Design for Deeper Learning

4th grade unit on inventors and inventions, include local community

Third-grade students will research national symbols and create a pamphlet

2nd graders are going to explore a unit about Poetry and engage in writing their own "hope" themed poems.

Compelling question: Who really holds power in Kentucky, and how can citizens reach it? Supporting question: How does the Kentucky Constitution divide power among the people who run our state? Goals & background for the teacher Students will be able to Identify Kentucky's current state leaders and the branch each serves. Explain how the Kentucky Constitution divides and checks power, citing sections. Assumed prior knowledge: Three federal branches; the words constitution, veto, and separation of powers.

How can we use text features (titles, headings, labels, diagrams, captions, and a table of contents) to make an informational book about bees, and then build a garden enclosure to attract pollinators.

The purpose is for students to engage critically with historical and contemporary movements of change, using the essential questions as a guide to understand the dynamics of power, change, and voice in society. Through interactive explorations with community partners, reflective practices, and project-based learning across English and French students will develop skills in argumentation, perspective-taking, and effective communication. This bilingual experience fosters a deeper understanding of how individuals and groups have historically challenged systems and continue to do so while encouraging students to apply their learning in meaningful ways within their own communities and contexts.

A final project for a esl classroom, English level C1. Objectives: analyze a complex situation, evaluate multiple perspective, design community-based and research-justified solutions and proposals. Course competency: design, analyse and communicate complex academic discourse, critical interpretation, structured argumentation, integration of multiple perspectives, design thinking. Part 1. (idea) Analysing a complex situation Students receive case folders with information about the case they are analysing. - identify stake holders and create q global systems analysis map where they identify and explain interactions between parts connected to their issue. - create a 4 part Venn Diagram: social, ethical, technological and economic factors Product: Students create interview notes, community surveys, research summaries and data displays as they investigate the situation affecting their immediate environment. In teams, they will develop solution concepts.

how do hawks/crows/pigeons/seagulls use trees, skies, and open spaces for food, water, shelter, and space