Designing an Off-Campus Adventure (Mr. Ryan): What does it take to leave the nest well? Join Mr. Ryan for a week of designing a self-directed off-campus experience that blends adventure, independence, and thoughtful planning. Students will investigate how to create a meaningful excursion beyond campus bounds, whether by foot, bus, or public transit, and within the limits of a single 2.5-hour class session. We will examine what makes a journey worthwhile, how to plan for time and safety, and how to connect personal interests to the world beyond school. By the end of the week, you will have a stronger understanding of how independence is built through preparation, decision-making, and reflection. Your project will be to create, pitch a proposal, and design for your own “first flight” experience off campus.

Students just finished reading a book called hush by jacqueline woodson. The main character toswiah has a father who deals with mental health. He lost his job after testifying against his fellow officers for a murder the father witnessed of a young boy in the community. The family goes into witness protection and deal with housing a job instability. I want to have students to do a quick project about sustainability. I also want kids to learn cursive

end of year project 10 days long for 4th and 5th graders

english project on grafiti for 9th graders, where students find solution to prevent vandalism and appreciate the art of grafiti

parent engament and support

Create a community garden to learn about plant life cycles and sustainable practices, integrating environmental science and social studies. Students will be responsible for planting, maintaining, and harvesting.

I would like to learn more about cosmotology

How can we survive out of earth? It is a unit of space exploration. It is for middle school students grade 6-8. The final project is individualized. Students are homeschooled. Week 1: Scientific Research & Planning Goal: Gather the data needed to design a survival-ready colony. Day 1: The Inquiry. Watch the NASA Mission to Mars unit videos to understand the goal. Write down 5 "Need to Know" questions about surviving in space. Day 2: Site Selection. Use the NASA Solar System Interactive to explore the Moon and Mars. Choose one and list its specific challenges (e.g., Moon's 14-day nights vs. Mars' dust storms). Day 3: Life Support Science. Research how astronauts get oxygen and water. Activity: Build a Miniature Greenhouse or a simple "water filtration" experiment using sand and gravel to simulate resource recycling. Day 4: Technical Blueprints. Draw a top-down map of your colony on grid paper. You must include at least four "Modules": Living, Laboratory, Energy, and Food. Day 5: Material Scavenging. Collect "space-age" building materials from around the house. Look for: Structures: Cardboard boxes, toilet paper rolls, plastic containers. Tech: Old CDs (for solar panels), aluminum foil (for radiation shielding), and bottle caps. Week 2: Construction & The Final Mission Goal: Build the tangible model and document the mission. Days 6–7: The Core Build. Assemble the main base on a sturdy cardboard foundation. Use hot glue or tape to connect modules with "tunnels" (represented by toilet paper tubes). Day 8: Detailing & Aesthetics. Add "lunar regolith" or "martian soil" by painting the base or using colored sand. Use Lego minifigures to set the scale. Day 9: The Mission Manual. Create a 4-page booklet (digital or paper): Page 1: Colony Name and Location. Page 2: How your colony produces Oxygen and Water. Page 3: How you generate Power (Solar/Nuclear). Page 4: A "Day in the Life" of a colonist. Day 10: Final Presentation. Record a 3-minute video tour of your colony, explaining each feature as if you are the lead engineer presenting to NASA.