Students work as junior zoologists to design their own animal that could realistically live in a specific habitat. They must use everything they learned in the unit about animal groups, nonfiction research, life cycles, defense mechanisms, adaptations, and habitat needs. [Animal Res...n Outline | Word] This project naturally reinforces: RI.3.1 (ask/answer questions with evidence) RI.3.2 (determine main idea/key details) RI.3.7 (use images + words) RI.3.9 (compare/contrast & synthesis)

Continents of the world

Continents of the world

Students create laser cut portraits.

Students explore what it would be like if they lived or were raised in another culture. Write a description of what a day in their life might be like if they were from Canada. Central America, Europe, or Latin America. Use the following content standards: HS.G.HI.1 Analyze how the forces of cooperation and conflict within and among people, nations and empires influence the division and control of Earth’s surface and resources. HS.G.HI.2 Analyze how cultural and economic decisions influence the characteristics of various places. HS.G.HI.3 Explain how people create natural and cultural regions to interpret Earth’s complexity and the following lesson objectives: Examine significant events and developments in Latin America's history Discover shared and diverse qualities of cultures in Latin America Analyze the impact of European colonialism on Latin American ethnicity and religion Analyze the old world influences of Europe on modern identities in the US and Canada. Examine American culture and identify regional cultural differences. Explore Canadian culture and identify European and Aboriginal influences. Compare and contrast the major physical characteristics, climate regions, and ecosystems of Europe Identify natural events and disasters in Europe and explain how they affect and change the environment Analyze the effects of industrialization in Europe and the environmental challenges it has created

Create a school newspaper, where students can learn about journalism, writing, editing, and layout design. They will publish articles on school events and topics of interest.

I want to create a project based on the show mythbusters. I like when they create systems to collect data and measure their experiment using typical shop equipment. This will be a 9th grade physical science and basic math with some algebra 1.

Students will investigate the process of cultural competence and contrast it with the concept of ethnocentrism. They will discuss how cultural competence can facilitate reaching unity in diversity. This will equip them with tools necessary for the respectful exploration of multiple cultures. Students will engage in activities that provide them with an understanding of explicit and implicit bias. They will apply these concepts to the analysis of how bias has manifested itself in the treatment of Native Americans, historically and currently. Students will be introduced to the concepts of indignity and settler colonialism. They will connect the concept of bias to the historical experiences of Native Americans, and to their contemporary “invisibility” in K-12 education and mainstream culture. This analysis provides a rationale for the examination Native American history and culture. Students will be provided with an overview of pre-contact Native Americans. Students will participate in an in-depth examination of the devastating effects that settler colonialism had on post-contact Native Americans, particularly that of federal policies. Students will also be introduced to the concepts of self-determination, self-governance, and cultural preservation as a precursor to the consideration of the importance of narratives in the next section.