students are learning about physics through exploring theme park ride design. They are also learning about how theme is developed across fiction narratives. The sutdents will earn physics credit and ELA credit. The class is juniors and seniors in high school. One day a week they will need to have a class period to read with their literature circles - half of the students are reading Remarkable bright creatures by Shelby Van Pelt and the other half is reading Project Hail Mary by Andy Weir. There are similar themes of friendship in unlikely places and loneliness in both books that we want the students to explore through socratic seminars and literature circles. Students will need some direct instruction on conservation of energy and how different forces act on objects (specifically theme park rides). They have already learned about position, velocity, acceleration and have practice making speed vs. time graphs and distance vs. time graphs. We want the students to pitch theme park ride ideas to a panel at the end of the quarter. The panel will consist of a teen/child who loves rides, an engineer, a theme park owner, and an investor.

create a nc healthful living pbl for a fifth grade class who is learning about good skin management, the sun, diseases, etc.

4th grade social studies unit focused on indigenous people and human migration in the southwest, with a project localized to durango colorado with opportunities for field experience with students in the region. I want them to make a podcast as a final project interviewing different people throughout colorado history who migrated.

Students will learn about decomposition and the role that decomposers play in our ecosystem by growing mushrooms. Additionally, students will be composing poetry, either spoken or sang. Finally in math, students will "compose" and "decompose" angles by using what they know about complementary, supplementary, and vertical angles.

Reflection. Questions. End of the unit: Our government. Social Studies.

I want a project for my 9th grade English students to address the question "How can we build resilience in ourselves and in our communities?". My students have a broad range of supports, including struggling readers, students with IEPs, and English language learners. I need literacy, vocabulary, and comprehension supports for these students. I would like them to work to create a documentary piece (audio or video) and at least one children's book so that we explore presenting stories for different audiences. I would like them to tell the story of at least one aspect of resilience in a person's life or community. We have mentors already that they might interview for personal stories. We also have already read excerpts from texts on the Holocaust, and could go visit the Virginia Holocaust Museum. I also would like to talk about resilience in communities with community farm/food justice partnerships.

Children use community garden to find foods and have to create their own food and recipe using the items they have available. In the end, kids will create a class recipe book to keep.

learning about Thomas Jefferson