Grade 2 "Building the Green City of Tomorrow" Each week, students focus on one element of a future city, leading to a final collaborative model. Week 1: Foundations & Design Thinking Focus: Introduction to engineering and the design process. Activity: Spaghetti Tower Challenge. Students work in teams to build the tallest tower using only dry spaghetti and marshmallows to learn about structural stability and geometric shapes like triangles. Art: Sketch initial blueprints for their "Green City". Week 2: Sustainable Energy (Powering the City) Focus: Renewable energy and simple circuits. Activity: Solar Ovens or Circuit Bugs. Students build simple solar ovens to melt s'mores, learning about heat energy, or create "Circuit Bugs" using LED lights and batteries to understand how power flows. Week 3: Transportation & Motion (Moving the City) Focus: Physics, force, and motion. Activity: Balloon-Powered Cars. Students use recycled materials (cardboard, bottle caps, straws) to engineer a vehicle powered by air, exploring thrust and friction. Math: Measure the distance each car travels and graph the results. Week 4: Bridges & Waterways (Connecting the City) Focus: Structural engineering and buoyancy. Activity: Popsicle Stick Bridge Challenge. Students design bridges that can span a gap and support weight. Alternatively, build Recycled Rafts to test buoyancy by seeing how many pennies they can hold. Week 5: Urban Nature & Life Cycles (Greening the City) Focus: Biology and environmental science. Activity: DIY Bird Feeders or Seed Bombs. Students build bird feeders from LEGOs or milk cartons and create seed paper to "green" their model city. Art: Create "Sun Art" (cyanotype prints) using nature found outdoors. Week 6: Culminating Build & Showcase Focus: Integration and presentation. Activity: Final City Construction. Students assemble all their previous projects into one large collaborative city model on a giant cardboard base. Showcase: Host a "City Tour" for parents or other camp groups, where students explain the STEAM principles behind their specific build.

4th grade Journey Driving Question: How can you tell the story of your fourth grade journey?

writing a reflective year essay in ela

Students will create a piece of a medieval manor to serve as part of a whole manor being created by the class. Students will build these models in math. In my class, students will chart out and show the significance and connection of their buildings to society and the manor as a whole and how each individual part sontributes to the overall function of the manor, they iwll research sntadnard dimensions and mateirals used to build these stuctures in feet to be used late in math when building scale models of these strucutres. students will have to provide a visual aid interactive museum information card to explain their contribution to the class model of the medeival manor.

Food chains, food web, engineering Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Create a creature, based on a mix of three current animals, and the environment they live, while being able to identify the structures and functions. Included in this is behavioral traits, and adaptations.

NGSS.5. ESS2.A: Earth Materials and Systems Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the land NGSS.5. ESS3.C: Human Impacts on Earth Systems Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1) RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.5.6 Describe how a narrator’s or speaker’s point of view and perspective influence how events are described. RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. Students will read Hoot by Carl Haissan and then examine how they can make enviornmental impacts that are meaningful. They will then build solar ovens and learn how to use them.

Like the previous project I designed about embroidery, but make it so that the students will create a painting using watercolor and a canvas. The idea is to incorporate what they learned in Esperanza book, by Carol Gaab. About identity, immigration, how we all have our story and how we connect with our family. This is for Spanish subject. This is a 10th grade Spanish class with language learners and heritage speakers (different levels of proficiency). We learned the past tense and imperfect tense so they are able to tell a story in the past tense in Spanish. They create interview questions for one family member to know their story of how they got to the United States, then they incorporate their own thoughts and their own identity. They have to create a unique canva/painting that illustrates what their family member expressed as well as their own identity/history. They have to present their canva in Spanish using the past tense. We are working in collaboration with History class in which students are also exploring immigration topic.