TEACHING ARTS AND TRADES WITHIN THE CONTEXT OF REALITY

• Discuss reality with 3 grown ups, then draw* your idea of what reality is.
• Make a song* about reality.
• Write a poem* about reality. Share it with a group of your peers.
• Paint* an abstract picture of what reality means to you.
• Study 5 artists who used reality as their theme in their art, focusing on what shaped their viewpoint/take on reality. Put together a portfolio* of your interpretation/version of at least two of their art pieces and one of your own art pieces inspired by your reality.
• Create and teach a workshop* about using “reality” in art.
• Produce an amazing collection of art pieces* that represents your reality. Hold an art show and presentation explaining your pieces to the community.

• Explore your community and create a picture* of the physical reality you see, focusing on the perspective that someone in a trade of your choice might have. (architect, gardener, electrician, etc.)
• Make up a story* about what life would be like if you could do any trade that you want. Describe the hours you would work, your work-space, and the goals and accomplishments you picture in this reality.
• Create an architectural model* of your housing reality.
• Choose 3 green level trades. Write an essay* about the reality for the workers of each of these trades.
• Investigate being a person in a career in a trade of your choice. Outline a day in the life of one, and then create a pamphlet* about the ‘reality’ of being in that career. Include a section pointing out anything that was unexpected that you discovered.
• Make a presentation* on the reality, both pros and cons, of working in 3 different trades that are more common in your country than anywhere else in the world. 
• Write a dissertation* about the realities of a profession you feel could benefit the world. Include a section on how this profession is a positive factor in positively influencing global reality.

TEACHING ENGLISH WITHIN THE CONTEXT OF REALITY

• Get familiar with your name in different levels of physical reality. Practice spelling* it out loud and on paper. Mark how many syllables in your name with taps for each syllable. Tell a small group your name, spell it to them out loud, and explain* to them what your name means to you. 
• Read 3 different dictionary/encyclopedia definitions of the word reality. Write your own summary/definition* based on what you learned and what you believe about reality. Memorize it and recall aloud* your definition to at least 2 people at separate times.
• Find and read 5 articles about reality. Write a 1-2 page analysis* of the structural features and the contents of these informational materials.
• Watch movies that have different dialects of English. Do a 2-3 page comparison paper* about cross communication throughout different dialects of English speakers, including American English and language varieties of Australia and New Zealand. Include what you notice about any differences or similarities in the way the people in these cultures speak and the way they live their lives.
• Organize and lead* a community based group discussion on reality. Include sections on individual reality, community reality, and global reality.
• Analyze structural features of educational materials on the topic of reality: analyze both the features and the rhetorical devices of different types of public docu­ments (e. g. , policy statements, speeches, debates, platforms) and the way in which authors use those features and devices. Create a reference document* that discusses these features and how they influence the reality of the learner they are designed for.
• Write a literary work* in the genre you’ve chosen that reflects a new angle on “reality”.

TEACHING HEALTH WITHIN THE CONTEXT OF REALITY

• Discuss with an expert* why health is important and how it can affect your reality in both a positive and negative way. Also discuss whether your view of reality may or may not affect your health.
• Create a project* that represents moments in your life when you feel you have a perspective of what contentment is.
• Research the topic “Unseen Energies” in our reality that are said to effect health (universal/source, soul, electromagnetic, or whatever you like) and write a daily, weekly, monthly, and annual action plan* for yourself, focusing on how you apply or would like to apply these connections in your reality.
• Choose 5 areas in the green molecule and describe in a 5 to 10 page paper* how these areas impact both individual and community realty. 
• Conduct a study* on nutrition and what it means to have a healthy body. Open share your results.
• Develop new cardiovascular/aerobic developing activities that enhance the physical, mental and spiritual aspects of life for different populations. Lead workshops* to the different populations then have the participants fill in a survey on the real results they achieved from using your program. 
• Investigate the impact acts of kindness and service to others has on the ‘reality’ of those that are giving and receiving them. Create a mini documentary* about this and open share on social media.

TEACHING MATH WITHIN THE CONTEXT OF REALITY

• Discuss* the ideas of time and reality with at least 3 different people, talking about how you think they relate.
• Do 3 worksheets* on the math level you are at. When you are done, discuss* with someone how practicing math activities affects your reality and the impact practicing mathematics has.
• Write and interpret 20 numerical expressions that are useful in real life, and write 2 paragraphs* about how they affect or are used in your reality.
• Understand and apply the Pythagorean Theorem to 3-5 aspects of your reality, and give an explanation and summary* of your experience to a live  audience, including mathematical models.
• Interpret linear models and create a 3-5 page paper with 20+ examples of how they are helpful when describing reality.
• Study and use the fundamental theorem of calculus and do a lecture* about the uses of calculus in reality.
• Develop a new concept* of/in math that has a positive impact on global reality. Implement your idea and open share your idea and results.

TEACHING SCIENCE WITHIN THE CONTEXT OF REALITY

• List 10 plants in some of your favorite stories. With a grown up, mark the list* for which are made up and which exist in reality. Also have them help you mark which ones are in your neighborhood or regional area.
• Choose a creature that has to adapt to it’s environment in order to stay alive. Describe in a few paragraphs* that creature’s reality in this environment vs what it would be like in another environment.
• Find out the ways your community deals with transportation of Materials and Waste Disposal. Create a diagram* showing the real way these systems influence life within the community vs what life within the community would be like without that system.
• Define natural resources in terms of reality versus perceptions. Make a presentation* on ways to improve the reality/actual usage of natural resources by your community.
• Looking at the foundations of molecular biology, hypothesize an aspect that you believe influences your reality and perform an experiment* to see if you validate it. Open share your results.
• Research gene mutation and change in pier reviewed research. Discover the reality versus the speculation and any conflicting studies on this, and write an academically cited 5 page paper* with your findings. 
• Choose a topic in the violet portion of the molecule. Create a how-to guide* for a “new” methodology of perceiving, behaving in, and experiencing life and reality within this field. Open share your discovery. 

• How does motion contribute to your reality? With a grown up time yourself walking, running, hopping, riding something, and/or doing other moves. Discuss* your results and any connections to reality you notice. How would your reality be different without one of them?
• Write down 5 things you think you know to be true about electricity. Find a book on electricity. Read it and then write a page* about the realities of electricity versus what you thought you knew.
• Investigate the realities versus theories versus ideas of velocity. Create a project* that demonstrates how velocity is used in/affects your reality.
• Study the periodic table. Make an infographic* explaining uses of the items in the table in real life.
• Make and give a public presentation* that demonstrates and explains gasses and their properties and their importance to global reality, based on research that you do.
• Thoroughly research radioactive decay. Create and conduct a study* that shows the world the effects of this on our global reality and how our reality would be affected at 10 other rates of speed. 
• Choose a violet physical science bullet from the molecule and develop and create a “roadmap”*for a new concept or paradigm that is beneficial to global reality. 

• Watch the weather in your neighborhood for a week then discuss* it with 2 people. Discuss to what extent this weather is the normal for your environment or unusual.
• Explore* your neighborhood and write a list of the natural resources you can see, hear, smell, taste, feel, and know are part of the reality in that environment.
• Read 5 books/articles* on the energy from the sun. From the information you read, write and enact an educational play* on the reality vs possibilities/theories of humanity using the energy from the sun.
• Conduct an experiment* on the rock cycle and how geographic changes affect climate & life. Publicly share* your results on how this cycle affects you, your community and the planet in real ways.
• Research reality vs speculation regarding “Climate and Climate Change”. Make a 5-7 minute presentation* on your results.
• Research what 2-3 different categories of scientists, and 2-3 categories of non-scientists, currently believe to be true about the earth’s place in the galaxy. Create and execute an open source presentation* on how this is relevant to everyday human life. 
• Choose one of the earth science bullets in the violet portion of the molecule. Within that area, investigate something relevant to the experience of life and reality for humans. With your information, generate* new ideas or conclusions regarding the reality of your study. Publicly free share your information in an internet friendly* format.
  

TEACHING SOCIAL SCIENCES WITHIN THE CONTEXT OF REALITY

• Talk to one person in your family about what they think two other of your family member’s roles in the family are. Then find out what each of those two people think their role is. Discuss* differences and similarities you notice in the versions of reality each person presents and believes.
• Define and study about Human Needs. Write a one page paper* about the realities versus the desires of those needs being met for yourself and your family. 
• Read 5 books about culture and reality versus perception. Create a mind map or collage that depicts a snapshot of the culture in your reality as you see it, and an additional one of the perception you believe someone else to have about it..
• Conduct a social experiment* about law and reality. Set your hypothesis and then see whether you prove it. Create a short article* about your experiment and results.
• Research and write a 5 page thoughtful examination* on humanism or another view of reality, from a philosophical perspective.
• Look at the political map of the world. Compare several different reality paradigms and make a 10 minute presentation* on your findings.
• From the violet field from the molecule that you are an expert in or love to study, create plans for a short course* about the reality of that field and how people can use that knowledge for the highest good.

• Learn and use in sentences* 5+ words for different reality related concepts.
• Read & write*10+  with words for reality related concepts.
• Read* ‘reality’ themed fiction literature.
• Explore & create 2-3 different types of literature* in relation to reality.
• Compose a new piece of literature* about reality.
• Study and write a 3+ page research paper about* the complete history of and writings about reality words.
• Write a dissertation level paper* on reality.

TEACHING TECHNOLOGY & INNOVATION WITHIN THE CONTEXT OF REALITY

• Find at least 5 simple machines in your community that improve your reality. Talk* to an expert about why you think the machines are important and how your reality would be different without them.
• Play games* that teach the basics of coding. Discuss with 3 people how gaming and coding fit into and to what extent they help shape/enhance/change/influence reality.
• Read at least 5 books on coding. Create* your own basic coding system for something in your reality, and one for something not in your reality.
• Choose a field from the green portion of the molecule and find an expert in that field. Do an internship* with this expert and pay attention to the reality of the field you are experiencing versus your previous views on it. Discuss* your experience with your mentor, and what they learned about the realities of this field versus their pre-conceived notions. Write a 3-5 page report* on your experience and learnings.
• Read at least 10 articles on Systems for evolving technology, machines, and A. I. Write a 3 to 5 page report* on the extent of which these systems may/do/could influence and affect reality.
• Present a lecture* to newer students about technology masters and their contributions to changes in perceptions and/or experiences of reality. Include both positive and negative effects of their designs, products and systems.
• Create and present an internet workshop* on industrialization and its effects/influences on reality. Include practical activities so that your participants can experience this and then have them fill out a questionnaire reflecting their experience. Open share the results of this survey.

• Create a project* of your choice that is based on theme “reality”. Talk to someone about your strategy for how you plan to implement the project and whether your plan is realistic.
• Choose an assignment from a textbook. Do the work and pay attention to your cognitive strategies. Do a second assignment and implement the strategies you learned, and give a summary* of the experience of doing this new assignment.
• Think about your identity, values, and belief constructs and write down 25 that shape your viewpoint of reality. Write a 2 page essay* about how you are in reality. Include answers to the following questions: Explain how and to what extent your identity changes in different situations. Do your values and beliefs always stay the same? Why or why not?
• Look at systems theory and design in relation to the desired state versus the reality in your community. Create an informative info-graphic* of the 3 systems you feel work best and the 3+ that need most improvement, including explanations for each one on why you feel the way you do. Write recommendations* for the ones that need improvement.
• Define 20 social/recreational/entertainment/interpersonal systems that exist in your reality. Create a brochure* for others that discusses these systems and offers positive opportunities for the reader to enhance their awareness and influence on their own reality.
• Choose a list of 10 masters from the indigo portion of the molecule and study the way these innovators “manipulated reality” to achieve their goal. Write and publish* a free-share pamphlet* on their contributions.
• In the area of your choice from the violet part of the innovation section of the molecule, create a new product* that could bring a paradigm shift to your community’s realty.

TEACHING VALUES WITHIN THE CONTEXT OF REALITY

• With a group of people, play a game* with a theme or focus on ‘reality’. Talk about what makes the game real and what makes it imagination. 
• Design a community project* with your peers that requires cooperation and that can be implemented in reality. With the help/guidance of adults/experts, execute your project.
• Choose a work related area in your community and notice your awareness of the reality of that workspace. Make a list of what you notice and then lead a group discussion* with at least 3 workers their experience in that work reality versus everyone’s unique ‘home reality’ and at least 1 other ‘reality’ you each experience.
• Research “unity and reality”. Present a speech* to your community about the relevance of being unified in order to create a positive reality for the highest good of the community.
• Define service as a part of reality. Create a service plan* that brings aspects of people’s positive desires into the reality of your community. Implement the plan and open source share the results. 
• Research 3 different perspectives about reality and how people’s values influence their perceptions about reality and vice versa. Create a multimedia presentation* on what you discovered that is meant to expand people’s perceptions of reality.
• Research philosophy and reality, focusing on how values influences one’s reality. Write your own dissertation* about this and make a presentation to your community about your ideas.