sociolinguistics, teaching communications, teaching linguistics, teaching speech etiquette, teaching listening, teaching pronounciation, teaching language, teaching reading, teaching writing, teaching parts of speech, teaching comprehension, teaching speaking, teaching stories, teaching poems, learning english, learning literature, learning sociolinguistics, learning communications, learning linguistics, learning speech etiquette, learning listening, learning pronounciation, learning language, learning reading, learning writing, learning parts of speech, learning comprehension, learning speaking, learning stories, learning poems, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching health, teaching emotional health, teaching mental health, teaching social health, teaching nutrition, teaching spiritual health, teaching physical health, teaching self respect, teaching self awareness, teaching flexibility, teaching fruit, teaching vegetables, teaching grains, teaching ego, teaching connection, teaching intuition, teaching motor skills, teaching fitness, teaching outdoors, learning health, learning emotional health, learning mental health, learning social health, learning nutrition, learning spiritual health, learning physical health, learning self respect, learning self awareness, learning flexibility, learning fruit, learning vegetables, learning grains, learning ego, learning connection, learning intuition, learning motor skills, learning fitness, learning outdoors, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching math, teaching arithmetic, teaching algebra, teaching calculous, teaching calculations, teaching geometry, teaching trigonometry, teaching architecture, teaching engineering, teaching addition, teaching subtraction, learning math, learning arithmetic, learning algebra, learning calculous, learning calculations, learning geometry, learning trigonometry, learning architecture, learning engineering, learning addition, learning subtraction, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

teaching earth sciences, teaching life sciences, teaching physical sciences, teaching astronomy, teaching states of matter, teaching motion, teaching investigation, teaching energy, teaching vibration, teaching magnetism, learning earth sciences, learning life sciences, learning physical sciences, learning astronomy, learning states of matter, learning motion, learning investigation, learning energy, learning vibration, learning magnetism, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching social sciences, teaching friendship, teaching family, teaching social skills, teaching language, teaching literature, teaching seasons, teaching fine arts, teaching emotions, teaching culture, teaching history, teaching sports, teaching relationships, learning social sciences, learning friendship, learning family, learning social skills, learning language, learning literature, learning seasons, learning fine arts, learning emotions, learning culture, learning history, learning sports, learning relationships, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching innovation, teaching awareness, teaching focus, teaching imagination, teaching strategy, teaching creativity, teaching visualization, teaching technology, teaching basic machines, teaching magnets, teaching gears, teaching coding, teaching app development, teaching design, teaching blueprints, learning innovation, learning awareness, learning focus, learning imagination, learning strategy, learning creativity, learning visualization, learning technology, learning basic machines, learning magnets, learning gears, learning coding, learning app development, learning design, learning blueprints, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching imagination, teaching communication, teaching care, teaching kindness, teaching hygiene, teaching sharing, teaching playfulness, teaching teamwork, learning imagination, learning communication, learning care, learning kindness, learning hygiene, learning sharing, learning playfulness, learning teamwork, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

 

OPEN SOURCE CURRICULUM OUTLINES (click image for summaries and links to complete pages)

CARE
teaching love, teaching connection, teaching empathy, teaching compassion, teaching values, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingteaching honesty, teaching integrity, teaching ethics, ethical teaching, honest teaching, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingInterconnectedness, Sustainability Education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingsocial equality and justice, celebrating diversity, diversity as a value, celebrating diversity
SHARE
teaching communication, teaching language skills, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingteaching sharing, teaching giving, teaching receiving, sharing in education, open source, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingcommunity contribution, a new way of living, time as your only currency, transforming life as we know itcooperating, living cooperatively, collaborative living, collaboration, working together, helping each other, global family, coming together, seeking agreement, team work
PLAY
a new way to life, living fulfilled, an enriching life, enriched life, fulfilled life, ascension, evolving consciousness, loving lifeTrue Community, how to build community, facilitating global community, community building, for The Highest Good of All, One Community, a new way to live, a new way of living, open source world, creating world change, One Community, 40+ tips for community making, One Communityteaching freedom, freedom in teaching, celebrating other perspectives, teaching other perspectives, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingfoundations of greatness, knowledge is power, educating kids, smart kids, wisdom curriculum, knowledge curriculum, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living

 

OPEN SOURCE TEACHING METHODOLOGY SUMMARIES

Montessori | Waldorf | Orff | Reggio | Multi-Intelligence | Bloom's Taxonomy | Study Tech | I-WE

 

INDEX OF ALL THE ONE COMMUNITY OPEN SOURCE LESSON PLANS
Lesson Plans for Life Image, One Community lesson plans

Click this image for the Lesson Plans for Life page with links to the rest of the lesson plans

 

THE WORLD'S LARGEST ONLINE FREE EDUCATION RESOURCE ARCHIVE

 

RELATED CONTENT AND OTHER RELATED RESOURCES

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