Recent Designs

How has history shaped architecture and what historical and current events related to engineering design had effects on society.

Understand the ways in which sociocultural conditions and issues influence architectural design.

I want to design a project about the rocky shore that incorporates NGSS standards. It will blend math, science, and literacy, with students working together in groups to explore key concepts. My students love Pokemon this year. We want to visit the Birch Aquarium.

How have trade professions shaped the development of Idaho Falls, and how can I use my trade to solve a current community problem from a scientific lens? I want students to use the trades they are in to identify a problem and solve it while looking at different environmental impacts. They should have 4 levels of progression to mastery with assessments and practice opportunities for each - define, do, explain, apply. Students should have a final project under the apply step to showcase their solution that ties in the science with their solution and include english and government aspects; students will be going on 3 field trips to different parks in the commuinity to see problems as well as have a pitch with cost analysis, materials needed, and other aspects to give their trade teacher a pitch of what the soluiton is for them to possible complete the project within the school year. The trades available are medical arts, culinary, buisness & marketing, welding, construction, and public saftey.

You’ve been asked to design a learning experience for students at MES that they’ll remember for the rest of their lives. It must connect to a real-world purpose, reflect what you care deeply about, and address something your students care about or need right now.

I want students to write and present poems that address social injustices that exist around the world. I want the poems to include elements of ethos, pathos and logos in their poems and i want the poem to follow structures that were created in a variety of ancient and medieval civilizations.

Lesson 1: Citizenship Brainstorm Students are introduced to Civic Action Project (CAP) and create a profile of citizenship that reflects the knowledge, skills, attitudes, and actions that they believe are important for effective citizenship in their communities. Lesson 2: What’s Your Issue? Students choose their CAP issue, form civic action groups, and complete the CAP Proposal Planner. Lesson 3: Exploring Causes & Effects Narrowing the focus of their CAP project will help students choose and complete effective civic actions. Students will meet in their CAP groups to identify specific causes or effects of their CAP issues and complete the Thinking It Through Planner (I). Lesson 4: Public Policy and Your Issue Students work in small groups to learn what public policy is and how it relates to their civic action projects before completing of Thinking It Through (II). Lesson 5: Evaluating Public Policy Students are introduced to policy analysis by examining policy goals, pros, and cons, and people involved in real-world case studies. Lesson 6: Taking Civic Action Students brainstorm civic actions before learning about the Montgomery Bus Boycott as a case study on building a constituency. At the end of the lesson, CAP group will record their next steps by completing a Civic Action Planner. Lesson 7: Reflect & Report Students complete the Reflect & Report Planner to share what they learned about the importance of civic engagement and to explore options for sharing what they’ve learned with a larger audience. Supplemental Lessons These supplemental lessons provide additional skill-building and U.S. government content as students continue their projects. newCivic Action Survey provides students with an opportunity to discuss and examine the importance of surveys to measure public opinion about their CAP problem or issue. First, students will form pairs to take turns conducting and responding to a sample survey. Next students will learn about the types of questions that should be included in a survey. Finally students will convene in their civic action groups to brainstorm three different types of questions as the basis for their own civic action survey. Persuading introduces students to the art of persuasion. First, they read about and discuss the three types of persuasion: logos, ethos, and pathos. Then students prepare two-minute persuasive talks on why the issue that they have chosen to address in CAP is important. Finally, in pairs, students present and critique one another’s talks. Building Constituencies introduces students to the importance of gaining support to impact public policies. First, students complete a brief reading about the Montgomery Bus Boycott. Next, they examine documents created during the boycott and identify the civic actions taken to help build constituencies. Finally, in small groups, students brainstorm how they can get support for their CAP issue. Persuading Policymakers informs students that legislative and executive bodies often hold public hearing and how students can make effective presentations at these hearings. First, students read about public hearings and techniques for making presentations at these hearings. Then students role play a city council and people appearing before it attempting to persuade policymakers on hypothetical issues.

Mosaic project where students are creating geometric abstract mosaics out of tiles and finding the area of each tile in the process