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My 6th graders will read "Malala". I want to question the female education rights .

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My guiding question for the project will be "Why does graphic design matter?".
By doing research on brand communication, color theory, design theory and visual applications, students will be able to see the impact of graphic design on everyday communication and understand how visual choices have an effect on your results. The end product would be each student developing their own brand image based on their findings.

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What is necessary and how can you create a robot that would improve one aspect of your life?

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What is necessary and how can you create a robot that would improve one aspect of your life?

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Writing a narrative nonfiction/personal narrative 

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Writing a narrative nonfiction/personal narrative 

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Students will make notes of events that happen in their lives. Then, in groups, they will discuss which of those events could become a good narrative (for that, they will have to research the important elements of a narrative) and they will write a narrative nonfiction/personal narrative (in Portuguese, we call it “crônica literária”). I´m not sure how can I make this public, maybe we could make a literary contest or a dramatic reading section.

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How our students could improve the speeches about the end of any kind of sexual abuse?

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How our students could improve the speeches about the end of any kind of sexual abuse?

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Starting reading a letter wrote by gynastic Simone Biles, published last week, the students will the students will take some  strategies to spread the idea that nobody should permite or remain silent if notice that theirself or anyone stay quiet in any kind of sexual abuse.

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Should we accept the wealth gap as natural, or should we do something to address it?

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Should we accept the wealth gap as natural, or should we do something to address it?

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Students will work in groups to apply ethical concepts to the wealth gap. The product will be a piece of legislation. First, students will investigate causes and views of the wealth gap from a philosophical perspective. Next, they will craft an idea for a bill that could be sent to a government representative. Then, they will present their bills to their classmates for debate and try to come to a consensus on a piece of legislation. The legislation could actually be sent to a government representative.

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My 7th graders will read a book "Powerful - the diary of a girl who changes the world by her writing." The book has a pink cover and I want to question gender equality. As a motivation I will introduce the theme with the Emma Watson's speech about "HeFor She".

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What "truths" can be learned from a novel about historical events?

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What "truths" can be learned from a novel about historical events?

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As my 10th grade students finish reading In the Time of the Butterflies (a novel based on real people living under Trujillo's dictatorship in the Dominican Republic) I want to have them look at the major themes and evaluate the extent to which the author is able to "tap into" the human experience through development of narrative voice, use of authentic setting, etc. I'm not sure how this can be a project that can be meaningfully assessed.

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Students will study how authors construct a world/society within a novel through different dystopian books (book clubs). I would like them to reflect on the building blocks of cultures (which will serve as a review of things they learn in Social Studies). During this unit we also study about propaganda and advertisement and its impact upon young teens. I would like to develop that as well through PBL.

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How are certain social groups conveyed through literature?

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How are certain social groups conveyed through literature?

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A Thousand Splendid Suns is a novel which introduces my body of students into a very different world (Afghaistan). I would like them to investigate how the author is able to construct a narrative from real-life events .

It would be interesting to see if the students were able to make a comparison to real-life stories.

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How can I afford my first vehicle? Students will research car prices, expenses, and payments plans and use equations to raise money for the estimated cost.

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How can I afford my first vehicle? Students will research car prices, expenses, and payments plans and use equations to raise money for the estimated cost.

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Having students understand the fundamentals  of play, along with the rules and positions on the volleyball court.

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How can you achieve wellness by balancing the different parts of health?

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How can you achieve wellness by balancing the different parts of health?

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Students will be divided into small groups and will brainstorm what they think are the different parts of health. They will then be guided in research, using different types of resources to discover the 4 parts of health (social, mental, emotional, and physical) and how they balance to achieve a state of wellness. Next, students will create some type of product that presents the different types of health, their importance, how to balance them to reach a state of wellness and give real-life suggestions/examples. Their products can be shared with the school community using the EAC Weekly Newsletter to promote a wellness campaign.
To provide context and add relevance, you might consider having students look at longevity trends--their generation is not expected to live as long as their parents, due to chronic health issues, rising obesity rates, etc. Perhaps your students could take on the challenge of turning around this trend? Other groups might focus on specific populations they want to reach with a wellness campaign.

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How would absolute monarchs interact and respond to important historical events in social media?

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How would absolute monarchs interact and respond to important historical events in social media?

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Students would research absolute monarchs and demonstrate their knowledge of their personalities, political and economic views, whims and charms, advancements and failures,  allies and enemies... by creating a social media page for their monarch and posting. Students could then interact with each other taking on the character of their monarch and also be asked to respond to posts about current/relevant/historical events
I like the use of social media to give this historical topic a contemporary feel. I also like the critical thinking that will be called for if students are going to respond to provocations and debates with other monarchs. Sounds promising.

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Women artists have been discouraged/ignored throughout history.  How have some of these artists broken through?  What is the subject matter?  How can female artists be recognized?
Good student interest here, I'm guessing. You might think about how your students can be the ones to bring more attention to "unsung" women artists. Could they host an event, create social media campaign, create awards, or find another way to shine a light on women artists they deem worthy? Could they tie into events like Women's History Month or connect with women's studies scholars? Many possibilities.

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In small groups, students will research a song or specific artist to try to understand why/how the piece protested a historical issue. Students will research the era/issue that inspired the protest song and present this background knowledge, their song/artist, and their findings to the rest of the class as a lesson.
I can imagine good student buy-in for this one. Could end with a "teach in" type event, where students share their insights in words/music/images. Or students could take on the role of music critics or music historians. Lots of possibilities here.

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Argument and Advocacy: Mini PBL introduction.

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Argument and Advocacy: Mini PBL introduction.

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ELL2 Project of creating a Newscast video that explains a world issue students are interested in.
Why is this topic newsworthy and what are the sides of the debate?

Purpose: To build background knowledge on a topic to be able to write a persuasive essay in the future. To build research skills of main idea and details and oral language use.

Challenges: Low level English levels will limit research options. I am thinking of putting together several popular topic text sets at their level to choose from.

I like the connection between this mini-project and future products (such as essay writing). One resource you might explore is Newsela, which makes news stories accessible at several Lexile levels.

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Global Warming: Does the melting of  icebergs increase the sea level ?

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Global Warming: Does the melting of  icebergs increase the sea level ?

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Reproduce in a small scale the melting of iceberg and analyze the consequences.
This could lend itself to a science  museum-type installation, where your students are educating others about the melting glaciers. Not sure which grade level you're teaching, but perhaps your students could teach younger students about this issue.

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How would the Greek gods/goddesses deal with the challenges or issues of 2018? 

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How would the Greek gods/goddesses deal with the challenges or issues of 2018? 

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In the beginning the students would learn fiction (Greek myths and characters) and concurrently nonfiction (news stories specifically connected to humanity's future) through activities, reflections and a small essay. The project would then involve students choosing both: a deity and a significant news story. They then would research those respective elements to prepare a report? or something as the product. Finally, the presentation could be done as a "press conference" where the audience (journalists) ask the particular god or goddess specific questions about how he or she would -handle the issue-.

Considerations:
-collaboration?
-expand audience
The contrast between old and new is intriguing. How can wisdom of the past help us deal with today's challenges? I like the press conference angle. You might want to tie it to a specific event that's affecting your community and perhaps invite professional media to take part alongside students. Also, students in role of reporters/interviewers will have to plan questions and follow-ups--more opportunities for critical thinking.

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- using relationships between different variables to identify good college deals
- comparing college quality vs cost
Nice way to get them thinking about comparisons and how to quantify things that aren't exactly alike (i.e., cost vs. culture of a school). Could they use their findings to offer advice in some way?

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Random Acts of Kindness-Data & Statistics

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Random Acts of Kindness-Data & Statistics

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"Does kindness matter?" will be my guiding question. Students are going to play the role of research/statistician in attempt to answer this question.
Feedback from Suzie: Intriguing topic. I wonder if you've seen this project link on the Google site: https://newtechnetwork.org/resources/global-happiness-project-note-project-completed/ Might give you some ideas for structuring the project and perhaps using a data analysis tool like Tuva

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Students should research what makes a Youtuber successful. The results should be presented in numerical forms (for example, how many times a certain word category was used in the videos; what themes are most popular; the percentage of kids, teens and adults who watch them; etc). The discussion should include how mathematical/statistical tools can be used objectively in the non-Math, Science and Engineering world.
I like how you're using the word "successful" in the project. Students will have to define metrics for success, which will get at the math/statistics content. When they're defining criteria, they're thinking critically.

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For any grade, any science topic, a suggestion of a PBL class:  In the beginning of any unit/section, the teacher asks students how the title of the unit/section relates to the real world (how/where/when they heard about that). He/She asks a student to write on the board. When that is done, the teacher divides students in groupsThen, ask the groups to make a list of words (vocabulary) they know, they don’t know and ask them to check what they know. If it is right then write it down, if not , search their meanings and then write it down.Next, present the learnings objectives of that unit/section and ask the participants in each group to search, discuss, describe, explain each one of these objectives and create one paragraph for each learning objective.When all groups are done, open a class discussion and let each group to present their own paragraphs and show how each group may complement the other groups answers.Ask them to create a Google Doc or Slide shared with the class and the teacher containing all the important items of the discussion as bullet points.To wrap up, still in groups, ask them to search examples/situations/exercises they could use to implement what they learned, explaining step by step, showing their work and logic and how they are achieving that particular result. ( this part could be a Formative Assessment).Maybe it would be possible to try this in a two period class (2 x 45 min) or a 90 min class. If they are not done they can finish as homework for a due date.Teacher would be a guide, throughout the topic, a facilitator. He would be circulating the classroom, checking students understanding, engagement and behavior. 

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For any grade, any science topic, a suggestion of a PBL class:  In the beginning of any unit/section, the teacher asks students how the title of the unit/section relates to the real world (how/where/when they heard about that). He/She asks a student to write on the board. When that is done, the teacher divides students in groupsThen, ask the groups to make a list of words (vocabulary) they know, they don’t know and ask them to check what they know. If it is right then write it down, if not , search their meanings and then write it down.Next, present the learnings objectives of that unit/section and ask the participants in each group to search, discuss, describe, explain each one of these objectives and create one paragraph for each learning objective.When all groups are done, open a class discussion and let each group to present their own paragraphs and show how each group may complement the other groups answers.Ask them to create a Google Doc or Slide shared with the class and the teacher containing all the important items of the discussion as bullet points.To wrap up, still in groups, ask them to search examples/situations/exercises they could use to implement what they learned, explaining step by step, showing their work and logic and how they are achieving that particular result. ( this part could be a Formative Assessment).Maybe it would be possible to try this in a two period class (2 x 45 min) or a 90 min class. If they are not done they can finish as homework for a due date.Teacher would be a guide, throughout the topic, a facilitator. He would be circulating the classroom, checking students understanding, engagement and behavior. 

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Sounds like good scaffolding for student-led discussions that could be used across content area. One of the prompts might get at, Why is this concept worth knowing? Who works with this issue or content outside school? That might lead toward more project ideas.

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This project would test how plants use light to make their own food. Students should be able to understand concepts of photosynthesis and factors affecting photosynthesis. Discussions could also involve concepts related to carbon cycle and ecology.
I wonder how students might apply what they are learning. Could they offer advice to a grower/greenhouse/school garden/garden hobbyist?

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What is the physical evidence for changes in the thermal equilibrium of the Earth?
IB Physics Subtopic 8.2 explores Thermal energy transfer
The guiding question should prompt the students to perform a detailed calculation of the thermal radiation that the Earth absorbs from the Sun, how much is scattered by the atmosphere, how much is emitted by greybody radiation, to reach a conclusion on whether the thermal equilibrium has been displaced as a result of human activity.

Product:  documentary incorporating a computer animation using Algodoo
Audience: The group will select a video and submit it to the resources repo at teachsdgs.org
Feedback from Suzie: Such a timely, important topic. I wonder who might the audience for students' products? Who could they educate?  Also, you might take a look at connecting to the Sustainable Development Goals. http://www.teachsdgs.org/