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Take a look at this fun PBL that the students completed! They created a rubric for the "Great American Cookie" and then used their rubric to grade four cookies provided by different teachers in the building. Take a look at the process and see the rubrics and ultimate winner!

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We went for something light but not to light so that the wind wouldn’t blow it away and gave it a parachute so that it would fall slower. The lander was very heavy because of all of the padding. Yes, our landing pod worked surprisingly well considering the distance

from the roof to the ground. The lander hit the target, the time was 2.56 seconds, and the egg survived. I would make the lander better by making the box smaller and giving it a better parachute. This project taught me to never underestimate force. Gravity will always pull objects to the ground and we can’t stop that we can only improve how we slow it down.

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My group and I started by designing the outside of our prototype and with foam and

duct tape. Then we did the inside with a roll of tape and foam a lot of foam. The challenges that I think me and my group faced are staying on. Topic and listening to each

other's ideas when designing the prototype. Our prototype did not withstand the speed and distance during the trial of the prototype going down the building. My results from the data made it to which it did not make the egg break. To adapt our design I would get

a real parachute and more soft Cushing. This deepens my thinking of mass, speed, and distance because finding a way to withstand and make it safe.

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The first way we thought we were going to build our prototype was by just making a box, but that didn’t really work so we decided to put a parachute on it and add a little more spice. Some of the challenges we faced were, the parachute not opening, and the landing pod falling too fast. No, our egg did not withstand the speed, it cracked. Our landing pod took 1.92 seconds to hit the ground, and hit the target. I would put less weight on the pod

because it fell to the ground too fast. This deepened my knowledge about mass, speed, and distance because I learned how the force of gravity reacts with those forces.

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We started with two boxes. One challenge we had was making sure

our egg fit in our prototype.

Our prototype did withstand the speed and distance. Our speed time was 3.8 and it fell down slowly. When it hit the ground it did not damage our box.

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Our group started by designing our prototype. We knew from the beginning that we wanted to create a very cushioned surface and a parachute to slow its descent. Some challenges we came across were that our parachute did not open at first and we had to change it and put cardboard for it to open. We also did not have that many materials to work with. Our design did not work. It fell the fastest and broke when it hit the ground. It did not withstand the speed and distance. We could better our prototype by changing our parachute and adding more cushioning to the inside. This helped us deepen our knowledge of mass, speed, and distance by planning how to design around the huge drop and trying to slow down the egg’s descent.

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We started with just a tissue box, then we added some tape and a parachute. We had no challenge but it still went down fast. The egg did not break. It took it 3.8 to get to the ground. I wound adapt our design by adding 4 more parachutes. If ours’s was heaver it may of broke our egg.

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Making our landing pod was super fun. My group was Harlan, Korie, and Sophie. We made the dream work. Our prototype was a tissue box attached to a flattened

cardboard box as our glider. It was wrapped in bubble wrap and he inside was a sponge where subject 0 (the egg) sat. Our one challenge was that our original box was too heavy so we had to improvise. When we dropped it it fell for 5.25 which was the slowest in our class. The only thing I would've changed was to make the glider a bit bigger and loftier. It deepen my understanding of mass and speed by showing that heavy equals faster.

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Our group had a lot of cushion to support the egg, it had a box base as well. We had some problems fighting things in the box with all the pads in the box, it was also hard to

decide what we should use in some parts. Are speed was 3.8 and it fell fast but softly. The results were so good it survived! I don't know if we already had a great landing pod.

It deepened my knowledge of how much mass is added and how fast it falls.

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My group designed our projects by first figuring our what would be our body, we chose a cardboard box. Then we chose plastic bags as the parachute. Our Landing Pod withstood the distance and speed and our egg survived! Our results from our data was that it was

falling for 2.31 seconds and our egg didnt crack. From seeing the other Landing Pods I’d want to add two long pieces of cardboard one to the top and one smaller one to the

bottom like an aircraft. It showed me that mass, length, and speed can change the result

of my landing pod.

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The prototype we started by just a box, and then we added a parachute, then we added a

cushion that was made with cotton balls and a duct tape circle with more cotton balls in it and surrounding it. The challenges we had were worrying that the egg was not going to make it because we thought we did not have enough cotton balls or there wasn't enough duct tape to close the door. Yes, I made good speed, not too fast and not too slow, for the distance it was good it made it on the target. My results for the data was it did land on the target, its speed was 2.31, and the egg did not break, the box also did not break at all. How would I adapt my design to make it better? There are more cotton balls around where the egg was, more bags for the parachute, and lots more duct tape. How it deepened my knowledge of mass was to know the amount of duct tape I needed and a lot more cotton balls to secure the egg from not breaking.

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My group used a big box for our glider  and a small bow which kept the egg safe. Our glider helped the speed so it would not go down so fast. My groups landing pod time was 5.25.

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We drew it out on our travel journal but then we changed it later on when building. We had challenges making the parachute work because it had a lot of holes that we had

to patch. The parachute never really worked so it didn’t really withstand and defy gravity or speed. But, under all that was our egg. It surprisingly survived when it fell down to the ground in two point five seven seconds. If I had to add something it would be a better

parachute. This helped deepen my thought on mass, distance, and speed by showing me that the bigger the mass, the faster it falls.

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My group decided that for our landing pod we would use a parachute made of plastic bags and we also thought it would be a good idea to put a lot of soft things on the inside so that they would soften the egg’s fall. We also knew that we couldn’t have wings on our landing pod because if we had wings they would have effected the direction that the pod went, and the landing pod wouldn’t have landed within the target. One of the challenges that we faced was what we were going to do if there was a lot of wind when we did the drop, so we decided to add more soft things inside to increase the mass by a

little bit but not too much to where the egg would break. Our landing pod did withstand the speed and distance. Our pod too 2.31 seconds to fall and we dropped it from the roof of the school. This project was really fun and I enjoyed designing our landing pod and dropping it off the roof of the school.

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My group that was made up of K’Wan, Kamden, Carson, and me (Stella).The way that we designed our prototype was we knew we wanted a parachute and we knew we wanted it in box shape. The challenges that we faced creating the prototype was figuring

out how to make it coushied and not smack the ground. Our prototype did not withstand

the distance and the speed the cargo was destroyed (our egg).  Our cargo (egg) did not

survive  at all. The way I would change the design would be having a better parachute

that would catch the wind and I would have a better door to make it easier to get the egg out. This PBL has deepened my knowledge of mass, speed , and distance. It has taught me how to know how to create something to withstand mass, speed, and distance.

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Our group designed our prototype by drawing pictures and talking. Some challenges that we faced are figuring out how our egg will fit into our landing pod, and figuring out the door of our landing pod. Also it withstood the speed and distance. Our results for our data where: Yes it reached the target, and the speed of it was 3.8. I might

have added more cushioning to the bottom of the box even though the egg survived. This project depended on our knowledge of mass speed and distance because if the landing

pod is too heavy then it would go too fast but if it is too light then it could get blown away.

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This is how my group did on the Landing Pod Project. We decided as a group we wanted a glider and a box at the bottom other than that we just went along with people’s

ideas. We had no problems building other then deciding which box we would use. It did withstand the speed and distance. It landed on the target and was the winner in our class. I really wouldn’t change anything I think it's an amazing landing pod. In the end my team

did really good in the challenge and I would totally work with the people I worked with they are all amazing.

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In science we built a landing pod. The landing pod hit the ground in 2.56 seconds and did not crack. We had a problem with putting the foam in the box and gluing it down so it

didn't fall out the box causing the egg to break.  The egg survived and only one of the class groups died. I think we could have a better parachute if the weight was good

because it was not too heavy or too light and the speed was good. That was how we built the Landing pod.

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In science my group and I created an egg cargo landing pod. We started off with different ideas and then started to combine them. Our team faced challenges throughout

this process, weight, and mass where are main challenges. Apparently, our prototype was

given to much force and did not meet the proper speed, ‘nor distance. Our results were

reached, and our speed was 2.56. Me and my group talked about how we could improve our landing pod, we decided we would have had a new parachute. This really deepened our knowledge by creating the proper criteria for a landing pod and so many more things

in life.

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Click through the slides to see our Landing Pod prototypes and see if they survived the landing.

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Docent: K’Wan Wright

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Docent: Ambrose Collins

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Docent: Rhodes Kelly

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Docent: Lauralee Howard

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Docent: Zion Bennett

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Docent: Corey Killelea

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Docent: Sora Itani

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Docent: McKinley Johnston

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Docent: Carson Porter

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Docent: Harlan Gorrell

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Docent: Rhodes Kelly

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Docent: Stella Fahey

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Corey Killelea_ How The Black Bear Turned Black

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Carson Porter_ How the Wild Hog Got its Tusks

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Sophie Chappell_How the copperhead snake got its eyes

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K'wan Wright- How the pileated woodpecker got its crown 

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Lauralee Howard_ How the Red Wolf got it's Red Eyes

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How the Ruby Throated Hummingbird got it's ruby throat

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Zion Bennett_ How the Fisher got its Tail

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Stella Fahey_ How the  River Otter Got it's Whisker

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Rhodes Kelly. How the Gray wolf got nightvision!!!!!

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Carlee Ritchey-How the  Northern Saw-whet Owl Got its Glowy Eyes

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Emina Foderingham_ How the Striped Skunk Got It's Stripes

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McKinley Johnston_ How the Timber Rattlesnake got it's rattle

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Kamden Smith_ How the Mountain Lion Got it's color

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Nico Geraci_ How the Cougar got its Substantial Eyesight

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Ambrose Collins_ How the Bobcat Got it's Claws

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korie hollingsworth_how the spring peeper got its pattened skin 

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Sora Itani _  How the Five-Lined Skink Got Its Blue Tail

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Caroline Young_ How the Peregrine Falcon Got  its Speed

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Docent: Nico Geraci

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Docent: Caroline Young

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Docent: Izzy Baker

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Docent: Carson Porter

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Docent: Stella Fahey

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How the Elk got its Antlers

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In science this quarter, students studied the relationship between distance, mass and gravity. They tested this relationship in many different experiments, one being the Engineering Challenge: Landing Pod. In groups, students planned and designed their cargo that would safely deliver an astronaut to the moon or a new planet. Students were able to test their design with an egg (astronaut) and measure the distance, mass, and speed of their falling object. Check out their labels, designs, and prototypes on exhibit!

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After learning about numerical expressions and order of operations in math class, students created a project to showcase their understanding. Students chose four numbers and created an expression using multiple operations. On the left side of their project you will see their four numbers painted in cool colors. On the right side you will see the answer to their expression in warm colors. Try to see if you can figure out what equation they created to get their answer!

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This quarter, as a part of science class, students were challenged to become “experts” in a field related to space. Students chose their own topics, conducted research, and presented their findings to their peers using visual aids.  Then, students wrote an informational essay about their science topic, using research.  Finally, they created their own “All About” books using their essay and added text features.  This project helped students discover new scientific research and expanded across multiple subjects.

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This quarter in science class students studied animals and adaptations that help them survive in different environments. After being assigned an animal, students completed rigorous research on their animal. In writing class, students learned about Rudyard Kipling’s author craft using the novel Just So Stories. Students were then able to write their own Just So Story, describing how their animal obtained a specific adaptation that helps it survive. Their stories are very creative, full of imagery, alliteration, and repetition!

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This quarter in ELA, the students researched 5 of the most common natural disasters and how they impact the people and places that experience them. Through their research, they also created a plan on how best to survive those natural disasters. After presenting their research to their class, they wrote a script for a PSA and recorded it with their group. They also planned and put together a survival kit that could be used before, during, and after their disaster.

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This quarter, as a part of social studies, students were challenged to identify four major Tennessee Civil War battles on a map. The battles were the Siege of Fort Donelson, the Battle of Stones River, the Battle of Franklin, and the Battle of Nashville. Students researched the significance of each battle, identified the outcomes, and plotted the locations on a map. This project helped students to understand the importance of these four Civil War battles and to recognize battle locations in the state of Tennessee.

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In Social Studies this quarter, the students studied the effects of the Great Depression and the impact Hoovervilles had on those who lost jobs and homes. The students respectfully displayed these emotions in their works of art. The miniature Hoovervilles portray the realities and hardships the people experienced as they struggled in these living conditions. The collages represent the emotions experienced by the students when working to understand the perspectives of those who lived in these conditions.

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This quarter, students read the story of Sadako while they folded paper cranes. Through examining Sadako’s point of view, students gained a better understanding of the devastating impact the atomic bombs had upon a child with a bright future.

Some sources say that Sadako folded 1,000 paper cranes before her tragic death from leukemia, and others say the 1,000 cranes she was buried with were finished by her classmates. Either way, our students decided that the folding of the cranes brought Sadako peace during her darkest times. Today a statue of Sadako and a golden crane stands at the Hiroshima Peace Park, symbolizing the children’s cry for peace. Surrounding the statue is art from around the world, symbolized in our students’ watercolor paintings of the Japanese words peace, hope, courage, and love.