Suggestion: post signs around the IHSLA.

Project Description:

In this unit-long mastery project, students simulate the real-life process of purchasing their first car. The purpose is to apply financial literacy concepts learned throughout the first two quarters, including budgeting, credit, loans, insurance, and opportunity cost.

Students will research, plan, budget, and justify their car purchase based on a realistic financial scenario. They will create their presentation using the Google Slides template from the teacher to showcase their decision-making process, budget analysis, financing options, and final car choice. The culmination of this project is a public-facing presentation where students defend their decisions before an audience (e.g., peers, teachers, administrators).

Students were asked to research protest music or music associated with social movements in the US or their home country. They were able to choose how they wanted to represent what they learned via 1 of 4 project types.

Type 1: Simple research project, identify 6 protest/social change songs (will elaborate further).

Type 2: Podcast Segment using BandLab, research a topic related to protest music, and produce a podcast segment.

Type 3: Interview family and friends about their experiences with protest music.

Type 4: Timeline of Music for Social Change (visual arts). Identify 6 social movements within a country. Find 3 songs that are from the time period/era that are about the social issue. (e.g., Civil Rights Movement: What's Going On, A Change Gonna Come; LGBTQIA Rights: Born this Way, etc.).

Students engaged in a hands-on, interdisciplinary project where they developed a fully conceptualized water filtration company. As part of the experience, they:

• Created a company name and logo

• Designed and built a prototype water filter

• Tested water quality before and after filtration

• Collected and analyzed data using statistical methods

To assess the effectiveness of their prototype, students used the Claim-Evidence-Reasoning (CER) framework to make a persuasive sales pitch, supporting their argument with quantitative evidence.

Each group completed a comprehensive presentation, which included:

• A clearly defined research question

• Identification of independent, dependent, and controlled variables

• A detailed list of materials and procedures

• Presentation of raw data and statistical analysis

• A conclusion based on findings

Finally, students reflected on the process, providing thoughtful insights on what could be improved in the next iteration of their prototype design.

This project not only fostered STEM skills and critical thinking but also encouraged creativity, entrepreneurship, and teamwork.

Nyambi