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Each month has a main project that the students will work on throughout the month. Each one is based on a Michigan State Standard.

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Students identify a need in their community, plan a service project, and carry it out, reflecting on civic responsibility and participation.

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Students create a large classroom map of Michigan showing major cities, rivers, the Great Lakes, and regions with labels and descriptions.

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Wonder Media Library - Ask the Questions!

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Same Message / Different Meaning - Wonder Media Library

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Media LiteracySame Message/Different Meaning Discover a variety of answers to the question, “What does the U.S. flag mean to you?” How does your background and identity influence your answer to that question?Select each question below to read each person’s response. Marlon a college student What the United States Flag Means to Me… The United States

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Groups research major events in Michigan’s history (statehood, immigration, industry) and build a classroom timeline with dates, pictures, and explanations.

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Groups research notable Michigan figures, write biographies, and present through posters, letters, or skits.

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4–H3.0.3 (Stories of individuals in Michigan history), 4–P3.4 (Actions people have taken to address issues)

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Cultural Traditions Research and Presentation

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Cultural Traditions Research and Presentation

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Students research a cultural group important to Michigan’s history (e.g., Native American tribes, European settlers) and create a multimedia presentation.

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Students use maps and clues to find key places in Michigan, learning map reading and geographic skills. They create their own clue-based maps for peers.

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4–H3.0.1 (Investigate Michigan’s economic development), 4–H3.0.2 (Explain migration and immigration effects)

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4–G1.0.1 (Identify geographic questions), 4–P1.1 (Use social science tables, maps)

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Students investigate the Great Lakes ecosystem and environmental challenges. They create posters or digital projects proposing ways to protect natural resources.

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4–H3.0.7 (Threats to natural resources and protection efforts), 4-G5.0.1 (Consequences of human activities on environment)

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Michigan State Symbols Art and Research Project

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Michigan State Symbols Art and Research Project

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Students research Michigan’s state symbols (flower, bird, tree), create artwork, and explain their significance to the class.

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4–P1.3 (Express ideas in written, spoken, and graphic forms), 4–G2.0.2 (Describe human and physical characteristics of regions)

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Students role-play a city council meeting debating a local public issue (e.g., building a park). They research, present viewpoints, and vote.

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4–P3.1.1 (Identify public issues), 4–P3.3.1 (Compose arguments about public policy), 4–P4.2.1 (Develop and implement an action plan)

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4–G1.0.3 (Use geographic tools to answer questions), 4–G2.0.2 (Describe human and physical characteristics of regions)

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4–G4.0.2 (Impact of immigration on cultural development), 4–P1.3 (Express social science ideas)

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Students investigate Michigan’s major industries (automotive, agriculture, mining) through interviews, videos, and research, then create a report on how resources shape the economy.

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4–H3.0.4 (Relationship between natural resources and industry), 4–E1.0.1 (Economic questions in market economy)

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4–C5.0.1 (Responsibilities of members of society), 4–P4.2.2 (Participate in projects to help others)