Organize a local history project, where students research and present the history of their town or city. This will include visits to historical sites and interviews with long-time residents.

Video art, make a video art inspired, performance and installation

6. 📊 Class Weather Book (Culminating Project) Each student contributes a page: “Today the weather is ___.” Draw picture Add a number (e.g., “We had 5 sunny days this week”)

Unit Title: Weather Watchers Big Idea Weather changes every day, and we can observe, measure, compare, and describe it. Essential Question How can we observe and describe the weather using math and science? 🧪 Science + 🔢 Math Integration Overview Science (aligned to Earth Science): Observe weather patterns (sun, clouds, rain, wind, temperature) Use tools (thermometer, windsock, rain gauge) Ask questions and make predictions Math (aligned to Early Childhood Mathematics): Counting and comparing (more/less) Sorting and classifying Measuring (nonstandard + simple tools) Representing data (graphs, charts) 📅 Suggested Length 1–2 weeks 🌤️ Daily Routine (Core Structure) 1. Weather Observation (10–15 min daily) Look outside or use a weather window Students describe: What do you see? (cloudy, sunny) What do you feel? (cold, warm, windy) 👉 Build vocabulary: sunny, rainy, cloudy, windy, hot, cold 2. Weather Graph (Math Integration) Students answer: “What is today’s weather?” Add to a class graph (picture graph or bar graph) Count totals together: “How many sunny days?” “Which has more—rainy or cloudy?” 🌈 Key Learning Activities 1. 🌡️ Temperature Detectives Concepts: Measurement, comparison Use a simple thermometer (or color scale) Students sort days into: Hot / Warm / Cold Math talk: “Which do we have more of?” “Is today warmer or colder than yesterday?” 2. 🌧️ Rain Gauge Investigation Concepts: Measurement + data Create a simple rain gauge (plastic cup + ruler marks) After rain: Measure water level Compare amounts across days Extension: Line up cups to compare visually (great for K) 3. ☁️ Cloud Sort & Count Concepts: Classification + counting Show pictures of clouds (or observe outside) Sort into categories: Fluffy / Thin / Dark Math connection: Count each group “Which type do we see most?” 4. 💨 Wind Explorers Concepts: Force + informal measurement Use ribbons or make windsocks Observe: Is wind strong or weak? Math tie-in: Create a 3-level scale: No wind / Little wind / Strong wind Graph results over days 5. 👕 Weather & Clothing Match Concepts: Problem-solving + classification Match outfits to weather types Sort clothing into categories Math language: Same/different More/less Categories 6. 📊 Class Weather Book (Culminating Project) Each student contributes a page: “Today the weather is ___.” Draw picture Add a number (e.g., “We had 5 sunny days this week”) 🧠 Vocabulary to Emphasize Weather Temperature Wind Rain Cloud Measure Graph More / Less / Same 🎯 Assessment Ideas Informal: Can students describe weather using words? Can they compare quantities (more/less)? Performance Task: Students explain: “What kind of weather do we have the most?” Use the class graph as evidence 🌟 Extension Ideas Compare your weather to another place (introduce maps lightly) Track weather over a month instead of a week Introduce patterns: “What usually comes after rain?” 💡 Why This Unit Works This approach: Builds scientific observation habits early Embeds authentic math (not worksheets) Leverages daily repetition for mastery Keeps learning hands-on and language-rich If you want, I can turn this into: A full lesson plan set (daily plans) A student packet + printables Or align it directly to Kentucky standards / NGSS-style performance expectations

Create a week long project on introducing fractions to fourth graders including real world examples of uses of fractions

counterculture, optical art

The final week and a half of class is designed to help you prepare and deliver your final project, the integrated unit.  We will be addressing the unit in a backwards design method, as such designing our assessments first.  This week we will be creating your assessment package for the unit.  As a reminder this unit must have a minimum of three lessons and can be either math or science based. A minimum of one of the lessons you chose must be taught as an integrated unit with the other content area that you did not choose for your unit.  Last week you investigated potential standards for integration. This week we will be moving towards identifying the standards you will cover in this unit and designing formative assessments for them as well as a summative assessment.  You can submit these three items as part of a word doc and I will provide feedback.  The complete unit will be done by the last day of class. When you have created the summative assessment above, start mapping out what lesson will cover which standard and start writing those lesson plans. Each lesson plan must address formative assessment for each daily standard and a rubric to indicate how you will judge mastery.  Integration Description: In this unit, students will be investigating weather patterns where they live(K-ESS2-1)! Students must use mathematics to collect, organize and interpret their observations. Students will observe the weather daily and categorize it based on (sunny, rainy, or cloudy, etc.) (KY.K.MD.3). Then at the end of the week students will directly compare the weather categories, by counting and comparing the totals to determine which category had more or less throughout the week (KY.K.MD.2).

Create a PBL For Photography II students who need to focus on portraits to create a mini magazine about different articles and portraits around the school students should include self portraits in there as well.