We would like to involve our parents and students in a project wherein they share the types of herbs and spices they use in their cooking. The students would record the answers. The goal of this project would be to incorporate and include growing and cultivating these herbs and spices in our school garden. Project would include ethnic considerations for Hispanic cooking, African-American cooking, and Asian cooking. Spices and herbs would take into consideration our local climate, local weather conditions, and local soil conditions. Students will create a slide show and present it to the class. The slide show will feature the herbs and spices that the students' parents use at home for cooking. Students can also write a report or create a podcast or write a poem that features the herbs and spices that are used in their households.

We want to create an ambassador program at our school that is student-led and for introducing and welcoming new students to our school community.

How do garden beds help sustain our community

Create a strike poster from the Industrial Revolution. Who is involved? Where? What are their demands? What Union is involved and what is that Union about? Why are they striking? How did they demand change? How many days did the strike last? Results

Design a lesson around Westward Expansion

🍳 Grade 5 Math — Community Cookbook Essential Question: How do mathematicians and chefs use fractions to make sure recipes work for every family? Authentic Process: Mathematical Modeling | Continuum: Transformational Day 1 — Launch & Investigate (Problem) Learning Target: I can identify fraction relationships within real recipes. Browse real recipes; notice and record denominators Class votes on the cookbook recipe Discuss: "Why might a family need these fractions to be consistent?" DOK 2 — identifying relationships in context Day 2 — Model & Convert (Process) Learning Target: I can find common denominators to convert recipe ingredients accurately. Each student selects their own recipe contribution Convert all ingredients to matching denominators Teacher conferences: "Walk me through your thinking" DOK 2→3 — applying known strategies with purpose Day 3 — Justify & Defend (Process + Feedback) Learning Target: I can explain why I chose my common denominator and whether it was the most efficient choice. Written justification: "I chose ___ because... A different option would have been ___ but..." Small group share: compare denominator choices DOK 3 — strategic reasoning, multiple valid paths Day 4 — Design for Audience (Feedback + Impact) Learning Target: I can design a recipe page that communicates clearly to a family audience. Format recipe page: accurate fractions, readable layout, clear ingredient list Structured peer review using two criteria: ✅ Are all fractions correctly converted? ✅ Is the denominator choice explained in a way a family could understand? Revise based on peer feedback before submission DOK 3→4 — designing for a real audience with constraints Day 5 — Apply & Celebrate (Impact + Reflection) Learning Target: I can apply fraction knowledge to make our class recipe and reflect on my growth as a mathematical modeler. Class makes the voted-on recipe together — measuring, converting on the spot if needed Students reflect in writing: "One mathematical decision I made this week was..." "A family buying this cookbook will be able to trust my math because..." Submit final recipe pages for print BCPS Framework Alignment Framework Element Where It Lives Authentic Problem Real families purchasing a real cookbook Authentic Process Mathematical Modeling — identify, convert, justify, refine Authentic Feedback Peer review on Days 3–4; revision before print Authentic Impact Published cookbook sold to families DOK Progression DOK 2 → DOK 3 → DOK 4 Graduate Profile Competencies Growing Here: Innovative Problem Solver — justifying denominator efficiency Effective Communicator — designing for a family reader Mastery Learner — applying known skills in a new, real context

Create a living wax museum for american historical figures for 2nd grade

Populations and resources for 9th grade global studies.