Students will design informational signage to inform others about specific ecosystems (pond and forest) that are near Liberty Oaks. The signage will also include information on how to preserve the ecosystem. We will go to the Anita B. Gorman Discovery Center to learn more information about the ecosystems, conservation efforts, and signage.

Students will research and learn about various dinosaurs and why it is important to know about them, today. In cooperative teams, they will create “museum” displays and presentations to teach others the same information.

Students will take the role of lawyer in order to argue for or against a court case pertaining to rights from the Bill of Rights and Constitution. The challenge for the students will be to find evidence from the Constitution to support their argument and to convince the audience that their position is correct. The purpose of the entire project is to increase understanding of the principles and rights U.S. citizens have because of the Constitution and Bill of Rights.

Design and Play uses peer feedback and the design process as students create games for their older peers.

Students will design a structure based on client needs that would sustain a specific natural disaster.

Several classrooms are participating: Each classroom will be displaying a final project unique to their students and classroom including creating Recycling Bins, Sculpture, Posters, other student initiated ideas.

In this project, students will write children’s books that highlight the role ecosystem services play in our lives. Your class will partner with an elementary school class where pairs of students will meet a younger student (the "buddy") to find out that student’s interests and current knowledge of ecology. Students will learn about the ecosystem that their "buddy" likes, and learn about the ecosystem interactions, food web, and human effect/remediation of the ecosystem. As students learn, they will write a children's book about the ecosystem, incorporating ecology concepts in the book. The plot of the book will follow the general plot line of exposition (introduction of ecosystem and organism interactions), rising action (human effect on ecosystem), climax (human effect on ecosystem), falling action (remediation of ecosystem), and resolution (remediation of ecosystem). The project will culminate with a visit to the elementary school where students will read their books to their partners, do a debrief with the younger students, then finally return to their high school classroom to reflect on the process.

Students create a product to sell, create plan, budget, etc., then make a product and sell good or service to peers during market day

Students will use a historical lens to analyze their families. Students will interview family members to glean information about their hopes, dreams, accomplishments, and stories of their growing up. Students will interview family members, conduct additional research on the context of the time period during the time period of their family member’s story, and will ultimately construct a nonfiction narrative with creative embellishments and rhetorical devices to detail their family member’s story.

The students will use their learning around asking and answering questions to learn about various famous Americans. The focus will be around decisions the famous American made to change our world. Project Essential Questions: Why were the decisions they made to become famous needed? How did the decisions they made change the world we live in now?

Students will work in teams to create a Food Truck business. They will work through areas such as: getting a job, learning the profit equation/business basics, and trying to earn a profit by creating a sellable food item.

Using literature and writing, learners will be studying characters and character traits, reflecting on how they can grow as a learner during the entire school year.

Create a plan to address and reduce the risk of becoming a victim

What products will the students create? Use multi-media sources to create an advocacy outreach message targeted to teens.

Project idea: Students will have the opportunity to listen to Synergy Services present on healthy relationship and dating violence and will be able to ask related questions. Students will then develop an advocacy campaign to share with local counseling departments informing others about healthy relationships. Students will be able to choose target audience: elementary, middle school, high school, and will use multiple media sources.

8th Grade Advanced ELA will be studying the topic of historical injustice. This unit will eventually lead into discussion of modern day injustices, which will help them create a topic for their argumentative research papers.

First, the students will begin by doing a mini research paper over an event in history that was considered historical injustice. Then, students will be reading their choice of a historical fiction novel. Students will break up their novel into 3-4 sections. Once a week students participate in a Socratic Seminar and reflection on the novels so far. Students will also read several historical fiction picture books and non-fiction articles about real people who have triumphed in difficult situations, and discuss and reflect over those.

Here are the lesson plans and daily activities:

https://docs.google.com/document/d/1EhOZd6Rkm26DB6dzj1FgzW9S0XzFWmozeiylVcYUORc/edit?usp=sharing

Students research about Veterans and learn about ways they can honor Veterans. Thinking of ways Veterans do their part as citizens of our country, students connect ways in which they can be good citizens.

The students will learn the difference between wants and needs by hearing the experiences of others in need. The students will hear about different areas of need in the community. We will brainstorm different ways to help people in our community. The students will participate in a project in order to understand the process of raising money to give back to organizations within the community. Some examples could be Change For Change, Ronald McDonald House, Harvesters, community food bank or City Union Mission, to name a few.

The students will choose how they want to help and choose an appropriate project to do so. In the past, students have held a Sucker Sale in our school to raise money for our chosen charity. Students also gave kindness letters, cards, needy bags, or money donations to the community members in need. The students will choose a writing piece to help reflect on their experience.

Students will take on the role of an immigrant entering the United States through Ellis Island during the industrial revolution. They will apply and interview for a job in the United States. Students will research the impact of immigration on economics during the industrial revolution and today through informational texts. Students will share their learning through commercials encouraging peers/parents/teachers to visit their shop during their time at the School of Economics.

Students will evaluate the health of an assigned ecosystem with a group of their peers. Students then propose a plan to either sustain or improve the health of the ecosystem with a public service announcement using Thinglink.

Throughout the project the students will learn about interview skills and use the information gathered to write a narrative piece. This project includes 3 pieces of narrative writing (student to student, student to family, students to self).