Student Projects

The theme of this project is to make observations of the environment and document what is observed in nature journals in order to make connections between living things and their environment. Students developed the skills for systematic discovery to understand the science of the natural world around them in greater depth through inquiry. While students studied animals in their natural habitat, teachers integrated social emotional learning and emotional intelligence traits such as empathy, tolerance and communication, both with the self, peers, and all living things.

This project is intended to build the foundations for the 4C skills that support PBL work in all Yellow Springs classrooms. Throughout this project students will focus on using a critical eye as they create drafts of a scientific drawing of an owl. They will practice critiquing their own work and providing kind, helpful, and specific feedback to their peers. The goal is to create high quality work that meets the standards identified in the beginning of the project. 

In this interdisciplinary project, students will learn and practice diverse scientific methods and skills including observing, questioning, conducting and analyzing surveys, researching, inferring, taking notes, and drawing scientific sketches. 

For every biome that exists on this earth, and the variety of habitats within them, there are animals and plants that call it home. Just as we do, animals need food, fresh water, room to roam, and places where they feel safe and protected. Using the National Wildlife Federation’s certification checklist,  students surveyed the schoolyard to identify  whether or not Mills Lawn’s schoolyard meets the requirements to become certified wildlife friendly habitat .  In addition, students tracked the variety of wildlife observed in the schoolyard and chose an animal to research and identify how their needs are met right here in our outdoor space. 

This project set the stage for future outdoor education opportunities where students can learn how to create a sustainable garden at MLS that intentionally restores wildlife habitats and provides a beautiful landscape for all to enjoy. Conserving and revitalizing wildlife habitat ensures both animals and humans have a healthier future ahead. 

Third grade students participated in weekly mini-projects that served to strengthen foundational PBL skills . This was an opportunity for students to learn the PBL process and to go through a few of the protocols in a quicker sprint while focusing on the 4C’s (critical and creative thinking, collaboration, and communication). A mini-project typically has a short period for research, a less complicated creative process, short time for revision, and a small audience. However, just because it's "mini" doesn't mean it has minimal impact. 

3rd Grade students engaged in a mini PBL project in collaboration with the National Aviation Hall Fame and ThinkTV PBS, and their new initiative, Discovering Flight with the National Aviation Hall of Fame. During this week-long multi-disciplinary study of flight and the engineers and inventors behind the first successful airplane, Wilbur and Orville Wright, our students thought critically about questions the Wright brothers faced and creatively solved similar problems throughout their own work. As a culmination of this study, our students visited the National Museum of the United States AirForce and were invited to the National Aviation Museum Hall of Fame for additional hands-on activities.

 Tall Tales capture readers with their exciting journeys, superhuman characters, and extreme exaggeration.  These stories are unforgettable and have lived for years throughout history. Tall Tales began through simple story telling that quickly turned into bragging sessions that got a little out of hand.  

Students interviewed their own heroes, and were tasked with passing on their stories. 4th Grade students explored the elements of tall tales and practiced writing multiple drafts, participated in self and peer critiques, and revised and edited their stories with the goal of producing high quality work.

Students will follow the engineering design process to improve an idea or concept that they have created for a successful board game.  Students will identify and define for themselves what the components of a successful game would be, design a rough plan, create a draft, test it out, acquire peer feedback and critique, and finally make improvements to their design. 

As students research planets within our solar system, they will analyze the unique features associated with their chosen planet of study and synthesize their findings into a fictional narrative. Students will consider geographic factors, distance from the sun, and cycles of pattern and motion  as they create a fictional alien culture that exists within the environmental makeup of the planet.

Throughout this six week project students thought creatively about famous artists of the Harlem Renaissance and their impact on the society.  Students analyzed a work of art in its historical context and identified the significance of historical events on the artist’s perspective. Throughout their research, students considered how identity is shaped, formed, and expressed as a result of cultural and societal influences then created a present-day work demonstrating their understanding of the influence on art. Their original pieces are a reflection of their own identity through the lens of the artist they studied.

5th grade students designed and created board games that can be used to teach other children the key ideas about ecosystems that they themselves have learned.  The main objective was to participate in the game design process as an immersive motivational tool for science, with a learning by doing approach.  

Creating a museum exhibit is an authentic way for students to synthesize and apply what they’ve learned, curating artifacts and stories to engage others in the content. As students select artifacts, produce written explanations, and organize content into a cohesive exhibition, they are determining important ideas, analyzing information, and making connections.  Student teams will work together to create history museum exhibits on the theme of identity in ancient civilization history. Each team focuses on a different ancient civilization and curates a series of artifacts highlighting the rise and development of that civilization.

In this science and math focused project, students investigate key drivers of food insecurity, social and health outcomes associated with food insecurity, and why Greene County is susceptible to hunger. As students learn about the food insecurity rate in Greene County and the average cost per meal, they will analyze food budgets, compare grocery store food prices, and plan affordable and healthy meals. 

As students research multiple interventions that have been shown to reduce food insecurity, including participation in food assistance programs, they will collaborate and design a plan to support our local community with affordable and healthy food options.

Students write their own driving question that leads them through a learning journey on a topic they  are passionate about. Initially, students  identify who their project will help, what difference their project makes, or why the research is important to them. After they have written their driving question, students began their independent research and prepared their findings to share with an audience in a TED Talk format. 

Third grade students work in small collaborative groups to design an original golf course for all to enjoy using uncommon materials.  Once they learn golfing basics - proper standing position, developing the right grip and understanding the correct stance to maintain - students work together to brainstorm, design and test, and revise their ideas.

5th and 6th grade students are quite competitive in physical activities presented in PE class. This emphasis on winning can often be counterproductive to cooperative work, socializing and having fun which, in turn, excludes some students from participating in class and the opportunity to build lifelong healthy habits. Building an inclusive culture in PE class is crucial in providing the opportunity to build lifelong healthy habits and developing students who have a confident relationship with physical activity. 

This project aims to have students investigate factors that help promote ways to engage all students in physical activities and support a positive mindset towards healthy life habits.

There are so many different preparation demands when producing a play and the fifth and sixth grade students had a chance to experience this immense task. Students studied the elements of different types of plays and  performances and analyzed the components and skills necessary to make them successful. While working in small groups, teams then selected a play to produce and prepare a performance for an audience. 

In art class, each student reviewed their body of work from this year’s portfolio of art. One very special project was chosen to showcase each student’s best art from this school year.  Scan the QR code on the art label to find out more about the project, and view the rest of the artist’s virtual portfolio.