Students were tasked with becoming engineers and had to use the engineering design process to research, design, build, and test a bridge design. Students worked in teams and had to go through several rounds of critique, revision, and presentations prior to building and testing their bridges. Students used what they learned during their research about the Brooklyn Bridge, Tacoma Bridge Tragedy, and the Golden Gate Bridge to help them make decisions. In addition to designing the bridge, students had to manage a budget and materials.
The main purpose of this project was to help foster a stronger sense of GRIT/growth mindset, and to build character within our students. To start, we had our students identify a character trait about themselves that they wanted to let go of. Once they chose their trait they had to be able to explain why they chose it. Next, students were asked to pick two traits that they (click thumbnail for more).
Hasbro Gaming Company is desperately trying to spark sales in the game board section of their department. They need young, innovative thinkers who have a pulse on what is popular with today’s generation. You are just the person their company needs to hit their sales goals for the year. They need you to create a fun and engaging game that could be used to teach and review science topics. You will be working with a team of designers to plan, create, and market your game.
During their investigation of the elements of plot, students were challenged to closely identify and analyze the use of explicit and implicit details for developing character with their basis of inquiry being the "STEAL" (Speech, Thoughts, Effects, Actions, Looks) characterization model. After developing an understanding of the differences between explicit and implicit information and how to identify given details as such, they were tasked with applying (click thumbnail for more).
Hasbro After a field trip to the local apiary to watch the honey harvest, my students returned to class with a lot of questions. How do bees make honey? Why do bees make honey? Back in class, we researched pollinators and organisms that need pollinating. We created wanted posters, focusing on local organisms like cotton blossoms as well as bees. We contacted the local beekeepers association. They volunteered to come in and work with us to (click thumbnail for more).
A project about how our identities are shaped through everyday actions where students have the opportunities to explore the characteristics that exist inside of themselves and how they demonstrate those characteristics on a daily basis. Students had the opportunity to grow and further exhibit the characteristics that they use to define themselves (click thumbnail for more).
This project was completed as a collaboration between the self-contained ID and ASD classes. First, we went to Cracker Barrel to get excited about favorite meals. Students brought in recipes from home and teachers assisted them with vetting the feasibility of the recipe for cooking in class. Then, students typed their recipes into a template and added visuals to the recipes (click thumbnail for more).
This project challenged Mrs. Ballinger’s 7th grade science students to grapple with the question of are we alone in the universe. Students had to decide that if we are not alone in the universe, what would life have to be like to exist on another celestial body like Saturn’s moon Titan, specifically on the cellular level. Before students could decide what life would have to (click thumbnail for more).
Isle of Wight’s two middle schools, Georgie Tyler Middle School and Smithfield Middle School, are integral to the 2016-2021 Strategic Plan. Within the plan, the Theory of Action (TOA), Priorities, and Measurable Goals have been defined after extensive investigation and research.
As input to developing the the Five-Year Strategic Plan, the team had the privilege of visiting over 300 classrooms, as well as meeting with students, parents, school board members, focus groups, community leaders, and community businesses. Find below PBLs & PBAs that reflect Isle of Wight's continued emphasis on Deeper Learning.
Students, working independently or in pairs, were tasked with researching a specific element (event, person, technology) relating to WWI. Students were to imagine working for Rice Cereal Company, where they were tasked to create a new brand of cereal. Each side of the cereal box is dedicated to educating the consumer about WWI.
After reading several nonfiction stories and articles about animals, my students’ curiosity about conservation naturally increased. We decided to visit our local zoo to, of course, see the animals but to also analyze their collection of books for sale in the gift shop. We decided that each animal in exhibit should have a book representing it in the shop. Our media specialist (click thumbnail for more).
Students began the project with a discussion surrounding the word “legacy” and the importance of leaving behind something that benefits the community and future GTMS students. The teachers and students decided they would like to build a Tiny House. The purpose of the house would be to create a place for local elementary school students to read. The project (click thumbnail for more).
The Expose students to songwriting possibilities using music theory.
1. Launch: Dr. Tfirn, a composition professor at CNU came in to talk about electronic composition and how you can create music using sound clips. He demonstrated the process for us as well as showing us some of his work.
2. African Drums: Discussed the different types of (click thumbnail for more).
The project started with a conversation between the art teacher and the music teacher about a thematic piece of music. From this conversation, it was decided that the art teacher would create a stop motion animation film to be played while the band performed the thematic music as a live soundtrack. Later it was decided that there would be a recording posted on (click thumbnail for more).
The students were to identify and research various biotic and abiotic factors found in our school's retention pond. Each group would then choose one factor, research and write a brief informational paragraph describing it. Their paragraph, along with an illustration was laser cut into a wooden plaque. These plaques were conditioned and then hung on the fence (click thumbnail for more).