Driving Question: How might we use our knowledge of weather to create and present a realistic forecast?

At Fishkill Plains Elementary, students took on the role of meteorologists in an engaging and collaborative Project-Based Learning (PBL) experience. Working in teams, students planned and delivered their own weather reports—from concept to performance.

Each group began by designing their background scenery, sketching scenes that reflected different weather conditions. They participated in peer feedback rounds, revised their designs, and added vibrant color to bring their backgrounds to life. These personalized backdrops became the setting for their green screen weather reports.

Students then practiced their scripts, presented to classmates for constructive feedback, and refined their delivery. The project culminated in each student stepping in front of the green screen to confidently present their final weather report—becoming real-world meteorologists in their own classroom studio.

This PBL experience integrated science, art, writing, and speaking skills, encouraging creativity, collaboration, and communication.

Driving Question: How can we plan, design, and create a Rube Goldberg Machine for a public audience? 

In a joyful collaboration rooted in science, empathy, and creativity, Kindergarten students from Fishkill Plains Elementary, fourth grade students from Oak Grove Elementary, and high school students from Roy C. Ketcham High School came together to design and fabricate a Rube Goldberg Machine for the Maria Fareri Children’s Healthcare Services at MidHudson Regional Hospital.

Grounded in WCSD’s science curriculum, the project began with elementary students exploring the physical science concepts of pushes, pulls, collisions, and energy transfer. Through hands-on lessons and a deep dive into the Design Thinking process, students developed empathy, defined problems, brainstormed ideas, and prototyped their own imaginative machines.

Guided by their Need to Know Questions, Kindergarten and Grade 4 students collaborated closely, while high school students reviewed 91 elementary design videos to inspire the construction of the final machine.

The experience culminated in a special visit to Roy C. Ketcham High School, where elementary students met their older collaborators, explored the technology tools used, and saw their ideas come to life in the completed Rube Goldberg Machine—built with care and purpose to bring joy to children at the hospital.

This project exemplified how cross-grade, community-connected learning can inspire empathy, deepen scientific understanding, and create a meaningful, real-world impact.

Shaping the Earth: A Special National Geographic Episode

Driving Question: How can we design a National Geographic episode to inform the public about processes that shape the Earth? 

Second grade students at Gayhead Elementary and Oak Grove Elementary engaged in an exciting Project-Based Learning (PBL) experience that brought science, storytelling, and technology together. Integrating technology and English Language Arts, students were tasked with working collaboratively to create a special television episode inspired by National Geographic.

Centered around the topic of Earth Systems: Processes that Change the Earth, students explored both slow and fast changes to the Earth’s surface—such as erosion, earthquakes, and weathering—as well as the powerful roles that wind and water play in shaping land. They also investigated landforms and bodies of water, building a strong foundation in Earth science.

Working as reporters and producers, students:

• Researched and wrote informational segments using nonfiction text structures

• Integrated digital tools to script, film, and present their episodes

• Collaborated in teams to plan, revise, and deliver their final productions

• The result was a dynamic, student-created video episode that informed and engaged viewers—showcasing how young learners can communicate complex scientific ideas employing literacy, collaboration, and creativity.

Driving Question: How can we create a natural garden ecosystem for our Wappingers community? 

In this life science–focused project-based learning experience, Brinckerhoff Elementary students students explored the driving question: How can we create a natural garden ecosystem for our Wappingers community? Using the 5E Learning Cycle, students built their understanding of systems and system models by examining how components within an ecosystem interact.

They constructed food webs, engaged with virtual simulations, conducted research, and made scientific claims to support their designs. The project culminated in students developing models of natural garden ecosystems that connect to broader ecological webs.

Driving Question: How can we protect things and people we care about from collisions? 

In this hands-on project, Fishkill Elementary School students investigated real-world scenarios where individuals face risks from impact and designed protective solutions to address those challenges.

After identifying a specific need, students proposed and built innovative prototypes such as safer baby strollers, high-impact sport helmets, and shock-absorbing shoe designs. Through this experience, they applied principles of force and motion while developing empathy-driven solutions to improve everyday safety.