These examples will help illustrate the ideas above:
The 6th CREW conducted an expedition on forestry management. Their expedition connected economics, forest science, and silvicultural forestry practices in multiple use forests. The presentation was in response to the Nez Perce-Clearwater National Forest Revision Plan and Environmental Impact Statement. The 6th grade CREW said about their work, "Specifically, the 6th CREW is arguing for clear language and management direction for old growth forests in the new revision plan. The means by which we want to affect change is by inspiring the public to write letters encouraging the forest manager to include specific protection for old growth forests in the NPCNF." The attached film we produced is one small segment of a much larger presentation." The attached film the students produced was one small segment of a much larger presentation at the Friends of the Clearwater benefit concert.
To Infinity and Beyond
To Infinity and Beyond engaged our 3rd grade students in a 12-week hands-on science expedition on space. The guiding question that drove the expedition was, “What is our place in space?” Students learned the big ideas of the solar system and compared and contrasted elements of space. They studied how technology was used to explore space and examined the changes over time and the future for space exploration. The expedition combined the analysis of complex texts, hands-on scientific exploration and art to discover and understand the wonders of our universe. Their final product consisted of original research along with an art installation of the solar system, phases of the moon and constellations that lives at the Palouse Discovery Science Center. They presented their work to families and community members.
Voices of Change
The 4th/5th grade students learned government standards through the guiding question, “Should minors be allowed to buy violent video games?” Students studied the three branches of government: Executive, Legislative and Judicial. Students read complex non-fiction texts to make meaning and deeply comprehend the content through reading closely. Close reading provided students opportunities to conduct multiple reads, develop vocabulary, gather evidence to answer text dependent questions and build stamina and persistence. This work scaffolded the content knowledge needed to write an argumentative essay for the public debate at the 1912 Center. In preparation for the debate, students conducted peer critiques, teacher critiques and an expert critique. During the debate, students focused on high quality presentation skills, such as pacing, volume, emotion, and eye contact.