Students will research a resource used in the creation of a capital good that has led to conflict in another country. Examples could include the mining of minerals, oil, and monocrop agriculture. They will collaborate to create an engaging news broadcast that presents their findings and answers the driving question.

Student teams will work together both inside and outside the classroom to complete a “GooseChase” scavenger hunt.  Students will demonstrate mastery of the basic principles of international trade.

Students will create a stock market portfolio and keep track of the records over a two week period. During the process, students will keep track of the stock and the price per share for each day. At the end of the two week time frame, students will create a powerpoint presentation and an audio recording discussing their portfolio in how they started and how their stocks ended at the end, what they learned about investing in the stock market (e.g. trends), and how they would potentially use the information when they get older.

Student teams will work together both inside and outside the classroom to complete a “GooseChase” scavenger hunt.  Students will demonstrate mastery of the principles of supply and demand.

Student will be able to use integration and differentiation to determine the volume of a solid.

Students will create a podcast exploring a topic of interest to them following the NYT framework. Students will enter the NYT competition (typically held in April/May).

Students will determine the most important symbol or a theme in a text, then they will use TinkerCad program to create a 3D representation of that symbol/theme. 

Using Google Tour Creator, students will create virtual tours showcasing their understanding of certain aspects of an anchor text.

Students will use a model of the solar system to demonstrate the barycenter that exists between the earth and the sun.  

Students will use a model of the solar system to demonstrate rotation, revolution, kepler’s laws, Newton's laws, precession, nutation, seasons or tides.

F-IF.7:  Analyze linear, exponential, and quadratic functions by generating different representations, by hand in simple cases and using technology for more complicated cases, to show key features, including: domain and range; rate of change; intercepts; intervals where the function is increasing, decreasing, positive, or negative; maximums and minimums; and end behavior.

This is a unit length multi-learning style project that teaches the theorems and properties of Circles for the NC Math 3 curriculum. It includes hands on manipulatives using Exploragons, Digital Explorations in Geogebra, and a differentiating set of homework exercises through CK12.org.

Students will explore the equations of circles, their transformations, and derivation from the Pythagorean Theorem. Students will create circles on graph paper with specified center, radius, and containing 3 points. Students will determine the best location for a hospital to best serve the needs of Moore County.

A starting line and “target line” will be laid out on the floor of the activity area.  Students will program their robots to traverse the perimeter of a triangle of specified dimensions.  Students will have to use the Laws of Sines and Cosines to calculate the speed, direction, and travel time for each leg of their robot’s travel.  

Students will resolve vectors into x and y-components, combine these values to determine the components of the resultant, and determine the magnitude and direction of the resultant.   

Students will discover a cultural tradition of many Spanish speaking countries, compare it to cultural conventions in the United States, and create a tangible, memorable product to commemorate the learning and growth. 

 Students will create an artifact using Tinkercad and a 3D printer.  The artifact must be a product that distinctly relates to their subject.                orStudents will create a holographic presentation using Cospace and Merge Cube.  The hologram will be representative of something distinct to their subject matter.

Students will create a digital presentation of their topic.  Areas highlighted will be Human-Environment Interaction, Politics, Economics, Culture (to include Religion) and Technology.  Students will also discuss the important points of the previously created timeline. 

Students will create a digital, interactive timeline that students can use to highlight the rise, apogee, and decline/fall of their topic. 

To discover, understand, and compare/contrast cultural conventions in the target culture with students’ culture.