working on a preschool project where students with the support of parents and teachers will revamp a garden which is a part of the creative curriculum for the "Trees" unit. if there is a way to also support reduce reuse recycle study from the creative curriculum

AI + Humanity: What Future Are We Building? Big Idea AI is rapidly changing how people learn, work, connect, make decisions, and use resources. At the same time, the physical infrastructure behind AI requires energy, water, materials, and space. The Rithm Project’s recent work argues that some of the most important questions about AI and young people are not only technological, but also about identity, relationships, learning, trust, and opportunity. Possible Driving Question How should we shape AI so that it strengthens people and communities without creating unacceptable human or environmental costs? Two Connected Lenses STEM: What does our AI future require from the physical and natural world? Possible areas: Energy and resource use Data centers Water/cooling Environmental impact Chemical reactions/energy transformations Cellular energy and living systems Mathematical modeling and data analysis Humanities: What does our AI future require from us as humans and communities? Possible areas: Identity and agency Human connection Learning and critical thinking Trust and misinformation Equity and access Historical technological turning points Regulation, economics, and public policy Rhetoric around AI: promise vs. fear The Rithm Project organizes its current AI/youth research around five areas: human-to-self, human-to-human, human-to-synthetic, human-to-knowledge, and human-to-institutions. What Students Might Actually Do Students could: Investigate a real AI-related question they care about Analyze data and competing claims Conduct experiments or build/test prototypes Collect student/community perspectives Examine historical parallels Evaluate economic, environmental, and social tradeoffs Develop and revise an evidence-based recommendation or solution Wednesdays Rather than recreating four separate classes, Wednesdays could become Project Studio / Lab Days. Students might rotate or move between: Research · Data · Science Lab · Design/Build · Humanities · Critique/Revision The Real World Learning Lab could support prototyping, experimentation, fabrication, and project development. Possible Authentic Product Students develop a Youth AI Futures Proposal answering: What should schools, communities, technology companies, or policymakers do to create a healthier and more responsible AI future? Possible formats could include: policy proposal prototype youth-facing tool or resource public campaign research brief interactive exhibit design recommendation The final audience could potentially include The Rithm Project, Da Vinci leaders, community members, educators, technologists, and families. Why This Could Be Authentic The Rithm Project specifically argues that young people are too often treated as subjects of AI research rather than collaborators, and that youth should help shape the questions being asked about their own lives. That means our students would not simply be “learning about AI.” They could contribute their perspectives to questions that researchers and educators are actively trying to understand.

Students will integrate understanding from their study of 13th and 14th century trade routes and their study of one-variable statistics to construct a data-driven argument about the positive and negative consequences of globalization. They will choose to explore the driving question through the lens of economic structures. How does the US Government use economic sanctions to exert influence in world affairs? What recommendations can we make to our government on the use of economic sanctions, drawing on our knowledge of history and statistics? Products: Data-Driven Policy Brief or Public Service Campaign A physical model of an economic system

K-2 Students will investigate playgrounds, especially push pull forces as well as inclusivity on playgrounds

ganesh chathurthi project

eastern geography for 6th grade

### Project Title **What Does It Really Mean to Be an American?** ### Project Overview Third grade students will collaboratively write and perform an original historical play that explores the question: **“What does it really mean to be an American?”** Students will travel back in time through a fictional time-travel story to visit the Tongva people on the land where we live today. Through the perspective of their characters, students will learn about Tongva culture, traditions, relationship to the land, and way of life before colonization. They will then encounter the arrival of colonizers and explore how colonization changed the lives of Indigenous people through the taking of land, displacement, and disruption of communities. As students move through different moments in history, they will investigate who has been considered “American,” who has been excluded from that definition, and how ideas about American identity have changed over time. Students will connect historical events to the present and consider what being an American means today. ### Driving Question **What does it really mean to be an American throughout history?** ### Final Product Students and teacher will **co-write an original play** that tells the story of a group of students who travel back in time and meet the Tongva people. The play will incorporate students' historical research, dialogue, narration, characters, scenes, and reflections. The play will be performed for families/community members as the culminating exhibition. Students will also create individual portfolios documenting their research, writing, artistic choices, and reflections throughout the project. ### Learning Journey Students will: 1. Build background knowledge about the Tongva people and their relationship with the land. 2. Explore what life was like for the Tongva before colonization. 3. Learn about colonization and how it affected Indigenous communities. 4. Examine how land, power, identity, and belonging are connected. 5. Investigate the question of who has historically been considered an American. 6. Compare historical ideas of “American” identity with how we understand the term today. 7. Use research and classroom discussions to develop characters, conflicts, scenes, and dialogue. 8. Collaboratively draft, revise, and edit a class play. 9. Rehearse and use theater techniques to communicate historical ideas to an audience. 10. Reflect on how their understanding of the essential question changed throughout the project. ### Cross-Curricular Connections **History/Social Studies:** Indigenous peoples, Tongva history, colonization, land, identity, continuity and change **ELA:** Informational research, narrative writing, dialogue, vocabulary, speaking/listening, revision and editing **Theater/Arts:** Character development, script writing, staging, acting, movement, voice, collaboration, and performance **Social-Emotional Learning:** Perspective-taking, empathy, collaboration, respectful discussion of difficult historical topics, and understanding multiple perspectives ### Student Agency Students will have meaningful choices in the creation of the play. They may help determine characters, scenes, dialogue, questions the time travelers ask, staging choices, and how the play communicates the project's central message. Students will work collaboratively while also contributing individual writing and reflection to their portfolios. ### Authentic Audience The final play will be performed for families and the school community. Students will understand that their research and writing have a purpose beyond com for THIS lesson, i want a start on improv and what it is and how to do it and connect it to this topic to prepare them to start writing

Geology