Using classification skills along with the scientific method will give students growth experiences. The conversations around the driving question will be important. Especially, the feedback stage at the end of the project.

This will be a very interesting learning experience for the students. I'd like to know more about the driving question? Love the Humane Society connection.

I want to take this class. Food is a great motivator. Might the students produce the desert at home, take a picture, and do a descriptive writing about the desert to include? Would like to see how the Driving Question supports the experience. Interesting idea.

Intense and relevant. Love the driving question. It suits the project focus well.

The 2-part driving question should elicit a lot of thinking and diverse perspective. However you capture their thinking, the results will be valuable to study.

Interesting study, especially with the global food shortages. I wonder how students might share their results to schools in local with this important need?

I've always been intrigued by the "What if" genre. There are many historical books that use that premise. Even Marvel Comics has a whole series on that. Depending on the activities, students could study the impact of people in their lives and how they make a difference. This project has so much potential.

The driving question is packed full of useful information. Much of it should be in the Entry Document. Perhaps shorten the question to its essence?

"How can you get the most “bang for your buck”?"

The rest is important for the Entry Document to set up context. Love the community connection.

Driving Question: How is information used to influence our thinking?

Project Idea: Students will view a mock crime scene I've created in the classroom (based on the "Felix Mystery" from GEMS' Mystery Festival). They will be asked use scientific processes to collect and analyze the evidence and, based on that evidence, create a theory of what happened to Felix. They will interact with local police officials to understand how crime scene evidence is evaluated and why some crimes are solved while others remain a mystery.

Grade Level/Subject Area: 7th Grade Science (possibly Language Arts also)

Content Standards:
S.IA.07.12 Evaluate data, claims, and personal knowledge through collaborative science discourse.
S.IA.17.13 Communicate and defend findings of observations and investigations*.
S.IA.07.15 Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data*.

*Both included because they are very similar in nature.

Name of Project:
Weather and You Duration: 1-2 months
Subject/Course:
Science Grade Level: K-1

Other subject areas to be included, if any:
Language Arts (Reading, Writing, Speaking, Listening, Viewing, Graphically Representing)

Project Idea
Weather affects us every day and many decisions in our lives. Students will investigate daily weather and severe weather. They will use weather tools to collect data. They will create a weather center in the classroom and weather reporting system for the rest of the school.

Driving Questions
How does information about the weather affect my daily life and my survival? (teacher version)
How does knowing about the weather help me live. (student version)

Content and Skills Standards to be addressed:
E.ES.01.21 Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm).
E.ES.01.22 Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind.
E.ES.01.23 Describe severe weather events.
E.ES.01.24 Describe precautions that should be taken for human safety during severe weather conditions (thunderstorms, lightning, tornadoes, high winds, blizzards, hurricanes).
E.ES.01.31 Identify the tools that might be used to measure temperature, precipitation, cloud cover and wind.
E.ES.01.32 Observe and collect data of weather conditions over a period of time.

Project: Home, Sweet Home!
Grade - 6th grade

Driving Question: You are given an opportunity to move anywhere in the United States. You want to move your family to a location that is the safest from Natural disasters/phenomenon. Where would you live??

SCIENCE GLCES:
E.SE.M.5 Plate Tectonics – The lithospheric plates of the Earth constantly move, resulting in major geological events, such as earthquakes, volcanic eruptions, and mountain building.

E.SE.06.51 Explain plate tectonic movement and that the lithospheric plates move centimeters each year.

E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions.

E.SE.06.53 Describe layers of the Earth as lithosphere (crust and upper mantle) convecting mantle, and a dense metallic core.

I have reconsidered my project and will go in another direction.
Name of Project: Simple machines Duration: ? no sure yet
Subject/course: Science 3rd grade
Other subject areas to be included, if any: computer and public speaking

Project idea
Students will identify and bring in or draw a picture of a simple machine that is used in their home and explain or demonstrate how it does work.

Driving question: What simple machine do you use at home and how does it complete work?

Content and Skill Standards to be addressed:
P.FM.03.35 Describe how a push of a pull is force.
P.FM.03.37 Demonstrate how the change in motion of an object is related to the strength of the force acting upon the object and to the mass of the object.
P.FM.03.38 Demonstrate when an object does not move in response to a force, it is because another force is acting on it.

Name of Project: From a Kids Point of View
Duration: 2 Weeks
Subject: SS, LA Grade Level:4

Project Idea

Students in fourth grade usually believe that you have to be a "grown up" to make a difference in current issues going on in their world. The idea of this project will be to help guide students to discover a variety of current public issues and help them realize that their opinions can make a difference if conveyed appropriately.
Driving Questions Does a fourth grader's opinion count or matter?
Content and Skills Standards to be addressed:
Social Studies
P3.3 Persuasive Communication About a Public Issue

Communicate a reasoned position on a public issue.

4 – P3.3.1 Compose a brief essay expressing a position on a public policy issue in the United States and justify the position with a reasoned argument.

P4.2 Citizen Involvement

Act constructively to further the public good.

4 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform

others about a public issue.

4 – P4.2.2 Participate in projects to help or inform others.

Language Arts; Writing

W.GN.04.03 write an informational comparative piece that demonstrates understanding of central and supporting ideas using an effective organizational pattern (e.g., compare/contrast) and informational text features.

Project Idea:

Students will be building solar ovens to test the power of the sun to convert radiant energy into heat energy. Students will test out various hypotheses to see what "works" and what doesn't for solar collectors. Students will then analyze the potential and the challenges for using solar energy as an alternative energy source in the state of Michigan. After research and collaboration with experts in the field, students will present their findings at a "solar fair" open to other students, parents, and community members.

Project Overview Part 1: Define


Teacher(s) Name(s): Mary Jo Eid
Name of Project: Multi-Media Projects to Help Young Readers Duration: At least three weeks; possibly four weeks.
Subject/Course: Technology Grade Level: Grade 8
Other subject areas to be included, if any:
ELA

Project Idea

Summary of the issue, challenge, investigation, scenario, or problem:
Eighth grade students will create multi-media to help first grade students to become better readers.
Driving Questions How can we use multi-media to help first graders become better readers?
Content and Skills Standards to be addressed: For the first graders, the standard is W.WS.01.05.R.WS.01.09

For the 8th graders the standards will be from the METS under Technology Productivity Tools #1-5

By the end of Grade 8 each student will:

1. apply common software features (e.g., thesaurus, formulas, charts, graphics, sounds) to enhance communication and

to support creativity

2. use a variety of technology resources, including the internet, to increase learning and productivity

3. explore basic applications that promote creativity (e.g., graphics, presentation, photo-editing, programming, video-editing)

4. use available utilities for editing pictures, images, or charts

5. use collaborative tools to design, develop, and enhance materials, publications, or presentations



and under Technology Communications Tools, #2



By the end of Grade 8 each student will

2. create a project (e.g., presentation, web page, newsletter, information brochure) using a variety of media and formats

(e.g., graphs, charts, audio, graphics, video) to present content information to an audience

Project Idea: Eighth grade students will create multi-media to help first grade students to become better readers.


Content Skills: For the first graders, the standard is W.WS.01.05.R.WS.01.09
For the 8th graders the standards will be from the METS under Technology Productivity Tools #1-5
By the end of Grade 8 each student will:
1. apply common software features (e.g., thesaurus, formulas, charts, graphics, sounds) to enhance communication and
to support creativity
2. use a variety of technology resources, including the internet, to increase learning and productivity
3. explore basic applications that promote creativity (e.g., graphics, presentation, photo-editing, programming, video-editing)
4. use available utilities for editing pictures, images, or charts
5. use collaborative tools to design, develop, and enhance materials, publications, or presentations

and under Technology Communications Tools, #2


By the end of Grade 8 each student will
2. create a project (e.g., presentation, web page, newsletter, information brochure) using a variety of media and formats
(e.g., graphs, charts, audio, graphics, video) to present content information to an audience

Name of Project: Patriotic Music Project Duration: 8 weeks (47 mins. per week)
Subject/Course: ELementary Vocal Music Grade Level: 5th grade

Other subject areas to be included, if any:
music, social studies

Project Idea
Students will brainstorm the common threads between a variety of patriotic music. (docmenting historical facts, strengthening your commitment & connection with our country, providing support for men/women in service, giving comfort to those families/friends who have/are committed to protect to our country) Students will discuss musical elements that cause music to evoke more or less of an emotional response. (tempo, instrumentation, form) Keeping these elements in mind, students will create a viedo presentation to enhance one of the Patriotic songs they will learn.
Driving Questions
How can music make me feel more connected to my country?
Why is it important to know and perform patriotic music?
What can you learn from patriotic music?
How can express your feelings through this style of music?
Where do you typically perform patriotic music?

Content and Skills Standards to be addressed:
UCS Standard 1: The learner will sing a variety of songs and chants, both independently and with others.
UCS Standard 8: The learner will participate in activities that include diverse styles of music.

Culminating Products and Performances
Group: Students will create a Podcast or music video enhancing a patriotic song we have studied in class. These presentations can be showcased during our Veteran's Day Concert.

Individual: Students will interview various people to learn how music makes an impact in their daily lives. They will also make contact with at least one serviceman/woman to see what type of impact patriotic music in particular makes to them.

Name of project: Michigan Explorers
Subject: Social Studies 3rd Grade
Duration 2 weeks
Other subjects: Tehonology/language arts
Project Idea: Students will learn about the European explorers that came to Michigan and how they affected the history and the people of our state. Students will investigate why they came here and what their purpose was. They will learn about their contributions' good and bad in helping shape the history of Michigan. Sutdents will create a museum box using an online application to display the information they lear about their explorer and artifacts they will discover to help them understand the history.
Driving Question: How did European explorers affect the history of Michigan?

Content/Standards: 3-H3.0.1 Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? How was invloved? How and why did it happen?) 3-H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan. 3-G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors). (H)

Name of Project: Masters of Disasters Duration: 6 weeks (1 contact hour per week)
Subject/Course: Social Studies Grade Level: 6th
Other subject areas to be included, if any: Reading, Writing

Project Idea
Summary of the issue, challenge, investigation, scenario, or problem:
Students will investigate the significance of natural disasters on the effect on physical environment and human activities and develop a plan of action for preparedness as well as selecting a “cause” (a community recently suffering from that disaster type who has needs that can be addressed by students).


Driving Question How can we protect ourselves and others from natural disasters?

Content and Skills Standards to be addressed: Social Studies
6 – G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)Natural Disasters – Investigate the significance of natural disasters and describe the effects on human and physical systems, and the economy, and the responsibilities of government.

6– G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia).

ELA

S.DS.06.04 plan a focused and coherent informational presentation using an informational
organizational pattern (e.g., problem/solution, sequence); select a focus question to address
and organize the message to ensure that it matches the intent and the audience to which it
will be delivered.

Name of Project: Read All About It


Subject/Course: ELA
Other Subjects: Technology/Communication
Grades: 4, 5, 6

Project Idea:
With the infusion of television, movies, and various technologies, many children have a lack of interest in reading. In order to create enthusiasm and excitement about books, students will read excerpts from 8-10 books of various genres. After reading these books, students will form an opinion as to whether or not they want to continue reading the book. Students must give specific reasons/examples to support their decision.

Driving Questions How do author’s capture your attention and create interest in their books?

Content and Skills Standards to be addressed:

R.AT.06.01 be enthusiastic about reading and do substantial reading and writing on their own.

R.NT.06.04 analyze how authors use literary devices including dialogue, imagery, mood, and understatement to develop the plot, characters, point of view, and theme.

Technology Communication Tools: create a project (e.g. presentation, newsletter, web page, information brochure) using a variety of media and formats (e.g. graphs, charts, audio, graphics, video) to present content information to an audience

Project: WSE 7th grade social studies project
Subject: World Studies East 7th grade
Question: How similar and different are we from people in Africa?
Standards: 7 – G1.2.6
Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic
information, organizing geographic information, analyzing geographic information, and answering
geographic questions) to analyze a problem or issue of importance to a region of the Eastern
Hemisphere.


7 – G2.2.1
Describe the human characteristics of the region under study (including languages, religion,
economic system, governmental system, cultural traditions).

7 – G2.2.3 Analyze how culture and experience influence people’s perception of places and regions (e.g., that
beaches are places where tourists travel, cities have historic buildings, northern places are cold,
equatorial places are very warm).

Project:Creature Features
Subject:Science/Writing
Project idea:Students will choose an animal located in a specific region of the United States. They will then research their animal and the region it is located in. Students will aquire 6 total images of their animal and region. These images and information gathered will be used to create a narrated story using Photostory 3.
Question:How do animals survive?
Standards:S.IA.04.14 Develop research strategies and skills for information gathering

and problem solving.

L.EV.04.21 Identify individual differences (color, leg length, size, wing size, ;eaf shape) in organisms of the same kind. *



L.EV.04.22 Identify how variations in physical characteristics ofindividual organisms give them an advantage forsurvival and reproduction.

4 – G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?).



4 – G2.0.1 Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions).



4 – G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States.



W.GN.04.04 Use the writing process to produce and present a research project using a teacher-approved topic; find and narrow research questions; use a variety of resources;take notes; and organize relevant information to draw conclusions.

Project Idea :
The students will study the community where our school is located in Michigan. The students will go on a field trip/scavenger hunt in downtown Rockford, MI and take pictures of landmarks that tell the story of how Rockford began as a settlement as well as learn what makes Rockford the community it is today. They will then collaborate in groups to tell a digital story for the purpose of informing others about our community.
Subjects: Social Studies and Technology
Content Standards: • GLEC_Social Studies: History 3_H3.0.1 – Identify questions historians ask in examining the past in Michigan (What happened? When did it happen? Who was involved? How and why did it happen?
• GLEC_ Social Studies: Citizen Involvement_3 – P4.2.2 – Participate in projects to help or inform others

Name of project: Communities in Second Grade
Subject: Social Studies/Communities, Writing
Duration: 3 weeks
Project Idea: Student will research local communities of Shelby Twp (school) and Macomb Twp (homes) and they will compare and contrast the two communities especially focusing on the Municipal areas (fire, police, schools, etc)
Students will design and construct a 3D map using Tom Snyder’s neighborhood Map Machine, of their subdivisions, Macomb Twp and its relationship to Shelby Twp and their school.
Content & Skills Standards:
2 – H2.0.2 Explain why descriptions of the same event in the local community can be different.
2 – G2.0.1 Compare the physical and human characteristics of the local community with those of another community.
2 – G1.0.1 Construct maps of the local community that contain symbols, labels, and legends denoting human and natural characteristics of place.
2 – G1.0.2 Use maps to describe the spatial organization of the local community by applying concepts including relative location and using distance, direction, and scale.

Name of Project: Ancient Greece & Greek Mythology
Subjects: Social Studies, Writing, ELA
Duration: 2-3 weeks
Driving Questions: SS: What aspect of American society/culture has been most influenced by Ancient Greece? ELA: How do the Greek myths of Ancient Greece relate to us today?

Project Idea: After students have researched & explored Ancient Greece in Social Studies, listened to the modern-day myth "Lightening Thief" in writing, and read Greek Myths in ELA exploring myth elements and characters, they will write their own modern day myth. Their myth will incorporate myth elements, introduce a new god/goddess and/or hero/heroine, and use their myth to explain a modern day phenomenon, event or situation in today's culture.

Standards to be addressed:
Key Reading GLCEs: R.NT.07.02, R.CM.07.03, R.CM.07.04
Key Writing GLCEs: W.GN.07.01, W.GN.07.02, W.GN.07.03
Key Social Studies GLCEs: 7-W3.1.4, 7-W3.1.9

Name of Project: New School or a community garden? Duration: 2 weeks
Subject/Course: Earth Science Grade Level: 6
Other subject areas to be included, if any: Writing and research

Project Idea
Summary of the issue, challenge, investigation, scenario, or problem: What is the earth made of? (rocks & soils)
Driving Question Is the land at Kearsley Park more suitable for a school or a community garden?.
Content and Skills Standards to be addressed:

CONTENT
Rock formation E.SE.06.41
Compare and contrast the formation of rock types (igneous, metamorphic and sedimentary) and demonstrate the similarities and differences using the rock cycle.
Soil E.SE.06.11
Explain how physical weathering and chemical weathering lead to the erosion and the formation of soils and sediments
Soil E.SE.06.12
Explain how waves, wind, water, and glacier movement shape and reshape the land surface of the earth by eroding rock in some areas and depositing sediments in others.
Soil E.SE.06 13
Describe how soils is a mixture of weather-eroded rock, decomposed organic material, water and air

Soil E.SE.06.14-
Compare and contrast different soil samples based on particle samples based on particle size
SKILLS:
Group process: delegating and assigning roles, teamwork, Listening