The student will read and analyze works of literature (The Treasure of Lemon Brown, A Christmas Carol, The Grinch, etc.) focusing on theme and character development and change throughout the course of the story. Students will connect their lives and experiences and the experiences of others through interviews and questioning. The students will reflect on the texts, interviews and on self to develop a public product that addresses how stories can affect you. .

Students will discover where their inspiration comes from in order to inspire others.

Students learn about the benefits of reading "mirror" and "window" books and share their findings and experiences with the public at a district-wide Diversity Festival.

Students analyze the East and West coast of the United States to determine what creates differences in daily weather. (i.e. California’s coast is home to cooler oceans than Florida because of the currents that move the Earth’s ocean waters.)

Students are creating a magazine about puberty. Girls applied for specific jobs within the magazine and were assigned topics to cover.

Through inquiry and research, students will learn about animal and plant adaptations and how those adaptations help them survive. Students will specifically study plants and animals native to Missouri.

Students will learn about mental and emotional health issues. Then they will pick a mental health topic and create an advocacy campaign. They will learn about mental and emotional health as a class through videos, a guest speaker, Q&A, TED talks, and research. After they have gathered all the information they need, they will then create an advocacy campaign to create awareness and educate the public of the importance of mental and emotional health. The idea is to create a campaign that can launch in May, mental health awareness month. (locally in school, social media, and/or through LPS)

-Informational 3rd person POV research report and journal entries (writing, research, reading)

-Informational 1st person POV speech (writing, research, reading, speaking,

and listening)

-Living Wax Museum- Students will portray an important historical figure from the American Revolution (writing, research, reading, speaking and listening)

-Creating a historical artifact (research, reading, writing, creativity)

Students are creating PR campaigns to promote positive body image to be put around the community

Sixth grade ELA and Social Studies with the librarian collaborated together for students to research, write, and design an “ancient artifact” to present in an authentic museum style.

First grade students will complete this project in a science unit. They will learn about the various ways animals adapt to their environments (locomotion, protection, camouflage, food). Through various hands-on activities and research, students will find information on animal adaptations. They will then create a non-fiction research book about an animal. Applying their knowledge of animal adaptations, they will plan and prepare a “traveler” to survive in an extreme environment.

Students will research the Big Bang Theory, including the formation of stars and galaxies. Based on their understanding of the history, size, and properties of the universe, students will develop an estimate of the number of intelligent, communicating civilizations within the Milky Way Galaxy, and support their estimate with evidence and reasons.

Students will look at weather data for certain biomes in our world. They will use the data to analyze weather patterns in that particular biome. They will then research more on their biome with their group. They will then use all the information they and their group gather to make a slides presentation about their biome. They will then use this presentation to teach others about their biome.

have a group of 8-10 students research/design/create a school spirit project by creating a project to display in the commons of our school

As we enter into this unprecedented time in our history, due to the Coronavirus, we want to take time to look inward in order to affect change in our line of thinking. Oftentimes, the conversations we most need to have are the ones we are the most uncomfortable to discuss with others. To change this, we want to increase understanding by learning about diverse perspectives from others around the country through a dialogue based on a shared understanding and experience through the help of Flip Grid. To help us gain and learn these various perspectives, this project is a joint venture between three different schools and areas:

1. Liberty North High School located in Liberty, MO
2. Young Women’s College Prep located in Rochester, NY
3. Henderson Inclusion School, located in Dorchester, MA

The ultimate goal for this project is to listen and learn from one another to better equip ourselves to disarm bias in the future.

Students will engage in weekly discussions about chemistry in their lives.

The colonization of the Americas will be studied through the lens of the impact on the native people of North and South America by European explorers. Students will gather evidence throughout the unit to support “pro or con” during a debate or a mock trial.

Students will learn about the jobs of important community members through a full immersion day of exploration in Liberty, researching what responsibilities each role entails, interviewing members in these roles and sharing their learning through a multitude of medias.

Students begin learning about the idea of conflict through the Civil War content. All Civil War content is covered first. Students then explore/discuss several other conflicts from history and then move into conflicts of today. After the Civil War piece is done, students brainstorm conflicts in America today and then choose a topic they feel passionate about to write their opinion piece. We had already taught opinion writing before this, so they did the majority of this writing independently with support (therefore there are no specific opinion writing plans in this).

Decision-making is an important life-long skill for our life-long learners. Students will analyze how decisions are made, and learn effective decision-making strategies, as supplemented by reading and analyzing non-fiction books in literature circles. Additionally, students will consider decisions they will make in their own lives, and figure out the best way to make these decisions with a positive outcome. As a final product, students will create a flowchart for presentation in the counseling center that shows how a chosen passion can be integrated into a full life, whether as a career, hobby, or way to give back to others.