Topic: How to write directions. Designing games to teach how to write instructions for others to follow.

Writing instructions. Designing games to teach how to write instructions for others.

Create a project-based learning unit that focuses on students employing their memory to understanding and interpreting their personal and collective histories using Octavia Butler’s Kindred as a foundation.

Weeks 1-6: Safety & Future W1: Health - Injury response (7.PCH.2.1); PE - Warm-ups (7.MS.4.2). W2: Health - Supplement scams (7.PCH.1.3); PE - Endurance (7.MS.3.1). W3: Health - Depression signs (7.MEH.1.2); PE - Tai chi (7.MS.4.1). W4: Health - Meal prep (7.NPA.1.5); PE - Weights (7.MS.3.2). W5: Health - Career fitness (7.NPA.2.4); PE - Lifetime sports (7.PR.1.3). W6: Presentations (7.MEH.3.1).​

CREATE A GROUP PROJECT WHERE STUDENTS LEARN ABOUT THE JOURNEY YOUR FOOD TAKES THROUGH THE DIGESTIVE SYSTEM

Make gift boxes for appreciating day based on scale surface area

Our second grade class is learning about engineering design, materials, and disability justice! We are going to work together with clients from our community who have specific disabilities to invent (and complete patent applications for) new devices that can help them achieve their goals! Discover: We begin our journey by learning about all of the different ways people can move and communicate, and how thoughtful design can help all people to be welcome, empowered, and free. We hear from people with disabilities about their experiences encountering barriers to access, and learn how inventions can help to remove some of those barriers. Our challenge becomes clear: We will use our engineering design skills to invent objects or tools that can increase access and help our clients achieve their goals. We learn that inventors document their ideas in the form of a patent application, and we begin to develop a patent application for the invention that we will create. Examine: In order to address our challenge, we learn more about assistive technologies and adaptive devices. We investigate lots of examples, such as wheelchairs, communication boards, and more, and learn how the structure of each tool supports its function. We begin to develop ideas for our solutions, draw labeled diagrams, and get feedback from each other and from our client. To build our devices, we are going to need the right materials. We experiment with different materials and explore their properties, working together to identify the materials that will best serve the purpose of our device. We also want our client to have options, so we create two different versions of our design to test with our client. We put our design ideas together in our patent application and get ready to build. Engineer: It’s time to build our prototypes! We review our designs and work together to make a step by step plan for building our two prototypes. We collaborate as a team, and troubleshoot when we run into challenges. Soon, we have two different versions of our design, ready to test out with the client. We take pictures of our prototypes and add these images to our patent applications. Do: Let’s put our designs into action! Our client tries each device and gives us feedback. We also make observations and document our data. We compare the data on our two devices in order to determine which one best addresses the challenge, and document everything in our patent applications. Share: Our designs have been tested with the client, and we want other people to be able to use them too! We invite all of our clients and other members of our community to come learn about our inventions, and then we give our devices to the client to keep. We share our patent applications so that anyone who wants to create the device for their own use can do so!

democratic principles and primary sources