Create a children's book about the Preamble to the US Constitution. The book can be in story form or line by line. It must have an introduction. The conclusion needs to cover why it is important to study the US Constitution.

quantum computation in application to react app

How can we use different ingredients and amounts to change the way ice cream looks, tastes, and feels?

This project will have our TK class learn about instruments, music, how we hear music, and how music brings us together. We will talk about the musical sode of harmony, as well as how we can be in harmony as a class family. We will launch with a performance where they learn about body percussion and drums. We will spend time drumming, following a beat, and using recyclable materials to create our own instruments related to the ones we are learning about. We will have family experts come in to lead a bucket drum circle, a violinist, and hope to invite more families in to share music related to their family or culture. At exhibition, we will have an album release party, to showcase a song that we create.

Design and Create a Rube Goldberg Machine that demonstrates the following phenomena of Kinetic Energy, Potential Energy, Energy Transformations, and Conservation of Energy that will have a minimum of 9 and a maximum of 15 moving parts that will end with a bowl of cereal being poured. Label the types of Energy used by machine, calculate the amount of energy of 5 different parts of the apparatus. Justify your labels and calculations using vocabulary and concepts from the Work and Power unit.

'POV: Day in the Life of' project that aligns with a 'Dream Job' project. Students will complete a one-day internship, document the experience using cameras, and edit a video that depicts their day at their dream job internship. Project Overview In this project, students will explore a potential future career through research, real-world experience, and media production. Each student will identify a “dream job,” conduct career research, and complete a one-day internship or job shadow experience with a professional in that field. Students will document their internship using photo and video equipment and produce a short-form video titled: “POV: Day in the Life of a [Career Title]” The final product will be a professionally edited 2–5 minute video that captures daily tasks, work environment, challenges, tools, and reflections from the experience. This project integrates career exploration, professional communication, media production, storytelling, and technical editing skills. Driving Question How can I use media storytelling to authentically represent a real day in my dream career? Project Goals Students will: Research a potential career path Connect with a professional mentor Complete a one-day internship or job shadow Capture purposeful video and photo documentation Plan and produce a structured POV-style video Edit and publish a polished final product Reflect on whether this career aligns with their interests and strengths Academic & Skill Alignment This project aligns with: Career Technical Education (Arts, Media & Entertainment – Design, Visual & Media Arts pathway) Professional communication skills Research and informational literacy Digital storytelling and media production Project management and organization Interviewing and workplace etiquette Major Project Components 1. Dream Job Research (Pre-Production Phase) Students will: Identify a career of interest Research job description, required education, certifications, salary range, job outlook, and daily responsibilities Identify tools, technology, and skills used in the profession Prepare interview questions for their internship mentor Contact and secure a one-day internship/job shadow Deliverable: Dream Job Research Brief (written or slide presentation) 2. Internship / Job Shadow Experience (Production Phase) Students will: Complete one full day (or equivalent hours) internship Follow workplace professionalism standards Capture video footage including: Establishing shots (location, exterior, workspace) Tools and equipment Hands-on work (if permitted) B-roll of environment and processes Short interview clips (mentor or self-reflection) Maintain a shot log Record audio reflections throughout the day Deliverable: Raw footage and shot log 3. POV Video Production (Post-Production Phase) Students will create a 2–5 minute edited video that includes: Clear introduction of career and professional Structured narrative (Beginning: arrival / Middle: tasks & challenges / End: reflection) Interview clips or voice-over narration B-roll to support storytelling Titles and lower thirds Clean audio Appropriate background music (copyright-safe) Professional pacing and transitions Final Title Format: “POV: Day in the Life of a [Career Title]” Deliverable: Final exported video 4. Reflection & Career Evaluation Students will complete a written reflection addressing: Was this job what you expected? What surprised you? What skills are most important in this field? Would you pursue this career? Why or why not? What steps would you need to take next? Deliverable: Written reflection or recorded reflection video Timeline (Suggested 6–8 Weeks) Week 1: Career exploration and research Week 2: Mentor outreach and internship confirmation Week 3: Pre-production planning and shot list creation Week 4–5: Internship completion and footage capture Week 6–7: Editing and post-production Week 8: Final presentations and reflection Assessment Criteria Students will be assessed on: Career Research Depth and accuracy of information Professional presentation Professionalism Communication with mentor Workplace behavior Completion of internship requirements Media Production Variety and quality of shots Stable footage and clean audio Effective use of B-roll Logical structure and storytelling Editing quality and pacing Reflection Thoughtfulness Honest evaluation of career fit Clear connection between experience and future goals Authentic Audience Final videos may be presented to: Industry professionals School community Parents CTE advisory board members Potential internship partners Skills Developed Students will build: Career readiness Networking and professional communication Media production and editing Interview skills Project planning Time management Self-reflection and goal setting

Design and Create a Rube Goldberg Machine that demonstrates the following phenomena of Kinetic Energy, Potential Energy, Energy Transformations, and Conservation of Energy that will have a minimum of 9 and a maximum of 15 moving parts that will end with a bowl of cereal being poured. Label the types of Energy used by machine, calculate the amount of energy of 5 different parts of the apparatus. Justify your labels and calculations using vocabulary and concepts from the Work and Power unit.

Student Government Roles