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Ashley Newell

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As humans there are many things that tie us together and many that make us unique. Where we live. What we enjoy. What we want. Who is important to us. Where we come from. How we handle situations. While the responses to these may be different to each of us, they can also be what ties us together and makes us interesting. One might say this is culture.

Thinking about where we live in the world means looking at the natural resources available in that space. This can make us start thinking about how we use those resources. Some of those resources help to provide the humans in that space with nutrition. That means food! The way each region, culture, or family uses the resources available to to them to provide food for their families can look very different for each group.

Pull up a seat, unfold your napkin, and let's dive into this delicious topic together.

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Welcome As humans there are many things that tie us together and many that make us unique. Where we live. What we enjoy. What we want. Who is important to us. Where we come from. How we handle situations.

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Allison Boldt

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Georgia Konstantinou

In this project students discover the contributions of Ancient Greece to modern day western societies and present their research findings at an end of the year school fair.

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Ancient Greek Legacy

Are you ready for an adventure?

Santorini, Greece [ Cycladic Civilization, c.3200-1050 B.C. ]

Ancient Greece awaits ...

The Parthenon, Athens, Greece [ Classical era, c. 480 - 323 B.C. ]

Let's travel to the past ...

The golden Mask of Agamemnon, Mycenae, Greece [ Mycenaean Civilization, c. 1750-1050 B.C. ]

What will the past reveal ?

Ancient theater of Epidaurus, Epidaurus, Greece [ Classical era, c. 480-323 B.C. ]

Take a dive into History!

What impact did Classical Greece have on Western Civilization?

Home georgia 2022-06-13T04:45:19+00:00

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Welcome Teachers! Thousands of years ago in the crystal clear waters of the Aegean sea a great civilization was born! A civilization whose achievements have rendered the whole human race speechless! A civilization whose discoveries influenced the entire Western world.

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Kelly Perry

Students will learn how to tell their story using a podcast

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Elizabeth Wright and Sophia Marusic

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Welcome to Fundraising for Others!

Some important skills students should learn when they are younger include empathy, kindness, and helping others, just to name a few. These skills do not come easily to students. They need to learn and practice these skills so when they get older, it comes more naturally to them.

This site contains a Project-Based Learning unit on Creating a Fundraiser for 3rd-5th graders. It will include all of the imperative information for teachers to execute a successful Project Based Learning experience. In this unit, students will choose a cause for others they are passionate about, create a fundraiser to raise money for the cause, and present the fundraiser to the world.

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Welcome to Fundraising for Others! Some important skills students should learn when they are younger include empathy, kindness, and helping others, just to name a few. These skills do not come easily to students. They need to learn and practice these skills so when they get older, it comes more

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Cole Pinno

This website is dedicated to exploring Project-Based Learning (PBL) in the post-secondary classroom. This project, "My Voice Matters," challenges students to explore and investigate the interrelationship between their identities, voice, and power. Once students realize this connection, they will produce an Advocacy Action Plan that contends a social issue of their choice.

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This site was created for my EDTECH542, Technology Supported Project Based Learning course and hosts my reflective journal with weekly reflections, my project for the course, and relevant resources used.
The project created in the course primarily focuses on Ethics and Diversity for Post-Secondary Learners.

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This site was created for my EDTECH542, Technology Supported Project Based Learning course and hosts my reflective journal with weekly reflections, my project for the course, and relevant resources used. The project created in the course primarily focuses on Ethics and Diversity for Post-Secondary Learners.

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Empowering Nursing Students as Upstanders

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Empowering Nursing Students as Upstanders

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Glenn Murphy

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Welcome to this Project-Based Learning (PBL) project site designed to help nursing faculty empower nursing students to combat bullying within the profession. During their undergraduate education, nursing students learn therapeutic communication skills, patient advocacy, and how to demonstrate empathy and caring for patients. This PBL project shifts the focus from the patient to the nurse. Assertive communication skills, self-advocacy, and empathy and caring for self and others within the profession are prioritized. Through authentic role play and self-directed simulation, this project aims to empower nursing students as upstanders within the profession.

This PBL project features the Upstander framework established by Facing History & Ourselves, a non-profit organization. Click on the image below to learn more.

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Welcome to this Project-Based Learning (PBL) project site designed to help nursing faculty empower nursing students to combat bullying within the profession. During their undergraduate education, nursing students learn therapeutic communication skills, patient advocacy, and how to demonstrate empathy and caring for patients. This PBL project shifts the focus from the patient to the nurse.

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Sheila Noonen

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Do they see the me I want to be?

When composing words via text, the context, tone, and mood are pitch perfect in our own heads. But is that the way it sounds to the person who receives it? Too many times a text written quickly is received as being abrupt, or even worse, rude. We can be fairly certain that the type of language we use can help guide an audience in the right direction, but in an ever increasing digital environment, we need to think about how we maintain the register we are trying to convey. And while we struggle to be understood in text only spaces, we are also offered up the opportunity to create an entirely new and different persona than the one we wear as we walk through the real world. This project is meant to investigate how identities are crafted online, and to distinguish the spaces between word and world that are dissonant.

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When composing words via text, the context, tone, and mood are pitch perfect in our own heads. But is that the way it sounds to the person who receives it? Too many times a text written quickly is received as being abrupt, or even worse, rude. We can be fairly certain that the type of

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Erik Talbert

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This project is intended to guide students to conceptualize, create, refine and present art in a public setting. Student will explore and discuss public art in their community, then select a public entity to solicit an installment.

The process should help students answer the following driving questions:

1. How does knowing the contexts, histories, and traditions of art forms help us create works of art and design?

2. How do artists determine what resources and criteria are needed to formulate artistic investigations?

This PBL Project site is adapted from materials and resources located at .

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This project is intended to guide students to conceptualize, create, refine and present art in a public setting. Student will explore and discuss public art in their community, then select a public entity to solicit an installment. The process should help students answer the following driving

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Maria Pickering

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Teaching is a challenging field because teachers have to play so many roles for so many people in the modern classroom. School has fundamentally remained the same over the last century. Close your eyes for a minute and imagine a classroom... you probably picture a teacher standing in front of rows of students, delivering content to students. Depending on the level of technology in the district you work at, you may have imagined some use of technology. Maybe you pictured a large Promethean Board, or a projector, rather than an old-fashioned chalkboard used in the last two centuries.

What did the students look like in your scenario? Were they actively engaged? How do you know they were? Who was doing the talking? How were students spaced in the classroom? Who were they looking at, the teacher or other students? These are the deeper questions that add challenge to our jobs as teachers.

One thing that has definitely changed over the last two centuries is the need to teach students in different ways. The complexities of the country, community, family, and identity produce students with a diverse set of learning needs. A common challenge that many teachers often have are engaging students in the content areas. A great approach to increase student engagement and help the students connect their own learning to the subject matter is to incorporate project-based learning into the curriculum. This strategy focuses on 21st-century skills and works well with principles of Univeral Design for Learning and technology integration.

What is Project-Based Learning?

According to the Buck Institute for Education , project-based learning is a teaching method in which students engage in real-world and personally meaningful projects ( , 2022) .

If getting students actively engaged in social studies sounds like a worthwhile endeavor that you would like to explore, then give the activities in this lesson a try. This PBL Project site is adapted from materials and resources located at , specifically based on the lesson ( Waiting On the World to Change, , 2022) . Waiting on the World to Change

Waiting on the World to Change . (2022). Pblworks.org. https://my.pblworks.org/project/waiting-world-change

(2022). PBLWorks. https://www.pblworks.org/what-is-pbl

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Teaching is a challenging field because teachers have to play so many roles for so many people in the modern classroom. School has fundamentally remained the same over the last century. Close your eyes for a minute and imagine a classroom... you probably picture a teacher standing in front of rows of students, delivering content to students.

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Landon Campbell

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Title: [From Field to Table] working title

Teacher: Landon Campbell

Grade Level: Grade 2

Subject Focus: Social Studies

Transdisciplinary Connections: English Language Arts, Mathematics, Performing Arts

Duration: 6 Weeks

Project Description:

Students will be able to understand the various systems/connections/steps that need to occur so that products (like the food they eat) arrive in the stores where they or their parents shop so they can buy them and take them home to eat.

At the end of the unit, students will be able to select a product or service with which they are familiar and demonstrate their knowledge of that product’s journey from cultivation → consumption or assembly → use.

Driving Question

How do we cooperate with each other to meet our needs and wants?

Supporting Questions:

What choices do people make to satisfy wants and needs?

Why do people buy what they do?

Why cannot people buy whatever they want?

How are goods / services produced locally?

How are goods / services produced globally?

How does trade work?

Content Standards

AERO Social Studies Curriculum Framework (K-2)

Standard 7 Production, Distribution & Consumption

7.2.e Explain why people make choices about how to satisfy wants and needs.

7.2.f Identify institutions that are part of economic systems.

7.2.g Describe how goods and services can be exchanged.

21st Century Skills

ISTE Student Standards

Standard 1.3 Knowledge Constructor

1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Standard 1.5 Computational Thinker

1.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

1.5.c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

Standard 1.6 Creative Communicator

1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

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Title: [From Field to Table] working title Teacher: Landon Campbell Grade Level: Grade 2 Subject Focus: Social Studies Transdisciplinary Connections: English Language Arts, Mathematics, Performing Arts Duration: 6 Weeks

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Carrie Stevenson Boise State University Summer 2022

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Carrie Stevenson Boise State University	Summer 2022

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Game Changer

Welcome to Game Changer!

In this project for 7th grade Computer Programming or Applications students, change is in the palm of you learners' hands - literally. What can we do with coding skills? What are their uses in the future? What if I told you they not only affect our future, but can inspire a better future for the world itself?

The mission:

S tudents are challenged to create a computer game or application based on ways kids can support one of the 17 UN Sustainable Development Goals. Coding for a cause inspires development and design within given parameters with real-world applications for a targeted audience. This emulates what computer programming careers often entail. Oh yes, and students research amazing solutions to global issues and help save the world!

Caption for an image of your class

Ms. Lynch

Exploratory Electives Teacher

Fremont Middle School

Kuna, Idaho

sblynch@kunaschools.org

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EdTech 542 - Technology-Supported Project-Based Learning In this course, we were asked to create a project using the principles of PBL - Project-Based Learning. I decided to create a PBL activity based on evaluating the accountability/truthfulness of our nation's political leaders. The project