How do we use energy to improve our lives?

Math 2021-22

Science

In this project, students engineer designs to keep things either hot or cold. They had 4 clients to choose from and then they design, build, test, re-design, build, and test their ideas again! In the end, students presented their prototypes to investors. Below, I have included slides with the 4 clients that the students chose from.

Dont Feel The Heat Client Descriptions.pdf

The Client List

Student 1 - Burrito Box Report

Student 1 Report (Burrito Box)

Entry Event - Engineering

Engineering Entry Event

Student 2 - Insulated Cupholder Report

Student 2 Report (Insulated Cupholder)

Heat Transfer Activities

ScienceVid2_1.mp4

Student 3 Video (Salmoni Glove)

Experimental Process

Engineering Design Process

Groups and Prototypes

Groups and Their Prototypes

Student Presentations to Investors

Student Presentations with Investors

English

Students first read The Boy Who Harnessed the Wind to frontload the conversation about alternative energy and how it can make a difference in our lives.

Students began the unit learning about fossil fuels and the dangers they pose to our environment, as well as learn how these nonrenewable sources can be used more responsibly.

Students then learn about different alternative energy (AE) sources and how they work. At this point in the project, students choose which AE they will be using for their proposal to the school.

Once students have conducted research on the benefits of the AE for PiSTEM, they will create a written proposal along with a model of the school (to include their AE choice in relation to the building)

CLICK HERE FOR STUDENT EXAMPLES

History

In History, we studied the opinions held about Immigrants during the the wave of immigration during the Antebellum Period of U.S. History. After reading on the Antebellum, students wrote an answer for the relationships between the historical time periods of the era and the opinions held on immigrants. As they drew upon a common opinion or a fluctuating opinion as one moment in history led to the next.

Student Product 1: After reading on the Antebellum, students wrote an answer for the relationships between the historical time periods of the era and the opinions held on immigrants. As they drew upon a common opinion or a fluctuating opinion as one moment in history led to the next.

Student Product 2: After reading on the Antebellum, students wrote an answer for the relationships between the historical time periods of the era and the opinions held on immigrants. As they drew upon a common opinion or a fluctuating opinion as one moment in history led to the next.

Math 2021-22

Students modeled a real life situation, created equations that modeled this situation, and then solved and interpreted these equations.

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