Why do most parents insist that one eat breakfast? And, what kinds of foods are eaten first thing in the mornings around the world? Using the data we collect let’s discover and celebrate a variety of breakfast foods.
You probably know places described in literature that also exist in real life. Sometimes it is easy to recognize them, and sometimes discovering their true location requires investigation. Is it possible to put all these places on a map?
In this project, we invite you to study such "unscientific" items as toys. We encounter them almost every day, but they are rarely considered objects worthy of scientific research. Let us fill this gap in research!
Can poetry overcome language barriers and cross cultures? A peek into centuries of Japanese poetry introduces us to the haiku and you can compose your own.
Adults rely on maps for a lot of information. Most maps they use, however, are missing enchanted things. Things like the land of the giants, dragon gorges, and enchanted forests. Lets correct this by drawing a map of magical places from literature around the world.
"Really?”, "Good gracious!", "Are you kidding?", or "What a shame!". What do all these expressions have in common? Any one of them might be heard as a response to information a person hears.
How do you commonly greet your friends? Let’s compile a map of how we greet each other in our countries.
Once, only the bravest people set off on a sea journey. Now, let’s sail the virtual high seas, retracing adventures described in our favorite books!
This project is a first attempt to study tales on a global scale. Together we will collect tales- told and written- from cultures and authors around the world.
Are idioms a dime a dozen or are they on their way out? Are they widely used or becoming obsolete? As cultures evolve, how do idioms keep pace?
What kind(s) of dolls are made in different regions of the world? What type(s) of materials do doll-makers around the globe utilize when creating their dolls? And, why do people even make dolls?
Is your world noisy? Are some places louder than others? Does noise bother you? Can noise be a form of pollution? Let’s map noise levels and find out.
Do you have an Achilles’ heel or keep up with the Joneses? We all use idioms with proper names. Where do they come from? How do they spread globally?
‘My little sunshine’, ‘sweetie’, ‘honey’– why do parents use such nicknames when talking with their children? Let’s see exactly which terms of endearment are used in different languages and cultures.
When you hear the word ‘horse’ what image comes to your mind? Perhaps you see a muscled workhorse, a winged Pegasus, a fiery stallion, or a gentle pony. Let’s see how many different meanings and images of a horse we can find in poetry worldwide.
Just like people, house pets are given names, which are called zoonyms. Together, we can collect zoonyms from all over the world and compile the first ever pet name classification.
How do streets get their names? Are street names chosen randomly or for a reason? Why is your street called what it is?
Heads? Or tails? We’ve all flipped a coin to settle a dispute, but is there really an equal chance that it will be heads or tails? Let's find out!
It is said that charity begins at home, and people in different countries seem to have put these words into practice. What do you know about ways of helping people? The project can be prepared by pupils of 7-9 grades at the lessons or at home, e.g. Spotlight-8 , Module -2 "Culture corner", p. 37
Idioms are the most interesting issue of any language. English is very rich in idioms. They reflect the history, outlook, traditions,the character, customs, lifestyle and humor of native speakers.Knowing of English idioms enriches vocabulary, helps remember words, develops memory, and improves our understanding the culture of the Englishmen. But English idioms are difficult to remember. Let's try to imagine idioms and draw them to make the way of memorizing better.
In this project students (or any other person) selects an area in the local beach and collect all the litre they can find. After this, the littler is cleaned, organized and separated according to its origin and category. By doing this, students not only clean their local beach but they identify the main sources of litre so as to create effective solutions to decrease it.