Create a 9 week, 80 minute class twice per week with 50 minute class every other week, pbl gold standard, high school life science, marine science class based off of 2026 SeaPerch theme, Storm Response: Technology in Action for Recovery and Relief. Make it follow NGSS Life science expectations using ccc and sep as competencies Competency 2: Cause & Effect - Students will demonstrate the ability to investigate, explain, and evaluate potential causal relationships by using evidence to support claims and predictions about the mechanisms that drive those relationships. Competency 5: Energy and Matter - Students will demonstrate the ability to analyze evidence from a variety of sources (investigations, models) to predict, connect and/or evaluate the cycling of matter and flow of energy within and between systems in order to understand, describe, or predict possibilities and limitations of systems. Competency 6: Structure and Function - Students will demonstrate the ability to use evidence to support claims about the relationship among structure and function of natural and human designed objects. Competency 7: Stability and Change of Systems - Students will demonstrate the ability to investigate and analyze static and dynamic conditions of natural and human designed systems in order to explain and predict changes over time. Competency 8: Nature of Science - Student will demonstrate the ability to work collaboratively and individually to generate testable questions or define problems, plan and conduct investigations using a variety of research methods in a various settings, analyze and interpret data, reason with evidence to construct explanations in light of existing theory and previous research, and effectively communicate the research processes and conclusions.

Set up a pen pal exchange with a school in another country to enhance language skills and cultural understanding. Students will write letters and possibly engage in video calls.

Compare/contrast real-world issues in today’s world with the themes/issues in The Outsiders by S.E. Hinton;

Adults want to participate in revising the district strategic plan. The vision, mission, core values, and priority areas will remain the same. Now we need administrators and directors within the district to identify goals in each priority area, define processes that need to be put into place, evaluate current processes in place that help or hinder success of the goal, and metrics to measure the goal. We would like to start with a data dump where each school brings data supporting each priority area (student success, positive culture and environment, community and district alliance, intentional innovation, and talent management). Participants will complete a data talk analyzing the data around each priority area (define themes and connections) to help establish current reality, then participate in a protocol to define future goals in each priority area, and then gap fill to evaluate how this document needs to be edited. We could then engage in learning around each priority area and its goals. We would enter into learning with individual goals, school team or department team goals, and district (all leaders) goals. Throughout the project we would like to sprinkle in intentional use of Gallup Clifton Strengths to lean on and collaborate effectively.

Voting rights movement Build on collections at The Henry Ford

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