Recent Designs

Create a board game based on a unit on the Tijuana - San Diego Region, including recent events, geography, and basic economic ideas.

Topic Preview Sheet For this project, you will research a mental health topic and create a 10–12 slide presentation that connects your topic to brain and nervous system structure and function. Your presentation must: Use credible scientific and journalistic sources Explain brain regions or neural systems involved Analyze evidence and different perspectives Present an evidence-based conclusion Choose ONE of the following options/questions. Question 1- Should we consider racism a mental illness? Investigate whether racism could be considered a psychological disorder or whether it is better understood as a social belief influenced by psychological and neurological processes. Possible areas to explore: How psychologists define mental illness Brain regions involved in fear, bias, and threat detection Research on implicit bias Mental health impacts of experiencing racism Your task: Evaluate the evidence and defend your position. Question 2- Are relationships with AI damaging mental health? Some people form emotional relationships with AI companions or chatbots. Possible areas to explore: Why humans form social and emotional bonds Brain systems involved in attachment and reward Research on loneliness and parasocial relationships Potential psychological benefits and risks Your task: Analyze research and determine whether AI relationships are helpful or harmful to mental health. Option 2: Become an Expert on a Mental Disorder Choose a recognized mental disorder and become the class expert. Examples include: Obsessive-Compulsive Disorder Post-Traumatic Stress Disorder Major Depressive Disorder Schizophrenia Your presentation should explain: Symptoms and diagnosis Brain regions or neural systems involved Causes and risk factors Treatments or therapies Misconceptions and stigma Your task: Help your classmates understand the disorder and raise awareness. Choosing Your Topic Ask yourself: Am I interested in this topic? Can I find scientific research about it? Can I connect it to brain structure or neural processes? Can I form my own evidence-based conclusion? Project Topic Approval Form Student Name: ___________________________ Class block: ___________ Selected Topic Type ☐ Big Question: ☐ Mental Disorder Expert Proposed Project Question / Topic (Write your specific focus or question you want to answer): Brain / Nervous System Connections List at least two brain structures or neural systems that may relate to your topic. Possible Sources List one scientific source and one journalistic source you may use. Scientific source: Journalistic source: Why did you choose this topic? (2–3 sentences)

Project Title: Walk Back the Cat Students research a major historical event. Ask a "walk back" question and research answer. Repeat process. Create a link chart as a class mural.

Designing Unique shaped structures using revit

Seven graders are learning Chinese as a second language and intermediate level。the learning topic is about buying Glossary in vast market。they need to know the vocabulary of the different vegetable。Limit and also need to name。的common。Dishes the Chinese family will make。David able to carry a conversation and。The Chinese culture about budget that means。Get the lower price。嗯，market。The world is talk about how？Dirty talk about what kind of study，when to or how do they get the vegetable？On market or is there using the？外卖for all淘宝for getting the daily food。Compact different way to buy in vegetable in a web market or using the phone。嗯，ordering online。

students create nightlamps for first grade buddies, learn tinkercad and laser cutting, address home insecurity

you are a curriculum planner and need to create a new 7, 45 minute course for 8th grade students to showcase something they are passionate about. they can work on their passion during the class, but also will need to create a way to display their passion

Create a community garden to learn about plant life cycles and sustainable practices, integrating environmental science and social studies. Students will be responsible for planting, maintaining, and harvesting.