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| Title | Overview | Grade | Average Rating |
|---|---|---|---|
| Taking Action for Human Rights 2: Plan | How can ordinary people defend human rights? Students will research and develop an action plan regarding a contemporary human rights violation. Students will gain hands-on experience in grassroots activism which will inform and inspire human rights activism later in life. *Lesson two of four.* | 10, 11, 12 | |
| Taking Action for Human Rights 4: Evaluate | How can ordinary people defend human rights? Students will research and develop an action plan regarding a contemporary human rights violation. Students will gain hands-on experience in grassroots activism which will inform and inspire human rights activism later in life. *Lesson four of four.* | 10, 11, 12 | |
| Taking Action for Human Rights 3: Do | How can ordinary people defend human rights? Students will research and develop an action plan regarding a contemporary human rights violation. Students will gain hands-on experience in grassroots activism which will inform and inspire human rights activism later in life. *Lesson three of four.* | 10, 11, 12 | |
| 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 | |
| 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 | |
| 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 | |
| Find the Figurative Language | Fifth grade students identify figurative language and demonstrate their meaning in a multimedia project. Essential questions are: What is figurative language? How does it enhance our understanding and our enjoyment of reading? | 5 | |
| Hooks with Books: Never Judge a Book by its Cover | Students will identify hooks and analyze what makes them effective. The SL will use a PowerPoint to introduce the idea that hooks in books are as important as hooks in writing assignments. The various hooks from selected YA fiction will illustrate techniques professional writers use to grab their reader's attention. Essential Question: Why is a good hook important in writing? What techniques do writer’s use to grab a reader’s attention? | 5, 6, 7, 8 | |
| Taking Action for Human Rights 1: Define | How can ordinary people defend human rights? Students will research and develop an action plan regarding a contemporary human rights violation. Students will gain hands-on experience in grassroots activism which will inform and inspire human rights activism later in life. *Lesson one of four* | 10, 11, 12 | |
| Exploring Theme and Mood with a Book Trailer | After reading a novel, students will identify the themes and moods the author created in the book. Then using these themes and moods they will create a book trailer using an online computer program. Essential questions: What are the themes of the book? What is the mood of the story? What images and sounds could portray the mood and themes of the book? How would I persuade someone to read this book? | 7, 8 |