(Colored Chalk)
Nasreddin was the youngest son of one of the wealthiest families in the Turkish city of Aksehir. One fine day, his father said to him, ?Nasreddin, a man must find his path in life. You'll soon be twelve and it's high time you made up your mind what you want to be.?But young Nasreddin didn't know whether he wanted to be a soldier, a sailor, or a teacher. All these ideas twittered through his bird brained head. He thought to himself that if he travelled the world he might find a road sign posted with Nasreddin's Path.

Fairy Tales offer a common theme for early learners.  Students are able to follow along with the story and characters and what is happening.  Help students identify the main parts of a story (characters, setting, theme, problem, events, solution) in stories that they read.  Then have students create their own fairy tale story.Materials: Fairy Tale TemplateBook(s): The True Story of the Three Little Pigs by Jon Scieszka, The Stinky Cheese Man by Jon Scieszka, The Paperbag Princess by Robert N. Munsch, Once Upon a Cool Motorcycle Dude by Kevin O'MalleyLesson Plan:1. After reading familiar fairy tales and storie with students, have them identify characters, setting, theme, problem, events, and solution.  2. Share some "other" fairy tale stories from the books suggested above.  3. Let students brainstorm and come up with ideas they would like to use for their own fairy tale stories.  Have them use the Fairy Tale Template to help them organize their storyies and share ideas with others.4. You can have students write with partners or on their own to create their stories.  Allow them time to make an illustration as well.  Display their stories and allow for time to share their stories outloud with others.

This task adds some rigor to the activity of growing bean plants. By collecting growth data, students practice measuring and recording length measurements.

When gold was discovered in Dahlonega, Georgia, the state's government, as well as the federal government, worked to push Native Americans out of north Georgia as quickly as possible by any means possible.

When Phoebe tries to grow a big vine for her school's production of Jack and the Beanstalk, all she ends up with is a stunted little sprout. To help out, Ms. Frizzle turns her into a real vine. But to grow tall, Phoebe needs to figure out how plants eat - fast! To unearth the amazing ways plants make their own food, the Friz and the kids shrink down and dig deep in a quest to root out the facts!

It all starts when Ms. Frizzle's class is rehearsing Concerto for Invented Instrument. Carlos' invented instrument looks great, but sounds ploopy. Ms. Frizzle takes the kids to the Sound Museum - which is a spooky old house on a lonely hill, full of mysterious sounds. The children explore the Soundscape Room, hearing sounds from the jungle, mountains, the sea, and city environments. In another room, the kids feel vibrations when they play giant musical instruments. They put on special glasses and see sound waves in the Sound-O-Vision room. Can Carlos learn how to get the right sound from his musical instrument in time for the concert?

Pet Stories: You Don't Have to Walk, a story collection by SeaStar Books. This anthology of popular pet stories includes tales about a tiny puppy, a friendly dinosaur, a mischievous cat and more.

Global Women’s Issues and the Beijing Platform for Action. This book is based on the 12 critical areas of concern identified at the Beijing Conference: 1 The persistent and increasing burden of poverty on women 2 Inequalities and inadequacies in and unequal access to education and training 3 Inequalities and inadequacies in and unequal access to health care and related services 4 Violence against women 5 The effects of armed or other kinds of conflict on women, including those living under foreign occupation 6 Inequality in economic structures and policies, in all forms of productive activities and in access to resources 7 Inequality between men and women in the sharing of power and decision- making at all levels 8 Insufficient mechanisms at all levels to promote the advancement of women 9 Lack of respect for and inadequate promotion and protection of the human rights of women 10 Stereotyping of women and inequality in women’s access to and participation in all communication systems, especially in the media 11 Gender inequalities in the management of natural resources and in the safeguarding of the environment 12 Persistent discrimination against and violation of the rights of the girl child