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Bluray: 1080 p

Tahun demi tahun pun mereka jalani bersama hingga dikaruniai seorang putra yang diberinama, Arthur. Segalanya tampak indah sampai suatu hari ketika tim pasukan komando Atlantis menyerbu masuk ke rumah mereka dan mulai menyerang dengan maksud membawa Atlanna kembali ke kekerajaan bawah laut, yang saat itu di pimpin oleh seorang raja bernama Orvax. Atlanna melawan balik dan mengalahkan pasukan komando, namun akhirnya Atlanna sadar bahwa tempat persembunyiannya sudah diketahui dan dia pun mulai cemas dengan keluarganya sehingga ia pun memutuskan untuk untuk kembali ke kerajaan bawah laut namun ia berjanji akan kembali lagi berkumpul bersama Thomas

Dua puluh tahun kemudian, tim perompak yang mempunyai pimpinan bernama Jesse Kane (Michael Beach) dan putranya David (Yahya Abdul-Mateen II) mengambil alih sebuah kapal selam Rusia. Setelah menaklukan orang-orang di kapal, para penjahat menyadari bahwa kapal selam tersebut telah di bantu oleh sesuatu yang mereka pun tidak mengetahui apa sesuatu tersebut. Ternyata Arthur dewasa (sekarang diperankan oleh Jason Momoa), yang dikenal sebagai Aquaman, datang untuk menyelamatkan kapal selam tersebut dengan melawan seluruh perompak yang ada di dalamnya.hingga moment balas dendam oleh para perompak pun terjadi yang membuat cerita dalam film tersebut menjadi lebih menarik.
Kisah film ini pun semahkin menarik saat, Arthur bersiap untuk duel, memegang trisula ibunya. Sementara itu, Orm memberikan Mera, tunangannya, gelang yang katanya milik Atlanna. Sebuah kilas balik menunjukkan Vulko melatihnya untuk menggunakannya dengan benar, bahkan menunjukkan padanya langkah yang menciptakan semacam perisai air. Arthur muda percaya bahwa Atlanna meninggalkannya karena dia tidak mencintainya atau ayahnya, tetapi Vulko mengatakan kepadanya bahwa dia dibunuh dengan cara diberi makan kepada makhluk-makhluk penguasa kegelapan.
Di masa sekarang, Arthur menuju ke Cincin Api di mana duel dimulai di depan kerumunan orang yang berada di pihak Orm. Meskipun Arthur menunjukkan kekuatan yang terhormat, Orm mencoba menyeretnya ke lava untuk membunuhnya. Arthur lolos dari cengkeraman Orm, tetapi raja jahat menggunakan trisula untuk menghancurkan Arthur. Mera campur tangan dan mengeluarkan Arthur dari sana sebelum Orm dapat melakukan pukulan fatal. Keduanya pergi dengan perahu dan dikejar oleh laki-laki Orm. Kapal mereka ditembak jatuh, tetapi Arthur dan Mera melarikan diri, meskipun Orm dituntun untuk percaya bahwa mereka terbunuh. Keduanya bersembunyi di mulut ikan paus yang dipanggil Arthur sehingga bisa membawa mereka ke tempat yang aman di atas permukaan.
Saat mereka berlayar melalui badai, Arthur dan Mera diserang oleh makhluk Parit. Mereka melawan, tetapi gerombolan besar keluar dan memaksa mereka untuk pergi ke bawah air saat kapal hancur. Tepat ketika sepertinya mereka ditakdirkan, mereka ditarik keluar dari bahaya oleh makhluk misterius yang membawa mereka ke lokasi lain di atas permukaan. Yang mengejutkan Arthur, itu Atlanna. Dia memeluk ibunya untuk pertama kalinya dalam beberapa tahun. Dia juga mengatakan padanya bagaimana Thomas telah menunggunya untuk kembali setelah sekian lama. Atlanna memberi tahu Arthur dan Mera bagaimana dia lolos dari eksekusi dan telah terdampar di laut yang belum dipetakan. Dia menunjukkan kepada Arthur bahwa trisula terletak di belakang air terjun, dan hanya satu raja sejati yang bisa masuk dan keluar dengan trisula. Dia dan Mera memberi Arthur kepercayaan diri untuk masuk.

Arthur masuk dan dihadapkan oleh Karathen (suara Julie Andrews), monster raksasa yang menjaga trisula. Dia meragukan nilai Arthur dan mencoba untuk menyerangnya, tetapi Arthur kemudian menggunakan kekuatannya untuk berkomunikasi dengannya, sesuatu yang hanya mampu dilakukan oleh Atlan. Ketika Karathen bertanya kepada Arthur apa yang membuatnya layak menggunakan trisula, ia mengatakan ia tidak layak, dan bahwa ia hanya ingin menyelamatkan kedua dunia. Karathen yakin dan memungkinkan Arthur untuk menarik trisula dari kerangka Atlan, memberinya kekuatan yang lebih besar dan juga baju baru.
Orm, sekarang menyebut dirinya Ocean Master, dan pasukannya berkumpul untuk meluncurkan serangan mereka di permukaan. Pertempuran iklim dimulai ketika Arthur dan Mera memimpin pasukan makhluk laut mereka sendiri, termasuk Karathen, untuk melawan dan menundukkan pasukan Orm. Makhluk-makhluk mengambil pria Orm, memimpin Atlantis lainnya untuk melepaskan kesetiaan mereka padanya. Orm kemudian mulai melawan Arthur sekali lagi, hanya saja kali ini, Arthur memaksa Orm ke permukaan untuk bertarung di wilayahnya sendiri. Arthur memanfaatkan kekuatan trisula untuk keuntungannya, dan dia menghancurkan trisula Orm, membuatnya berlutut. Arthur memutuskan untuk menyelamatkan hidup Orm, bahkan ketika ia menuntut untuk dibunuh, tetapi Atlanna bangkit dari laut untuk menyambut Orm, dan ia pergi untuk memeluk ibunya. Vulko memerintahkan pasukan komando untuk menangkap Orm, dan dia pergi dengan sukarela. Arthur memberi tahu Orm bahwa dia bersedia berbicara dengannya ketika dia siap. Orang Atlantis kemudian menerima Arthur sebagai raja baru mereka.


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Aquaman (2018) - Movie (NEW)

Social Studies

What We Like .....................

Discuss with children the concept that there are differences and similarities among people and that each person is special or unique. Then ask children to think about the interests they have and the things they like to do. Invite them to create a class big book called “What We Like.” Write the sentence “_____ likes to _____.” on the chalkboard, and ask each student to complete the sentence with his or her name and an activity he or she likes to do. Copy each completed sentence onto its own large sheet of paper and have students create accompanying illustrations for their individual pages. Create a cover for the book and bind it for reading and sharing.

Friends .....................

Ask children to explain what a friend is and to discuss the qualities that make others good friends. Invite them to share ideas about what they like to do with their friends. Then work with children to create a friendship quilt.
  1. Give each child a fabric quilt square and colored markers
  2. Ask children to create a drawing on the square that shows them having fun with a friend or that represents something they like to do with a friend. If you wish, supply decorations, such as sequins, beads, and yarn, which children can glue onto their squares.
  3. Create a title square labeled “Friends Forever!”
  4. Work with students to arrange and glue the completed squares onto a large piece of fabric to create the quilt. You may wish to add a decorative border.

Display the completed quilt in the classroom.

My Family .....................

Explain to children that there are many kinds of families and family members, such as immediate and extended families, pets, and so on. Tell them that a family portrait is a special photograph that includes different family members. Invite children to create their own family portraits. Hand out sheets of paper and have children make thumbprints for each of their family members. Then have them use the prints to draw the people and pets that make up their families. Help children label each family member. Then have them glue borders around their pictures to serve as picture frames

What Do Families Do? .....................

Invite children to brainstorm specific activities families do together in the following categories: work, play, shop, eat, travel, and learn. Then divide the class into six groups and assign each group one of the categories; for example, “Families Work Together.” Give each group a stack of magazines. Invite children to locate and cut out photos of family members engaged in their assigned activities. For example, the “Families Work Together” group might locate a photo of a parent and child loading a dishwasher. Children can also locate photos of related objects to add to the collage. For example, the “Families Eat Together” group might include a pizza. Have groups glue their photos onto posterboard to create a collage. Add a title to each completed collage.

When I Grow Up .....................

Prepare a set of “Work ABC Cards,” using 9- by 12-inch paper of heavy stock. Write one career for each letter of the alphabet on individual cards. For example: astronaut, bus driver, chef, doctor, electrician, firefighter, grocer, hair stylist, illustrator, jet pilot, kindergarten teacher, librarian, mail carrier, nurse, organist, police officer, quarterback, rescue worker, sales clerk, truck driver, umpire, vet, writer, X-ray technician, yoga instructor, zookeeper.
Discuss with children what they might be when they grow up. Explain that there are many kinds of work that people do. Read each card aloud, asking children to identify the letter of the alphabet with which each job begins.
Invite them to share what they already know about each job. Help them locate a few facts about those that are unfamiliar. Assign children specific cards to illustrate, asking them to use in their drawings what they know about the job that each person does.

What’s in a Community? .....................

Discuss with children the people and places found in communities. Work with them to create a large wall or floor map that shows the location of key places in their community. Then ask them to answer the following riddles:

  • You can run on my fields or play on my swings. You can sit on my benches and eat picnic things. What am I? (a park)

  • My big red trucks are waiting inside. When help is needed, they’ll go for a ride. What am I? (a fire station)
  • Mail a letter, buy some stamps, pick up a special package from Gramps! What am I? (a post office)
  • Buy food to eat or shoes for your feet. Find toys to have fun with or sales clerks to greet. What are we? (stores)
  • We can be big or small, we can be old or new. People live in us, and pets do, too! What are we? (houses)

 Let’s Go! .....................

Invite children to share some of the places they have gone and the methods of transportation they have used to get there. As you read the mini-book with children, discuss the labels on the illustrations. Then work with children to sort various methods of transportation in a pictograph.


  1. Have children look through magazines and cut out photos of different methods of transportation, such as buses, cars, or ships.
  2. Invite each of the children to create a pictograph called “Let’s Go!” Have each draw three columns on a sheet of butcher paper. Write the labels, “Air,” “Land,” and “Water” on the chalkboard, and have students copy them onto their pictographs as column heads. Invite students to glue the magazine photos under the appropriate column heads
  3. When children have completed their pictographs, ask them to count the total number of items they placed in each column. Work with the whole group to tally grand totals.

 Long Ago and Today .....................

Ask children to compare and contrast the past and the present by recalling details from the mini-book. Invite them to discuss the ways families, houses, and towns looked long ago and the way they look today. Discuss the fact that just as things have changed from long ago to today, today’s things will change and be different in the future. Invite children to brainstorm ways that schools, houses, cars, clothes, towns, and other things might change, and what they might be like in years to come. Create a “World of Tomorrow” bulletin board. Have each child draw a picture for the bulletin board that shows an item the way it might appear in the future. Have them label the drawing with the sentence, “This is a __________ of the future.” Post the drawings and invite children to take turns telling about them.

America the Beautiful .....................

Ask children to recall the physical features, such as mountains, seas, and deserts, mentioned in the mini-book. Label a map of the United States with stick-on dots to show children the locations of these features. Then invite children and their families to ask caregivers, friends, and other family members who live out-of-state or who travel to other areas to send your class a postcard from a place in the United States. Each time your class receives a postcard, read it aloud, discuss the physical features it contains, and add a dot on the map to mark the location from which it came. Display each card around the map.

Non Fiction Mini – Books (SCHOLASTIC) - Sub 2



Children can gain confidence practicing their reading skills as they learn about essential topics in three content areas: science, social studies, and math. These reproducible, easy-to-read books have all the features that support emergent readers: simple text, rhyme, repetition, and illustrations that closely match the text. The topics have been correlated to the standards (see page 5), so you can easily integrate content into your reading instruction—a teaching approach that is both fun and practical!
Here are some ways you can use these mini-books in your classroom:
  • to provide content reading on a theme your class is studying
  • to introduce a topic or thematic unit
  • to encourage children to read independently in school and at home
  • to inspire children’s own writing
  • to launch a research project
  • to encourage children to select books about topics that are of interest to them
  • to allow children to create their own mini-book libraries

How to make the MINI BOOKS

  1. Remove the mini-book pages from the book along the vertical perforated lines. Make a double-sided copy of each page on 81/2- by 11-inch paper
  2. Cut each page in half along the solid line. You should have 8 pages (including the cover) for each mini-book
  3. Place page 2 behind the title page.
  4. Fold the pages in half along the dotted line. Check to be sure that the pages are in the proper order, and then staple them together along the book’s spine. Invite children to color the books, as desired.


NOTE: If you do not wish to make double-sided copies, you can photocopy single-sided copies of each page, cut apart the mini-book pages, and stack them together in order, with the title page on top. Then staple the pages together along the left-hand side.

How to use the MINI BOOKS
The nonfiction mini-books in this collection can be used in any order for shared reading, guided reading, paired or independent reading, and take-home reading. You may wish to begin each book as a shared reading experience, modeling the reading process and discussing new vocabulary and concepts as you read the mini-book aloud to the whole class. For repeated readings, have children work in small groups, with a partner or older student buddy, or individually. Invite children to color the illustrations in each mini-book and to store their mini-books in decorated shoe boxes or folders. You may also wish to provide copies of the mini-books in theme-based learning centers around the classroom. Encourage children to write their own nonfiction books to add to their mini-book libraries.

Connections to the Language Arts Standards
The activities in this book are designed to support you in meeting the following K–2 reading standards outlined by Mid-continent Research for Education and Learning, an organization that collects and synthesizes national and state K–12 curriculum standards. Use the general skills and strategies of the reading process:
Uses mental images and meaning clues  based on pictures and print to aid in comprehension of text
- Uses basic elements of phonetic and structural analysis to decode unknown words
Understands level-appropriate sight words and vocabulary
Uses self-correction strategies
- Uses reading skills and strategies to understand a variety of informational texts
Understands the main idea and supporting details of simple expository information -   Summarizes information found in texts (e.g., retells in own words
- Relates new information to prior knowledge and experience

Source—Content Knowledge: A Compendium of Standards and Benchmarks for K–12 Education (4th ed.). (Mid-continent Research for Educational and Learning, 2004)



Classroom Activities

Science



Where Do Animals Live?.....................

Explain to children that animals can live in many different kinds of places. Ask them to brainstorm a list of animals, and write their ideas on the board. Then ask children to name the place where each animal lives. As you read the mini-book with children, review each place that is mentioned and the animals that live there. After reading, divide the class into groups. Privately assign each group one of the following habitats: woods, pond, rain forest, farm, desert, sea, a person’s home. Ask children to keep these places a secret from the other groups. Then invite children to work in their groups to prepare a role-play that shows the animals in their homes. How do the animals sound? How do they look and move? Invite each group to share its role-play, as the rest of the class tries to guess the habitat.


How a Seed Grows ............................


After reading the mini-book, invite children to plant and observe the growth of their own bean plants.
  1. Help children fill clear plastic cups with potting soil. Have them press a bean seed (lima beans and string beans work well) into the center of the soil
  2. Assist children in adding a small amount of water to their cups.
  3. Have them write their names on sticky notes and attach them to their cups.
  4. Set the cups in an area that gets sun. Have children check the cups daily, adding water when the soil feels dry.
  5. Give children an observation sheet that contains four panels: Day 1, Day 5, Day 10, and Day 15. Have children complete the first panel by drawing how their plants look on the first day. Continue this process on the fifth, tenth, and fifteenth days of growth. Can children see any roots? What is happening to the bean seed?
  6. On the final day, invite children to share their panels. As a class, write a paragraph about the stages of growth observed.

Everything Changes ……………………………

Discuss with children the concept that things change. Demonstrate changes by: 1) leaving an ice cube in a glass for half an hour; 2) blowing up a balloon; and 3) blowing bubbles and popping them. Brainstorm a list of other changes children have observed.

  • Then invite children to create an “Everything Changes” book. Have them fold a sheet of paper in half width-wise. Write the words “Before,” “During,” and “After” on the chalkboard. Ask children to copy “Before” onto the cover of their books, “During” onto the first page, and “After” onto the last page. Then have them create three illustrations that show the stages of one of the changes you discussed or demonstrated.
  • Have children bring in pictures of themselves as babies. Create a bulletin board display, and invite children to guess the identities of the babies posted. How have children changed? You may wish to expand the activity by having children create timelines of their lives using photographs of themselves at different ages and stages.


Who Is Hiding? ……………………..

Remind children that the mini-book Where Do Animals Live? showed big places where animals lived, such as ponds, rain forests, deserts, and seas. Explain that there are smaller places within those places—things like caves, nests, and plants—which can be homes for animals, too. As you read the mini-book, have children notice the animal homes, pointing out how the homes protect and hide the animals. Discuss another way animals hide—through camouflage. Tape a colored sheet of bulletin board paper against a wall. Have a child who is wearing clothing that is not the same color stand against the sheet. Ask children if the child is easy to see. Why? Then have a child wearing the same color as the sheet of paper stand against it. Now what happens? Explain to children that the child is camouflaged. Tell them that camouflage is a special coloring or pattern that some animals have that allows them to blend in with an environment. It helps them hide from enemies and to hide from animals they are hunting. Using this concept, supply children with art materials and invite them to create pictures of animals that are camouflaged by their backgrounds.

Water, Water Everywhere! ………...

Use the pages of the mini-book to discuss the many ways in which we use water—for washing, cooking, cleaning, drinking, and recreation. Ask children to think of other specific uses for water, such as putting out fires, helping plants grow, feeding pets, washing floors and clothes, brushing teeth, filling swimming pools, and so on.

All Kinds of Weather ………………..
After reading the mini-book, you may wish to sing its words to the tune of “London Bridge Is Falling Down.” Children can use the illustrations to supply the last word of each verse, or supply their own. For example: Sunny days are fun for me/fun for me, fun for me./Sunny days are fun for me/I like riding. Next, discuss the weather in your area. Ask children to share the things they enjoy doing on sunny, rainy, and snowy days. Then brainstorm words that describe weather, such as muggy, foggy, hot, chilly, dry, and so on. Write each word on a large index card. Then set up a weekly weather chart on a bulletin board, and arrange the word cards around it. Let children take turns being the class weather person. Have the weather person draw a picture on the chart that describes the daily weather conditions. Go online as a class to obtain the temperature, or use an outdoor thermometer. Have the weather person add the temperature to the chart and a weather-describing word or words to the chart. Then have him or her present the weather report to the class.

My Five Senses ……………………

Discuss the five senses. Ask children to identify the body parts that are used for each. Explain that we often use more than one sense at a time. For example, when we eat an ice cream cone, we see its shape and colors. We smell the scent of mint or chocolate. We feel the cold, creamy ice cream in our mouths and taste the sweet flavor. We hear the cone crunch when we bite into it. Invite children to use all their senses as they prepare and eat popcorn. If possible, use a hot air popper so that children can watch the process. On the chalkboard, create a three-column chart with the headings, “Before,” “During,” and “After” for recording children’s responses throughout the experience. First, show them the popcorn kernels, and invite them to use words that describe what the kernels look and feel like. Then as the popcorn pops, encourage children to use their ears, eyes, and noses to share what their senses are experiencing. When the popcorn is ready, invite children to use their sense of taste to describe it!

Animals Need Trees………………...

After reading the mini-book, review the living things described and the ways in which they use the tree. Then create a large wall mural of an oak tree. Label the parts, including acorns, leaves, branches, trunk, bark, and roots. Invite children to create cutout drawings to place in the tree to show who needs the tree (for example, animal inhabitants, birds in nests, people picking apples).
by Judy Nayer

Non Fiction Mini – Books (SCHOLASTIC) - Sub 1



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