Some kids and teens, and even adults, worry they will forget stories and memories about the person in their lives who died. Beads can help symbolize and remind us of these special memories. Create a beaded memory bracelet with beads that mean something to you or to the person who died. You can also draw pictures or write stories about the memories you think of when you look at each bead. Make a bracelet for yourself or a family member, or download and print this activity sheet to decorate a bracelet using crayons or markers.

In this creative thinking activity students must determine how many combinations can be made when putting three beads into bags. To complete the activity students must create their own recording system to make sure they are not repeating solutions and they have found all possible solutions. Included in this resource are teacher’s notes with suggestions for introducing the activity, discussion questions, support suggestions, and a printable version.

The student will learn about Ute culture by investigating the Bear Dance tradition.

This Nature video segment focuses on the four foods most important to the grizzly bears' survival, and it describes the threats to the supply of each of them.

Students will use predicting, questioning, commenting, and connecting to the text as strategies while they read. They will also practice retelling the story to a partner to demonstrate comprehension. This detailed lesson plan is based on the "Bear and Deer" story booklet adapted by Merry Adams; Cultural Consultants: Genevieve Fields and Chrissandra Murphy. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.  Lesson Plan Author: Patricia Helquist

Children find favorite words, phrases, and sentences from familiar stories. Working together, they combine their words and phrases to create a poem. The poem is then shared as performance poetry.

In this video segment from Nature, learn about the problems bears are creating on ranch land surrounding Yellowstone National Park.

In this lesson plan, students will create a digital story that answers the question: "Who should own Bears Ears?" Students will use a case study from the Utah History textbook as research to make their argument, and use tools such as Google Slides and Screencast O Matic to create their digital story.UT Standard 1.5:Students will describe the cultural change and continuity of at least one of Utah’s current sovereign nations as it has responded to changing political, social, and economic forces. Students will use a variety of resources that may include written primary and secondary sources, oral histories, photographs, artifacts, and art. (economics, civics)

This Nature video segment explores how the relationship between humans and grizzly bears has changed over the course of American History, and it describes the closing of the Yellowstone National Park garbage dumps in the 1970s.

Learn about the precautions humans must take in the face of a growing grizzly bear population in this video from Nature.

"A lot of people thought we were an overnight sensation," says The Beatles' Paul McCartney in The Beatles: Eight Days a Week “The Touring Years," "but they were wrong." Indeed, though to many fans The Beatles seem to have been a big bang, bursting from Liverpudlian obscurity to international stardom with their 1963 debut album Please Please Me, quite the opposite is true. Between 1960-63, The Beatles worked. They were, after all, young men from the working classes of Liverpool, a city still recovering from World War II. They worked to earn money for basic necessities, playing pub sets both day and night and performing lengthy residencies in Hamburg, Germany, one of which included a stretch of 104 consecutive shows. They worked on repertoire, learning dozens of "cover" songs spanning several genres. They worked on their group sound, playing several sets a night and fine tuning the skills that helped them "hold" audiences at the dance floor, even those who may not have come specifically to see them.

In this lesson, students learn about the impact of The Beatles on their teenage audience, particularly in relation to the group's image as a "rock band."

Essential Question: How did The Beatles establish a new paradigm for the image of "the star," and how did that image support their global success?

In this lesson, students learn about the Beatles active stance against segregation and consider what the band's example meant for an emerging youth culture.

This lesson explores first the role Brian Epstein played in helping craft The Beatles' visual presence, group identity and team unity, the way he helped the group transition from successful nightclub act to international sensation.

By the end of their 1966 summer tour, The Beatles had grown weary of the live concert setting. Concurrently, they had become increasingly comfortable within, and inspired by the possibilities of the recording studio. In the fall of 1966, in a culminating moment, The Beatles announced that they would no longer tour and would instead focus their creative energy on making records.

Through studying Beatrix Potter's stories and illustrations from the early 1900s and learning about her childhood in Victorian England, students can compare/contrast these with their own world to understand why Potter wrote such simple stories and why she wrote about animals rather than people.

In this 1-2 week engineering design lesson, students will design and build water filters out of natural materials to simulate a filter system (bioswales) that cleans storm-water runoff before it soaks into the ground or enters a city’s storm-drain system. Their ultimate goal is to determine the combination and sequence of materials that best clean polluted water. Using materials easily found in pet stores and garden centers, students use the scientific method, students design to test and retest their designs and record, display and analyze their results.