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Two of my four classes are required to participate in the science fair.  I would like to make the experience more authentic for them and design an ALU that would incorporate the ideas of "Genius Hour" into all my classes.  This could facilitate science fair interest in the other two classes and offer an alternative, perhaps a "Genius fair" to other students.

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Grade 4 ELA/SS
What role did clothing play in the now United States for the Native Americans, colonialists, soldiers during the revolutionary war and those in government? Students will then pick a time period or group and design an outfit that they feel would make sense for that group if they living today.

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Students will create a robot to address a need that  they would like to meet at home or school.  They will utilize VEX robotic parts to create their robot.

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My plan for the ALU will focus on Edgar Allan Poe.  I cover his work during quarter 1 and "The Tell-Tale Heart" is one of the pieces I model as an example of extending a piece of writing by honing in on an author's style, use of vocabulary,  voice, and tone.  Not to mention, the majority of students enjoy his work and often want to read more.
Students would work on reading and analyzing several of his short stories as well as a few poems.  In addition, they will learn about his life and speculate about how many of his issues can be analyzed via his writing.

As in the past, the Poe unit is always in October so I am considering a culminating activity where students would display their museum exhibits on a Poe Day held close to Halloween.

I would like to include an activity that would focus on the speaking and listening component where students could perform a reading of his writing.

The question(s)  that would be part of the task are:
What elements makes the body of work by Edgar Allan Poe something students are required to study each year? (I still do not like how this reads)
How can he be considered timeless?

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My idea right now is to have students create an ideal classroom with flexible seating and technology. They would try to create a realistic classroom using our classroom dimensions. Once they choose the furnishings, technology, etc., they will calculate the costs for our classroom then use ratios and proportions to calculate the cost for our cycle (4 classrooms) and our school. They would also need to make a scale drawing of the completed classroom. They will create a fundraising plan and create a graph to try to predict the time it will take to raise the funds.

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I am still trying to decide what to focus on , I feel like there are so many topic for Social Studies that connect to one another . I am thinking of expanding the Digital Serf Problem Based Learning Project to connect not only to Europe but feudalism as a whole so I can include Japan and Europe both topics covered in Quarter 1 & 2

Enduring Understanding:
-Feudalism does not present the same in all societies
- Feudalism developed to create order and offer protection
- Feudalism set the foundation on which governments were developed
- Japan and Europe's Feudalistic structures developed for different reasons
- Feudalism is only as strong as the number of people in the hierarchy

Essential Questions :
- What leads people to set up hierarchical societies?
- How and why do societies adapt to their environment?
- How did the feudal system of Japan and Europe shape governments of today?
- Why does religion play an important role in the development of social structure ?
- Can a countries economy dictate social structure and government?
- Can a society exist without a connection among religion, economy and social status

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Our first unit in Geometry is Coordinate Geometry (equations of lines, distance, midpoint, etc.).  Last year, one of the students commented that they wondered how far the average freshman walks in the school building during a day.
I took the map of our school building and placed it on a grid.  Students will be given the general problem and some specific questions related to vocabulary as well.  I also have a video I want them to watch where Amazon uses robots in linear paths.
Students work in groups at round tables and have access to individual and large whiteboards with dry erase markers.  They will have maps, grids, tape measures, etc.
Some thoughts I'm considering:
* Is map drawn to scale
*2-D to 3-D comparison
*modeling
*rate/time/distance
*distance related to Pythagorean Thm (staircases)
* midpoint (collinearity of definition realistic for hallway passages)
* speed needed for 3 min. passing time
*how do we define "average"
Still working on this...

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One of the third grade Science standards addresses forces and motion. In this unit students will explore different forces, simple machines and their effect on motion. I want to connect to a real world problem that affects animals in zoos that accidentally fall into pools. I have read about tiger cubs and an elephant calf almost drowning. There have also been cases where small animals fall into backyard pools from overhanging trees.I want my students to design and build a machine that can lift and rescue an animal that has fallen into a small pool.

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My plan is to create a unit that analyzes the concept of family in different time periods. The unit will focus on how family has changed and discuss the main causes and consequences of these changes.

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I am going to create mine for our career exploration unit.

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I am going to create mine for my Great Gatsby unit. I teach 11th and 12th grade English, fyi. The following come from the IDE portal PBL unit example I explored this week. I am inspired by these and my unit will focus on factors leading to the passage of Prohibition, otherwise known as the great folly and on factors leading to the Great depression, all through the prism of the great novel:
Enduring Understandings

The Constitution of the United States of America is a living document.

Compelling arguments are supported by statistical, anecdotal, and historical evidence.

Statistical data can be analyzed and interpreted to make correlations and support a claim

Intellectual integrity adds to a writer’s credibility.

Essential Questions

What can data tell us about a population?

How is data used as a catalyst for change?

How do governments respond to the will of the people?

How do writers convince readers to take on their point of view?

What criteria define a compelling source?