TEACHING ARTS AND TRADES WITHIN THE CONTEXT OF TIME

Learning about rhythm and time, dancing in time, painting “time”, and creating art around time related things like a sundial, seasons, etc. Examining the significance of the beginning, middle, and the end of art and music processes. Learning about time periods in history of different styles of art, architecture, music, and dance along with changes in these for each season.

• With at least 2 other people, use different colors of sand at different times of day to mark* where shadows fall, and discuss what occurs.
• Draw* shadows and colors at different times of the day.
• Create* a comic strip of a sundial or other basic time based item, using time-stamped images.
• Create an advanced flip book* with a sundial and shadows in a scene.
• Choose a fine art and practice it at 3 different times of the day, creating a piece* that reflects your experience.
• Create an advanced level sundial sculpture* and scene with shadows at different times of the day.
• Design, create and display an advanced level sundial scene* representing and created in the style of a specific period.

• Play* a basic beat and learn about rhythm with a mentor.
• Dance and sing* with a group to specific rhythms and tempos.
• Combine dance and singing* or playing instruments to different rhythms.
• Perform* time-signature dancing and/or partner mimicry dancing to different rhythms and tempos.
• Compose drumming* or other music for a group for 5+ time signatures.
• Create a play* using rhythm and tempo as time passing, the seasons, or any other time related concept you are interested in. Perform the piece for your community.
• Compose* an entire group drum circle, dance, song, or symphony about time and free share a production of your piece.

TEACHING ENGLISH WITHIN THE CONTEXT OF TIME

Learning about the 12 grammar tenses (the Present Simple, the Present Continuous, etc.) and their formation and use in the English language. Learning how to use of the structures “used to”, “would”, “going to” for a particular time reference, etc. and how changing tenses changes a story. Learning how storytelling has changed over time (verbal, painted, written, radio, tv, computer, etc.) and how language itself has changed over time. Examining different literary periods.

• Read a book* that has a story that takes place in the past, present and future and discuss different grammatical tenses with your mentor.
  
• Create* a picture story that builds progressively from past to present to future.
• Read a story out loud* and change the tenses as you read it.
  
• Write a 3 to 5 page essay* exploring how storytelling and communicating ideas has changed over time.
  
• Create a visual representation* exploring the evolution of languages over time. (new/lost words, new/lost languages, merged languages, etc.)
  
• Write and publish a blog* exploring the differences of different literary periods for 7+ specific and different cultures.
• Create a work of fiction* while writing in the style of a specific literary period. (pick a culture, time period, and tense)

• Read books* that help you learn words for different time related concepts. (seasons, holidays, age, etc)
  
• Learn other language words for different time related concepts (seasons, age, etc) and make a collage* of these words. 
• Learn how other cultures and languages use tenses, and describe them in a short story*.
  
• Compare cultural word choices and numbers for 50 seasonal words (ex: types of snow, etc.). Write a list* of these words.
• Explore the complete history of a language and writings from a different cultures and any changes over time, and make a presentation* on this.
  
• Write a thesis* about psychology and history of reasons and effects of having more/less time/season words.
• Lead a high school level class* on socio-linguistic study of how different seasonal and time related words adapted from what languages.
  

TEACHING HEALTH WITHIN THE CONTEXT OF TIME

Learning about healthy daily regimens, how much time do you need for sleep, and how to allocate your time so that you are always energetic and productive. Learning about what time the different organs of the body are active, different cellular turnovers, and how much time the different organs use to perform their function. Learning about sleep cycles and brain waves, timing of growth stages, and how time seems different (time relativity) when you meditate/practice mindfulness, exercise, play, etc.

• Take your heart rate at different activity levels, basic breath measurements, and your emotions at different times and create pictures* of what you notice.
  
• Explore individual daily rhythms and ways to stay healthy over time, and create a visual graph* of this.
  
• In a journal, record* the times different organs are active & optimal times of day for different activities.
  
• Growing older: How has time changed for you*, how have and will you change. Write a 3 to 5 page essay* about this.
  
• Create a 10 to 15 page report* about life cycles of different cells in different organs, how each organ changes with age.
  
• Make a presentation* to your community about the times it takes each organ to do its function and differences at different times of the day and make recommendations for optimal organ function.
  
• Create an easy-at-home system* for measuring the effects of food, sleep, exercise, etc. on timing of brainwaves, organs, reflexes, etc.
  

• Create an experiment* that calculates your optimal time of day & hours needed for sleep.
• Time different exercise durations* and calculate averages for different groups of people*. 

TEACHING MATH WITHIN THE CONTEXT OF TIME

Word problems about time, rhythm and time, tempo and time, calculating time/speed ratios, hours in month/year, decade, times between historical events, times between birthdays, cycles of the moon, cycles of the body, experiment with rhythms of nature and time, timing stars and sun, is time speeding up? (shoeman resonance), timing of the seasons in different parts of the globe – how the distance from the equator effects this.

• With a music mentor, begin learning and using* time in music. (counting + time = tempo, counting to music, counting notes, counting tempos)
• Listen to your favorite song and on a piece of paper, calculate* the number of notes possible at different tempos for a set period of time in this song.
• Time a song and calculate* and write down possible numbers of each note that could fit in it at different tempos.
• Compare & calculate* timing and tempo of different songs and then make changes and calculate differences.
• Create a proficiency appropriate musical score* from a time-related math equation.
• Create a proficiency appropriate math equation* based on tempo and a musical score.
• Create an algorithm for musical tempo analysis and/or composition*

• Time breaths, heartbeats, blinks, and other body activities. Record* each action by marking a line on a paper for each one, and then count and compare them.
• Create a chart tracking and calculating body rhythm differences (breaths, heartbeats, etc.) between different people.
• Create a tool*that measures height, and calculates average growth over years, months, days, minutes, etc.
  
• Force=Mass x Acceleration: Create an experiment* to show affects of fatigue over time.
• Formulate differences* in force production, sleep needs, etc. with age as the only variable.
• Calculate* calorie consumption vs. needs for all activities and bodily functions over time.
• Use differential calculus to evaluate body functions over time with different variables. Present your results in a videotaped* lecture.

TEACHING SCIENCE WITHIN THE CONTEXT OF TIME

How species change over time, life cycles , and time periods of alive and extinct plants, animals, and humans, defining the age of rocks, plants, trees, etc, time zones, weather and climate changes in different periods (summer, fall, winter, spring), the lifespan of stars and planets, radioactive decay,  relativity, etc, the history of science and how science has changed over time (computers, physical science, astronomy, geology, chemistry, biology, etc.).

• Look at a book* with a mentor to learn about basic life-cycle concepts from birth to death of different species.
• Watch a video* about decay, seasons, and seasonal plant & animal changes. (migration, leaves, etc.)
• Create* a display for life cycles of 1 mammal, 1 amphibian, 1 insect, & 1 plant.
  
• Make a visual* that shows classifying species based on lifecycle ” all forms of life: fungi, bacterium, plants, etc.
• Create a project* about the life cycles of local animals and plants.
• Write a thesis* about life cycles of animals and forests across the planet.
• Make a video documentary* about the history of a plant or animal from the beginning of time to a current birth, life, death, and decay.

• Find and look through at least two reference books* exploring the concept of history and how time affects and has affected all things.
• Study* records & patterns of various time periods (geology, animals, plants, weather)and create a picture* of what you learn.
• Create a project* to demonstrate erosion, decay, fossilization, etc.
  
• Take a trip outside* to identify minerals and study the geology of our area and how it formed. Create a photo journal* of the trip.
• Compare and contrast the the different histories of life on this planet and the planet itself in a 10 to 15 page report*.
• Measuring radioactive decay, carbon dating, and related topics, create a hypothesis* that will further the understanding of the subject matter you study.
• Create a project* to use in the teaching of primary level students about the history of a land or water.

• Use shadows to tell time, direction, and location and measure sun and moon cycles. Discuss* this experience with a mentor.
• Measure the tilt of the earth & angle of the sun in each season in different countries and create a picture* of this.
• Calculate and create a map* to show distance from the equator effects daylight in cities around the globe.
  
• Calculate time to each planet via varying modes of transportation (bike, car, etc) and create a graph* showing the results of your study.
• Calculate cycles* of all the planets in our solar system compared to earth years, months, minutes, and more, and write a 1 to 3 page paper* of your findings.
• Calculate age, time cycles, and rhythms of the universe, referencing astro-theology and other ancient records, and make a presentation* to others interested in this field.
• Calculate age, time cycles, and rhythms of the universe, referencing astro-theology and other ancient records, and make a presentation* to others interested in this field.

TEACHING SOCIAL SCIENCES WITHIN THE CONTEXT OF TIME

Learning about different periods of the history of humanity, languages, culture, customs, rituals, traditions, religions, laws and government, psychology and philosophy in different time periods, etc., different types of calendar systems in different cultures and time periods.

• Speak with at least two others about * how you and your perceptions evolve over time/age.
  
• Draw pictures* of how your family relationships are evolving over time.
  
• Keep a journal* that reflects how you are learning and how you interact differently in your community as you grow.
  
• Write a blog* exploring how city function and dynamics have changed over time.
  
• Conduct a study* exploring how state function and dynamics have changed over time and write a report* on your conclusions.
• Exploring how country functions and dynamics have changed over time, lead a roundtable discussion* on this with your peers.
• Write a textbook* exploring how global functions and dynamics have changed over time*.

• Learn words for different time related concepts.
  
• Read & write with words for time related concepts.
  
• Explore ‘time’ in fiction.
  
• Explore & create different types of literature in relation to time.
  
• Compose a new piece of literature about time.
• Explore the complete history of and writings about time words.
• Write a dissertation level paper on time.

TEACHING TECHNOLOGY & INNOVATION WITHIN THE CONTEXT OF TIME

The Exponential advancement of tools and inventions.

• Make a list* of the tools and technologies you use daily/weekly/month.
  
• Visit virtual museums* and focus on the timelines for human technology “ages.
  
• Calculate* the rate of change in scientific and tool advancement for recorded history.
  
• Choose a green level technology idea and explore it in relation to time. Create a digital slideshow* of your findings.
  
• Design a timeline* for future technology based on increasing rates of change.
  
• Design an application* that could change how we currently do things today.
  
• Choose a technological advancement and make a videotape presentation* about how that idea arrived at “the right time” and the importance of the advancement to the present generation and the future.

• Create a picture* that shows your awareness of time.
  
• Pick 3 different cognitive strategies and practice them* for different amounts of time. Decide the right amount of time to do them and make the strategies part of you daily life.
  
• Interview* 10 people about the amount of time it took them to really understand visioneering. Create a timetable* for yourself and learning this.
  
• Design a new useful tool/item* that could be created and used within the next 10 years.
  
• Study systems for brain building and create a chart* showing the relationship of time to the different strategies and the correlation between time and results.
  
• Write a compare and contrast report* on at least five of the innovators listed in the indigo section of the technology/innovation molecule.
  
• Write and publish a book* comparing and contrasting changes of tools and innovation over time.

TEACHING VALUES WITHIN THE CONTEXT OF TIME

Learning about the differences in our time perception and individual biorhythms, sharing your time with others, volunteering time and work, quality time as a love language, learning about age differences, strategies for time management, communication cycle evolution, time and age related changes in community roles and responsibilities (past, present, future), etc.

• With your parents or other older people you live with, define a basic schedule* (when to get up, when to eat that will benefit you the most.
• Keep a daily time-journal for at least a week* and chart how you spent every 15 minutes.
• Pick an area of your life to focus on and dedicate 1 hr a day* to it and chart your results.
• Try a week applying a structure* of “stop, start, keep doing, do more, and do less”.
  
• Set an alarm for every 30 minutes and practice mindfulness* every time it goes off.
• Create a life plan* for yourself detailing your plans and goals for the next 50 years.
• Evaluate 20 time management systems* and/or software programs and combine what you learn to create your own time management system.

• Exploring* what various concepts of time (on time, late, early) mean to different people, create a picture* to show what you discover.
• Write in your journal* your experience adjusting your concepts of time* by 15 mins for 1 week and assessing people’s responses.
• Make a schedule* for your family time for the week/month (approved by parents).
  
• In a creative art piece* explore the concept* of sharing time as a way of expressing love- aka “a love language”.
• Pick an important value*, dedicate 30-60 minutes every day to practicing it, log results.
• Plan an entire work group* or project team’s work schedule to achieve a specific goal.
  
• Create a new time-saving approach* to an area of your life and permanently adopt it.