For the Capstone Project, Grade 8 students engaged with the local community in a meaningful way through three lenses: economic, environmental, and social. With guidance, they independently inquired into a specific area, identifying an area of need relevant to the local community. Students created two primary products that reflected their investigation and understanding of the issue. When they completed the guided inquiry phase of the project, they wrote an argumentative rationale based on their research findings. The purpose of the document is to justify why action is needed. They then joined with other students with a similar topic or theme to lead a workshop for the Capstone Conference to an audience of their peers. The workshops focused on the students creating a powerful story around their issues to educate others, build empathy and inspire others to act.
A team of student leaders also did a number of behind the scenes jobs including building a conference website, designing the logo, leading sign up process for attendees, MCing the Keynote speaker session and more!
To find out more, please check out the conference website which includes the workshop descriptions and videos from the event.
Read more in the ISB News Article.
A glimpse at the week, both process and products!
How do societies meet their needs?
How do external factors impact the adaptation of a species?
In this scenario based project, students worked in small groups to inquire into how a society meets its various needs. In their groups, students were challenged to select a settlement location based on environmental and geographic factors as well as considering the historical record about the rise and fall of civilizations. As investigation continued, students will consider how their society will meet its needs including a study of economic systems and trade. Additionally, students analyzed and evaluated genetic and environmental impacts on the survival of their population. To ensure their society leaves a lasting legacy, each group created a monument, presented to a live audience with a dramatic component. The monuments were displayed in a museum style, with spoken explanations recorded to help viewers understand key design elements and the accomplishments of their society.
In addition to the monuments, students also created a variety of different products over the course of the simulation. For instance, In Humanities each student created a settlement proposal for their region which used each geographic and historical evidence to support their location claims. As a team, they determined the available factors of production in their region. Using that data they created an economic development and trade plan (examples: Trade Plan – Koalafied, Trade Plan – Selva Tropical, Trade Plan – Cocoa Trees)
If you didn’t get a chance to come to the exhibition, you can still access the museum materials! Please click on group name at the top of each photo or the links under their name to access their museum materials, including the audio tour.
Links: one, two, three, four, five
Links: one, two, three, four
A look back to our very first Ignite week! The students cooked, sewed, coded, laser cut, 3-d printed, built, and more.
In Project Consume, students selected a consumer product to investigate. In their investigation they determined the chemical compounds and traced the origins of those ingredients. In tracing the origin, students located parts of the world that the compound is sourced from. Using the sustainability triangle, they examined and evaluated the impact of extracting that resource. Next, they investigated the rest of the product life cycle from production, to distribution, to consumption, to disposal and at each stage assessed the sustainability impact. They then used those understandings to inform others about factors to consider when making consumer choices shared through two main communication modes: a digital report on the research findings and sustainability impact, a creative short story about part of the life of the product.
For a glimpse of each student’s individual project work, please click here.
Inspired by how organisations, artists, and businesses communicate in the real world the exhibition for this project took a different form. Working in small groups, students used the design cycle to created an installation piece to attract the ISB community to engage with their information presented on this website.o increase the challenge level further, and to fit with our key theme of sustainability in this project students made their installations out of re-purposed materials! Some groups opted to create a landing page for all projects and created one QR code to access, other groups opted to create a different QR code for each project. The installations were on display in various locations around the ISB campus.
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We are back and busy after our fall break! The students are doing some amazing and innovative work this week for our very first Ignite Experience Week. The theme for this week was Make It and students had a tough time choosing between the seven different project choices for the week. Projects for this week included:
- Hack FA
- FA Top Chef
- Invent a Toy
- Upcycled Fashion
- Make a Game
- Make a Moment
Working in teams, the students created a website for their space program that includes a number of elements such as their mission plan, robotic rover design specs, and space program recruitment video. The students, in partnership with Creatica, designed and built rovers.
The students represented countries that have emerging space programs in the real world. Countries that have highly advanced space programs such as the USA, China, and Russia were not represented.
Here are some examples of their completed space program websites:
Eric, Curtis, Jonathan, Billy
Haylie, Mikayla, Serena
Sally, Lian, Erica, Reina
Jeffrey, Alex W, Jeremy N
David W, Alex B, Ryan, Glen