Make a Geometry project on area and perimeter. Complete a task each week that build toward the final task. Have a physical outcome.

I want to design a project about marketing for high school, IB diploma. Service learning

lets build an innovative project centered around change making and community based advocacy-- specifically as it relates to economic mobility of low income populations. this microschool experience for the full year will immerse in learning about current change making organizations. students will learn about each issue. and work with community organizations on high priority project work related to an issue. they will then work together as a team to build a new innovation that fills a systemic gap. and get this off the ground, securing funding, a website, signed partners and strategic plan.

Read aloud “Oh, the Places You’ll Go!” To students and have them follow short travel clues around the room to the giant wall map, where they help place the Home Base star on Kentucky and use yarn to trace a first possible journey line. The class co-generates wonder questions about how maps help travelers know where to go, then records 2-3 class investigation questions on chart paper for later narrowing. Students finish by adding the first passport entry: one sentence and one sketch showing Kentucky as Home Base and how the map helped them notice where they are starting. Students will finish completing their passports at home with family support to share the next day (Birthday, Birthplace, etc.)

We are building a microschool with a project sourced in computer science. the idea will need to meet with common core standards in delaware for this career pathway. it will also involve hands on project - that results in creation of some kind of application that responds to the needs of the community

I have outlined the daily skeleton for Unit 1: The Passport Office (Intro to Geography), following the 2026-2027 Montgomery County Schools Calendar. This plan covers the first four weeks of instruction, starting on August 13, 2026. The unit focuses on Standard 3.G.GR.1: explaining how physical and cultural characteristics of world regions affect people using maps and geographic representations . I have also initiated a downloadable calendar report for you in the Studio tab, which you can export to Word for your records. Unit 1: The Passport Office Skeleton Plan Week 1: Launching the Journey Thursday, Aug 13: The Great Seussian Send-Off. Read Oh, the Places You’ll Go! to frame the year of global travel . Introduce the "Kentucky Globetrotters" game and the Giant Wall Map (framed with red and white striped borders) . Activity: Place the large colorful Star on Kentucky as "Home Base" and have students locate their seat relative to the map . Friday, Aug 14: Where in the World are We? Differentiate between absolute and relative location (Standard 3.G.GR.1) . Activity: Use Seussian vocabulary (above, below, next to) to describe Kentucky’s location relative to the five continents we will visit . Week 2: The Cartographer’s Tools Monday, Aug 17: Map Properties - Titles and Symbols. Learning that maps represent real places through simplified symbols (like triangles for mountains) . Tuesday, Aug 18: The Compass Rose. Introducing cardinal directions (North, South, East, West) to navigate our giant map . Wednesday, Aug 19: Finding the "In-Betweens." Practice with intermediate directions (NE, SE, NW, SW) . Thursday, Aug 20: Unlocking the Legend. How to use a map key/legend to find physical and cultural features . Friday, Aug 21: Thinking in Scale. Differentiating between small-scale maps (the classroom) and large-scale maps (the whole world) . Week 3: The Global Grid Monday, Aug 24: Hemisphere Hop. Dividing the world into Northern, Southern, Eastern, and Western halves. Tuesday, Aug 25: The Five Continents. Identifying the core regions of study: Africa, the Americas, Asia, Europe, and Oceania . Wednesday, Aug 26: The Great Oceans. Identifying and labeling the world's major bodies of water on the Globetrotter map. Thursday, Aug 27: Principal Parallels. Introduction to the Equator and Prime Meridian as the world’s "starting lines" . Friday, Aug 28: Mapping Landmarks. Identifying significant global traditions or physical landmarks using map coordinates . Week 4: Geography in Action Monday, Aug 31: Physical vs. Cultural Characteristics. Comparing the natural landforms (mountains/plains) to man-made cultural features (cities/buildings) of world regions . Tuesday, Sept 1: The Geographer’s Toolkit. Exploring geographic representations beyond paper maps, including photos, satellite images, and GPS . Wednesday, Sept 2: Human-Environment Interaction Intro. Exploring how the "places" we go change how the "people" there live . Thursday, Sept 3: Globetrotter Review Game. A classroom-wide game using the wall map to test map skills learned over the last four weeks. Friday, Sept 4: Unit Assessment & Passport Finalization. Students complete their Unit 1 "Passport" check-in and prepare to "depart" Kentucky for Unit 2 (The Americas). -------------------------------------------------------------------------------- Teacher "Globetrotter" Setup Checklist Home Base: Large colorful Star on Kentucky . The Border: Red and white striped Seussian border around the wall map. Student Passports: Small booklets where students will earn "stamps" (stickers) for each continent/standard mastered. Yarn Paths: Keep a spool of yarn ready to draw lines from Kentucky to new locations as the game progresses .

students will write a story that includes sound effects and follow with making the actual sound effect while the story is being read.

topics to cover: light and sound