Objective: Students will be able to evaluate what characteristics make a video persuasive.This would be an introduce a project where students would create thier own persuasive video using Adobe Spark Video.  Students first watch some example persuasive videos in Adobe Spark and rate them on wether they feel the videos are persuasive. Then students brainstorm a list of characteristics that make a video persuasive. The students would then generate a class list of what charteristics make a video persuasive. 

How do I motivate my students to create their own original art work? How to I get my students to start thinking creatively? I have used I See, Wonder and Think activity combined with three ways to think about art as a spring board for motivating students. Imitationalism: This is a belief that art work should be made to represent what we see in the real world. Sometimes it is also referred to as Realism.Formalism: This is the belief that art work should focus on the Language of Art. The artist focus is on using the Elements of Art and the Principles of design as the main focus of the art work. Sometimes referred to as the form, or formal aspects of the work.Emotionalism: This is the belief that art work should express the artist emotion or create an emotional reaction or response from the viewer. This is some times referred to as expressionistic.

This lesson is meant to be a guide for Nebraska Family and Consumer Sciences teachers who may teach the following courses Human Development, Human Growth & Development, Child Development, Parenting, Interpersonal Relationships, Relationships, Family Living, Teen Living or Daily Living courses. Any additional readings and/or topics not included in the lesson plan should be marked N/A

This lesson will help students understand how to work as a forensic meterologist. Students will watch a short video of an area experiencing increased weather and storms. Through the use of prompts, students will be able to create a model of what they think is happening and then use that pre-model in other lessons to figure out how water and heat from the sun increase stroms. 

In this unit students will connect past and present experiences of war by interviewing, researching, and analyzing different sources. They will also compare the ideologies that were the driving forces behind each major country involved in World War II. By the end of the unit, students will be able to discuss, defend, and draw conclusions about major events/controversies that happened during the war.

Construct an apparatus which will lose the least amount of heat over the span of 30 minutes.   We are only trying to stop/slow down heat lose, not add heat.

This is a template intended to be used by Arabic Language Educators to copy, remix, upload and insert media, write, describe, align to standards, license and publish their Arabic Language Activities.