This project-based activity highlighted students critical thinking, collaboration, imagination, and communication skills. Students participated in a group where they were fighting monsters who were invading our school. Students had to complete many activities as a team, from needed supplies, map making, and many more. Click here to view the website.

This project-based activity was a fun activity for students. Students worked in groups, focused on collaboration and communication. The goal: chose a Disney Villain and create a slide presentation which proves the chosen villain is the "Baddest Villain". Students had to include text evidence, proper citations, a position and reasons. The group had to present their villain to the "judge and jury", aka the teacher and the class. For the slide presentations on the baddest of the bad, click Here. For the website that has all of the instructions and villains to choose from, click Here.

According to the state standards, students need to practice specific keyboarding skills, understand specific vocabulary and be given opportunities to practice those skills. Level 1 was an introduction to basic keyboarding and vocabulary. Level 2 continues to build on Level 1 by introducing more vocabulary and keyboarding lessons. Level 3 introduces vocabulary that is more advanced. Level 4 vocabulary builds on Level 3. Level 5 is an introduction to keyboard shortcuts. Both Level 4 and 5 have students practicing keyboarding speed and accuracy. Both Level 3 and 4 have students taking a keyboarding test to measure their fingering.

With Christmas and opening presents just around the corner, students investigated how much more trash is created Christmas morn. Then, they brought in their own trash and built their own Christmas Trees out of the trash. The competition was fierce. The students voted on the best out of the 14 submissions. Teachers and support staff also cast their votes. Fun was had by all!

To understand Earth's place in the vast solar system, students spent time investigating stars. They started off using MobyMax's lessons on stars and constellations. Next, they completed a star's brightness lab to understand how far away as star is affects its brightness. Then, students made star wheels to familiarize themselves with constellation names and locations.

Our local star, the sun, is not one of the biggest stars in the universe. But which one is? Students used the internet to investigate which stars in the universe are the biggest. They compiled a list of the top 10 largest stars in the universe.

The complex relationship between the Earth, the moon, and the Sun drives the forces that allow life to flourish. Using the SEPUP Simulation, students were able to gather data that supports the theory of Earth's rotation around the Sun. The data helped students to understand how the Earth has seasons and the heating effects of the Sun on different parts of the planet during different times of the year.

Students chose a specific constellation and created a slide presentation. The slide presentation included the constellation's mythology, its brightest stars, and major messier objects. Students also practiced ethical use of copyrighted material by citing their sources.

The Sun fuels plant production on Earth. Students began investigating how that transfer takes place.

What really killed the dinosaurs? An asteroid? Volcanic emissions? Disease? Shifting weather patterns? Students investigate the answer to the question by conducting research on one of the four theories and writing a 3 paragraph opinion essay complete with a bibliography.