Design for Deeper Learning

“What I Don’t Want” Have students choose 5 jobs they definitely would not want to do. For each one, they give one specific reason. The key is that the reason should be about the work itself, not “that job is boring.” Examples: - Surgeon — I would not want to work around blood. - Accountant — I would not want to spend most of my day working with numbers. - Teacher — I would not want to be responsible for a large group of people every day. - Construction worker — I would not want to work outside in bad weather. - Salesperson — I would not want to persuade people to buy things. Then have them look across their five reasons and ask: What patterns do you notice? That’s where the real learning happens. Maybe they realize: - I don’t want to sit all day. - I don’t want high-pressure work. - I don’t want to work alone. - I don’t want to deal with injuries. - I don’t want a repetitive job. So instead of ending with “five jobs I hate,” they end with: Things I probably do NOT want in my future work: 1. 2. 3.

A group guided annotations lesson where they make their own how to annotate literature based on https://cdn.bookey.app/files/pdf/book/en/marigold-mind-laundry.pdf (opening chapter) Should end with a rubric

THE POET X by Elizabeth Acevedo. Students will read the novel, respond to the poems on their own, they will listen to spoke word poetry and emotionally respond. We will explore conflict resloution both in a historical context, a current day global context and interpersonal context. Final product: "De-escalation Cheat Sheet" (Actionable Tool): 4–5 "I-statements" and nonviolent communication (NVC) sentence starters for both teens and parents when conversations turn explosive. Students will write several different scenrios for conflicts with different outcomes

The problem: Animals need safe places to live and rest. However, not all shelters provide the protection animals need from different environmental conditions. The need: Animals need shelters that provide protection and meet their basic needs. The design challenge: How can you design and build a shelter that protects your assigned animal from its environmental conditions? 5. Criteria for Success Students must design a shelter that: - Provides enough space for the assigned animal. - Protects the animal from at least two environmental conditions. - Has a stable structure that can stand independently. - Uses materials thoughtfully. - Includes features that meet the animal's specific needs.

i dont have an idea but here is a standard i think could be cool to follow but i need like all the other parts:Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]

I want to do a project that has to do with winter but also incorporates 4th or 5th grade language arts standards

https://www.theearthprize.org/

Ecology and human impact in Hudson Valley NY