From Lake to Potable

For the second Action Project in H20, GCE Freshman investigated the following guiding question:

How prepared are you in case of a water crisis?

Here’s the scenario students were challenged with:

There was a flood in your city, and all water sources have been contaminated. To avoid relocating to a different city until the water treatment plant has been repaired, you decide to build your own water filtration system — which will be used to filter drinking water until safe tap water is reinstated 2-3 weeks from now. Bottled water supplies are running low across the city, so time is of the essence. Using your knowledge of aquifers, pH and groundwater filtration, build a water filter that your family can use until the city is able to ensure tap water is safe to drink.

Click on the water filters to learn more about the featured student works.

Alignment with Common Core Math & NextGen Standards

PS1-1.: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

ESS1-6.L Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.

ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

CCSS.HSN-RN.A.1.: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.

CCSS.HSN-RN.A.2.: Rewrite expressions involving radicals and rational exponents using the properties of exponents.

CCSS.HSN-Q.A.3.: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Bring Awareness to Water Usage

For the first Action Project in Water, GCE Freshmen investigated the following guiding question:

How can we raise awareness about global water usage?

Here’s the scenario students were challenged with:

Water for People is a non-profit organization that focuses on improving access to clean water across the globe, and they’re planning an awareness campaign about water usage. Before launching the campaign, Water for People is organizing a poster design contest to generate designs that effectively raise awareness on how much water is used in homes each day, and how it compares to water usage globally.

The winning poster will be reproduced on a large scale and hung in public places such as on public transit, near public water sources, and in public restrooms. Please see the rubric to understand the content requirements that Water for People is using to select the winning poster design.

Click on the infographic to take a closer look at the students’ posters.

Project Alignment with Common Core & NextGen Standards

FBF5: Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents

6NS6c: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

WHST.9-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS2-6)

RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (HS-PS1-1)

HS-PS1-3: Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.

HS-PS2-6: Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).

Gender Equality Across the Globe

For the second MDGs & You Action Project, GCE Freshman students investigated the following guiding question:

How does gender equality compare in different countries?

Here’s the scenario students were challenged with:

Gender inequality is everywhere, but examples of addressing it successfully are less common. Each year, March 8 marks International Women’s Day, to bring attention to gender inequality and highlight efforts to close the gender gap around the world. This year, Michelle Obama is initiating a writing contest, asking youth from around the world to compare what is being done to achieve gender equality in their country, and comparing those efforts to inspiring examples from around the world.

Your task, as a global citizen, is to research efforts around the world to achieve gender equality, and to compare inspiring and successful examples to what is happening in your own country in a compare/contrast essay.

Please click on the pins on the map to open the featured student works.

Alignment with Common Core Standards

Reading Standards for Literature

CCSS.ELA-LITERACY.W.9-10.2.A: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.W.9-10.1.A: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-LITERACY.W.9-10.1.E: Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-LITERACY.W.9-10.5:Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

From Lake to Potable

For the second H20 Action Project, GCE Freshman investigated the following guiding question:

How prepared are you in case of a water crisis?

Here’s the scenario students were challenged with:

There was a flood in your city, and all water sources have been contaminated. To avoid relocating to a different city until the water treatment plant has been repaired, you decide to build your own water filtration system — which will be used to filter drinking water until safe tap water is reinstated 2-3 weeks from now. Bottled water supplies are running low across the city, so time is of the essence. Using your knowledge of aquifers, pH and groundwater filtration, build a water filter that your family can use until the city is able to ensure tap water is safe to drink.

Click on the sketches in the notebook to learn more about the featured student works.

Alignment with Common Core Math & NextGen Standards

PS1-1.: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

ESS1-6.L Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.

ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

CCSS.HSN-RN.A.1.: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.

CCSS.HSN-RN.A.2.: Rewrite expressions involving radicals and rational exponents using the properties of exponents.

CCSS.HSN-Q.A.3.: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Food: An integrated, project-based high school class

Food

In the Food course, you will be guided through three different parts of the food cycle as access points to different sciences: Ecology, Chemistry and Genetics. Through hands-on experiences in planning a garden, cooking a meal, and engaging in the debate on Genetically-Modified Organisms, you will explore the current joys and challenges of feeding our world. You will also use Mathematics to determine growth plans, crop yield, and our ability to feed our rapidly growing population.

Food For Thought

Food for Thought

How are food systems shaped, and how do they shape the world? In this course, you will be guided through the cycle of life as a metaphor for the trajectory of our global food system. Using food production as a lens, you will study the history of human societies, starting with our transition from hunter-gatherer societies and ending with our current globalized food system.

Fuel: An integrated, project-based high school class

Fuel

How does energy fuel society? To pursue this question, you will use Chemistry, Physics, and Mathematics to learn how our society uses fuel, and to predict the future of energy. Looking at both renewable and nonrenewable resources, you will learn about the pros and cons of societies based on different energy sources, and explore possibilities for alternatives.

MDGs: An integrated, project-based high school class

SDGs & You

What are the biggest challenges facing humanity, and what is your role in addressing them? In March 2012, the world population topped 7 billion people. While this population continues to grow exponentially, natural resources dwindle and are distributed unequally. More than ever, our world needs thoughtful, engaged, global citizens to address the world’s growing crises. In this course, you will study the United Nations Millennium Development Goals (MDGs), and pursue strategies for achieving them.

Who Am I?: An integrated, project-based high school class

Who Am I

How will I investigate my Self to know who I am? The Who Am I? course is a journey into your Self, your beliefs, origins, fears, and hopes—pursued through philosophical discussions, self-reflections, historical investigations, and diverse field experiences. Specifically, the course challenges your perceptions of Truth, Memory, Doubt, and Belief.

Water, A Project-based High School Course

Water

Are you thirsty? Are you clean? Have you nourished your plants today? In this course, you will explore the resource that’s essential for all life: water. In this course, you will interact with numbers in a new way with the introduction of logarithms, applications of scientific notation, and exploration of measuring systems used throughout the world. The course relies on research, gathered from sources and created by you, in order to better understand how water usage and access compares around the world and you will learn how this resource is at the same time abundant and scarce.

I Believe

This I Believe – a “Who Am I” Online Installation

For the first Who Am I? Action Project, GCE Freshman investigated the following guiding question:

What is my truth? What do I believe?

Here’s the scenario students were challenged with:

This I Believe is an international organization engaging people in writing and sharing essays describing the core values that guide their daily lives. Over 125,000 of these essays, written by people from all walks of life, are archived here on our website, heard on public radio, chronicled through our books, and featured in weekly podcasts. The project is based on the popular 1950s radio series of the same name hosted by Edward R. Murrow.

And we want you! We want to hear your truth and learn how your beliefs shape your generation. It is evermore crucial for the voices of the youth to be heard in an age of technology that puts the power of communication in your hands. Record a podcast recalling the moment that helped shape your belief and influenced your identity today.  Tell an impactful and heartfelt story for an opportunity to be featured on our website.  

Please click on audio track below to listen to the students’ This I Believe podcasts.

Alignment with Common Core ELA Standards

CCSS.ELA-Literacy.SL.9-10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CCSS.ELA-Literacy.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-Literacy.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-Literacy.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

CCSS.ELA-Literacy.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

From Lake to Potable- A H20 Online Installation

For the second H20 Action Project, GCE Freshman investigated the following guiding question:

How prepared are you in case of a water crisis? 

Here’s the scenario students were challenged with: 

There was a flood in your city, and all water sources have been contaminated. To avoid relocating to a different city until the water treatment plant has been repaired, you decide to build your own water filtration system — which will be used to filter drinking water until safe tap water is reinstated 2-3 weeks from now. Bottled water supplies are running low across the city, so time is of the essence. Using your knowledge of aquifers, pH and groundwater filtration, build a water filter that your family can use until the city is able to ensure tap water is safe to drink.

Please find below the online installation we created, featuring the water filters built by the students. Please click on the water filters to learn more about the process and whether the water was potable after filtering.