TEACHING ARTS AND TRADES WITHIN THE CONTEXT OF SPRING

Emphasis on new life and rebirth and spring representations

• Artistically represent* an animal in the spring stage of life.
• Make a song or a dance* about spring.
• Act out* an awakening of nature.
• Make a plant* in the spring stage of life using ceramics, plastics, wood, metal, stones, soil, food items, yarn, fabric, etc.
• Create a documentary* about the rebirth of spring.
• Compose a piece of music* that represents spring energy.
• Write and direct a theatrical performance* based on spring. 

• Make your favorite animal* in its spring stage of life out of natural materials available in spring.
• Make a doll* that would personify spring.
• At the appropriate time in spring, plant a seed of your favorite flower or vegetable. Use appropriate conditions and watch it grow. Keep a journal* recording this.
• Carve a scene* from a piece of literature that represents spring symbology.
• Design a website* using spring colors, spring music, spring elements on your webpage.
• Make a stained glass window* that represents spring awakening.
• Create a flowerbed* using spring flowers so that every day of a month a new variety of flowers starts to bloom.
• Make a necklace, a bracelet, & pair of earrings* out of precious stones with a flower design.
• Make a menu of dishes* for breakfast, lunch, and dinner out of fruit, vegetables, crops, and other food items that grow or are made in spring in your territory.

TEACHING ENGLISH WITHIN THE CONTEXT OF SPRING

Emphasis on literal and figurative representations of spring in literature and language

• Recite a poem* about spring forest, using maximum “spring” vocabulary.
• Write a letter* to a spring fairy/ genie expressing your wishes and hopes, and setting goals for this spring using your intermediate writing skills. 
• Write and give a speech* about flora and fauna of your territory in spring.
• Make a group presentation* with visuals, on the topic “Spring in the Northern & Southern Hemispheres”.
• Make a video presentation* about similarities & differences in spring motives comparing 3+ books.
• Write the beginning of a literary work* of 3 different types (epos, lyric poetry & drama) where changes in people’s lives are intertwined with changes in nature due to spring.
• Write a novel* that depicts life of people in spring on different continents in different historical periods.

TEACHING HEALTH WITHIN THE CONTEXT OF SPRING

Emphasis on relating the activities and foods of the spring season

• With an adult, make and eat a salad* using only plants that are ready in spring, and discuss the nutritional value of each ingredient with the adult.
• Lead morning group exercises* for ‘waking up’ energy levels and springing into action.
• Prepare a nutritionally dense breakfast* using foods that are locally harvested in spring.
• Learn and play a sport* that is typically played or trained for in spring. Explain* the rules to others.
• Count calories, benefits, and nutritional values for 3 daily meals you would recommend for cleaning, replenishing, and energizing the body and mind. Make a poster* of this.
• Prepare 3 regional spring based meals* for 2 different regions, where each dish contains spring ingredients in the same proportion to that which you would find locally in each region in the spring growing season.
• Research and write a three to five page report* on the efficacy of 20 sun-related health practices.
• Design and implement* a ‘spring’ group fitness and overall health program* with the theme of body and mind rejuvenation and awakening.

• Go for a walk and point out 5+ nature and human-made objects on your way that remind you of spring. With others, discuss* why you think certain things stood out to you.
• Draw* yourself in the ‘spring’ season of your life and explain the meaning of each feature.
• Start a confidence diary* by jotting down the activities you succeeded in during spring.
• Lead & experience a meditation* for physical & emotional rejuvenation and spring awakening.
• Ask questions to 5 people about new stages, goals, and/or experiences they have in spring in regards to all aspects of health, and writing a story or long-form poem* about this experience.
• Create a spring cleaning regime on 4 levels: emotional/mental/ social, spiritual, physical, and nutritional. Make a poster with written instructions* showing this regime.
• Practice mindful walking in a garden in the spring for 7 days. Write an article* documenting 50 changes in the garden and yourself.
• Write a self help manual* describing changes people may go through in spring on emotional/mental, social, and spiritual levels. Offer suggestions to optimize these changes.

TEACHING MATH WITHIN THE CONTEXT OF SPRING

Emphasis on understanding the mathematical seasonal rhythms of spring

• With a mentor, count, compare, add, and subtract* the petals and leaves of different spring flowers.
• Design or study a spring garden* and focus on the lengths & total plants in each row & as a whole.
• Design or study a spring garden garden* and calculate* the garden’s area, perimeter, proportion of each plant & estimated yields.
• Graph and compare* 20 spring rhythms in 5 different regions, including figures for features such as temperature, daylight hours, and rainfall.
• Graph, compare, & calculate* basic spring time statistics for birth & death rates of 100 different species.
• Use basic calculus to analyze spring rhythms like temperature, daylight, & rainfall in 20 regions, and create a chart* of the results.
• Utilize advanced calculus (differential equations) to model, analyze, and forecast springtime species populations in 5+ regions. Present a paper* on your results to interested groups.

TEACHING SCIENCE WITHIN THE CONTEXT OF SPRING

Emphasis on birth and regeneration, new combinations and creations, and the seasonal alignment of spring

• Plant a seed* of a spring flower and watch it grow.
• Find 3 spring plants* that propagate in different ways and multiply them.
• Observer and write a poem* about spring changes in an ecosystem near the place where you live.
• Analyze cell structures of 15+ plants picked in spring and write a 1 to 3 page paper* explaining what you see.
• Observe an animal or insect throughout the spring stage of its life, and keep a journal documenting* 25+ changes in its body, behavior, etc.
• Analyze the chemical content of a plant. Create a presentation* explaining the processes that take place in the plant in spring.
• Do a livestream video* showing the proper pruning and preparing of 3 varieties of trees at a specific times in spring so that they give maximum amount of fruit.

• With 3 others, observe the changes of water states in spring and discuss what you see.
• Measure and record* the temperature of the air in 5 different places outside at 3 different times of the day in spring, each with different sun activity. Chart and explain* the differences in the results.
• Calculate the velocity of a bird, an insect, and an animal at spring stage of their life or in the spring season, and make a chart* of the results.
• Write a 2 to 4 page paper* defining the chemical content* of different types of soils in spring and explaining the role of the types of plants growing in it.
• Experiment with organic acids* & alkalies you find in spring. Create a visual presentation* defining and explaining their properties.
• Calculate the variable amounts of sun energy collected by a sun panel during a spring sunny day based on foreseeable weather factors and different ways to account for them, and create a presentation* to share these results with the community so they can better use solar energy.
• Write a manual* on how to extract 5 types of phytochemicals that can be used in fighting plant diseases that develop in spring.

• Examine the position of the sun at 3 different times of a spring day and draw a picture* of what you see each time.
• Learn how to map the course of the sun and the tilt of the earth in spring, and then create* a picture of the course.
• Study different basic types of earth and weather changes that occur because of spring and write a short lesson* to teach others about this.
• Study star constellations and individual stars which are especially visible in spring, and create a demonstration* for your peers, teaching them how to view them.
• Study spring tides*, their causes, and all their effects in a particular region, and write a 3 to 5 page paper* about what you learn.
• Study geological stress and strain that happens in spring in a particular area and make a slideshow presentation* to the community of that region.
• Study geological effects* that occurred in the “spring” of the thawing and melting of the ice age, and write a dissertation* about what humanity can learn from this.

TEACHING SOCIAL SCIENCES WITHIN THE CONTEXT OF SPRING

Emphasis on relating the spring season to human cultures

• Create a picture* attributing a spring color* to every emotion you know.
• Draw* a national costume of a culture with spring elements.
• Make a speech* about spring feelings and emotions.
• Study different cultural spring rituals, customs, and food, and create a visual or interactive presentation* of what you learn.
• Lead a discussion* about spring rituals and traditions in ancient times.
• Create a videotaped presentation* describing features and processes of person’s state of mind and development throughout the spring stage of life.
• Make a computer-aided presentation* for early education programs with the purpose of teaching about spring holidays in many different countries. Show it in your community, make any necessary edits, and then free share* the program.

• Name all possible objects* in a spring garden.
• Describe plants and animals* using spring adjectives. 
• In small groups discuss nature awakening*.
• Make a speech* about different personality types using spring idioms & phrasal verbs. 
• Share your recipe of a three-course meal* made of food items picked and grown in spring in the culture of the language you are studying.
• Write a poem or short story* about spring using similes and metaphors.
• Write a fairytale or novel* using spring symbology.

TEACHING TECHNOLOGY & INNOVATION WITHIN THE CONTEXT OF SPRING

Emphasis on the conception/birth of new ideas and tools

• Use an application* to identify common names of nearby plants and animals.
• Take pictures, find a few interesting facts, and identify the scientific names of nearby plants and animals*.
• Create a digital, Spring-themed collage or video* that is informational or entertaining. 
• Program* an animation of a Spring flower blooming.
• Create a spreadsheet* detailing a garden planting plan.
• Create a digital game* where the player reacts to changing weather conditions to benefit plants.
• Design an AI algorithm* to solve a puzzle regarding growing plants in changing weather conditions.

• Create a picture of your idea* of how a specific plant or animal which is new to you might accomplish an interesting task in spring, and then compare your ideas to an information video explaining how they actually do it.
• Research 10 different plant or animal strategies for surviving and thriving in spring. Create a mind map* of this.
• Identify and perform* basic research on an example of a human innovation that leverages biomimicry and what needs to happen in spring or in the spring stage of the project to accomplish the desired end results. Write a 3 to 5 page* report of your findings.
• Explore and explain* 10 strategies that ants use in spring, for doing things such as searching for food or constructing colonies. Create a project* that shows your discoveries.
• Attempt to improve on an existing plant or animal strategy in detail, then prove or disprove your proposal*.
• Use biomimicry of a natural activity* that occurs in Spring to design, implement, and present a new approach to accomplishing something in your life.
• Use biomimicry of a natural activity* that occurs in Spring to design, implement, and present a new approach to something in your community or global environment.

TEACHING VALUES WITHIN THE CONTEXT OF SPRING

Emphasis on relating the spring season to the human persona

• Make a project* to share the changes you make in your life for springtime.
• Share* your spring feelings with others.
• Write a song or a story* about love that starts growing in your heart.
• Make a presentation* about the personal growth you have done so far.
• Working in a group, create a presentation* relating openness to spring. 
• Make / stage a dance for ten people* about spring diversity in unity.
• Research the differences & similarities in how cultures teach and handle the changes humans experience in the ‘spring’ stage of life. Lead a symposium* with people of different cultures discussing this subject.