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Title Overview Grade Average Rating
Cloning: Should We Be Doing It? In this project students gather and analyze information on research relating to cloning, identify the positive and negative impacts of cloning, and take an individual stand on how they feel about cloning. Students address the following essential questions: What is happening in genetics research on cloning? Why should we care about this research? How does it affect our lives? How do different stakeholder groups view this research? How do I personally feel about cloning? Why? 12
5
Building a Greener Community Students delve into different areas of community life and the importance of using existing resources in effective and efficient ways. They also consider alternatives to creating greener environments that may be innovative approaches. In their investigations, they address the following essential questions: What does greening a community involve? How green is our community at this time? How can we build a greener community? 8
5
What Makes A Snack Healthy? Students are concerned about obesity and healthy eating habits. They want to know if all popular snacks are bad for you and how to determine the nutritional value of various snacks. They tackle the following essential questions in their study: What snacks do we like to eat? What’s in our snacks? How healthy are the snacks? What snacks might be healthier? 5
5
Explorers Project Students will apply the research process for this multiple class unit. They will read about a particular explorer, learn about their aims, challenges and accomplishments, and will trace the routes they followed on maps. As a group, they will generate questions to use during the "Interview with an Explorer" section. Students will gain practice in writing skills to communicate effectively as they create a journal from the Explorer's point of view. 5
5
Community history Seventh grade students conduct a community history investigation that centers on the essential questions: How has our community changed over time? What caused or influenced these changes? How can we find out? 7
5
What Were They Thinking Then, What Are We Thinking Now? In the library students compare primary sources from two time periods relating to an issue in their novel or play. Students compare how the issue was perceived by characters in their work to how it is perceived by individuals today. The essential questions for this lesson are: Have the ideas and perspectives about the main issue of the novel or play changed with time? To what extent has the issue been resolved? 10
5
It's Debatable Eighth graders will be able to articulate connections between selected historical and current issues. Students will be able to explain at least two sides of an issue. This lesson is designed to help students answer two essential questions. Is history relevant to modern issues? Do issues have clear wrongs and rights? 8
5
Nutritional Value of Snack Foods Fifth grade students investigate the nutritional value of foods, specifically determining which snack foods are healthiest,and prepare a brochure based on their research for the school health fair. 5
5
Zoo Animal Experts Essential Question(s): Where can I learn more about zoo animals? How can I get information beyond just information text? The essential element of this project was 1.) students would learn about an animal they will find at the zoo and 2.) students would learn how to get information from photographs and beginning non-fiction text. K
5
Burr Airlines Flight to Asia: building inquiry skills This lesson is designed to call upon student prior knowledge and build student knowledge of and interest in India, China and Japan in order to stimulate student wonder and inquiry. Students formulate research questions that are subordinate questions of the three essential questions dictated by the district social studies curriculum: How do Asian people interact with the land?; How do they interact with one another?; and How are they affected by their beliefs? 3
5