Living history museum focused on reformation and the renaissance

Students will observe and be hands on involved in the process of growing potatoes in the classroom. Within growing the vegetables, they will learn how potatoes go from “seed potatoes” or tubers to plants, then when they are ready to harvest, taking observation data throughout within their group growth journals. During the potato growing time, students will partake in small economic lessons about how local farms grow produce and the impacts that produce have on their lives as well as the lives of community members (suppliers and consumers and their roles as one or both). While the potatoes are growing, there will be a class job of “potato protector” that Is rotated throughout the class to ensure the potatoes have adequate growing conditions. This will mainly consist of students watering the potatoes and holding their classmates accountable for doing their protecting job. There will be a field trip to a local farm to learn the day-to-day process of being a farmer tied to the economics learning where students will take note of the process and describe what their farms would grow if they owned a farm and how that would affect their community. Students will do mini research projects about the different sources of food with teacher provided resources and present to their peers what their produce source process is. At the end of the unit, they will turn in their farming simulation, their group growth journals, and each student will receive a participation point for their role as potato protector. The final product of the lesson will be a potato party where students plan to use potatoes in a party and will showcase their potato recipe to the class while their classmates taste test their recipe. They will use their knowledge of homegrown food to plan a potato themed party for our taste testing time.

Students will investigate how biking affects our health. what happens to our heart and lungs when we bike? why is it important to excersice, and how can we create a bike bus to support our community health and encourage biking.

I want to align this project with reflective goals

Project Idea 1: The "Kitchen Scrap" Regeneration Project This is great if you have limited access to a traditional garden plot but can get some scraps from the dining facility. The Setup: Regrow vegetables from kitchen scraps (green onion bulbs, celery bases, carrot tops, or sweet potato slips). The Botany: This project focuses on asexual reproduction and meristematic tissue (the "stem cells" of plants that allow them to regrow). The Goal: Document which plants regenerate the fastest and what structures (roots vs. shoots) appear first. Project Essentials (The "How-To")To make this count for your 4th-quarter grade, you should maintain a Botanical Journal. Here is what to include:ComponentDescriptionWeekly LogA brief entry (2–3 times a week) noting any changes.Quantitative DataNumbers! Height in cm, number of leaves, or pH of the soil.Qualitative DataDescriptions of color, texture, or "health" of the plant. Scientific SketchingHand-drawn diagrams of your plants. Label the stomata, petiole, and xylem/phloem areas.

thermal energy engineering design process renewable energy solar ovens I have a science club that meet once a week for 2 hours and I would like to create a project of building solar ovens focusing on the topics above.

Who had more rights in the Greek empire?

I would like for my students to explore how Greek democracy influenced the development of American democracy.