Students built a model of a "healthy democracy" in the woods off the playground where they created a Constitution inspired by the U.S. Constitution and have an ongoing working government that includes three branches of government, holds elections, writes bills and makes laws that have penalties. They run the government by holding weekly town meetings.

The students collaboratively determine what the goal would be for their final products in the Natural Resources Inquiry in response to the Inquiry question, "How should we use the natural resources of the United States?" The common class goal was to stop wasting water, and students decided whether they would work independently or in groups for how they would take action to accomplish this goal. Pictured are some of students' Inquiry Challenge Statements, and Product Plans from Module 6 brainstorming lesson "Brainstorm: Generating Ideas for the Work."

The work pictured here is from the Natural Resources Inquiry, Module 3, in response to the essential question "How can we use natural resources responsibly?" These are students' mini-posters from Lessons 4 and 5, which are displayed in the hallway outside their classroom.

Students realized kids were overusing soap and water in the bathrooms. After learning about the importance of using resources responsibly, they created posters to remind students of the expectations.

Students created a variety of written products in order to inspire the school about saving natural resources.

Amazing student responses from Lesson 5 of the 5th module. Really great connection on opportunities and challenges and how they can take action!

Students worked in partnerships to research and investigate different regions of the U.S. by reading the region articles from InquirEd and reported out on their findings. They enjoyed learning about the National Parks of the U.S. in an extension lesson and created brochures about a self-selected National Park from the Inquiry Unit.

We just completed our inquiry challenge statement and have created a wonderful mural featuring endangered animals.

In Module 2/Lessons 4-5, small groups present "mini posters" of the research they have done on their assigned cultural area. My students really wanted to add more color and artwork, so we decided to make more traditionally sized posters to capture what they learned. Posters are on display in their social studies classroom as well as the hallway. Kids enjoyed their classmates' presentations, and also liked the chance to see what other classes created as well. Posters will stay on display through the conclusion of the inquiry in November.

Inspiring Civic Action in First Grade This year, our district launched InquirED. In first grade, students have been working through the Civic Engagement unit, exploring ways they can make positive change. During Module 5, students read and discussed stories about individuals who noticed problems and took steps to solve them. One of the texts, "Carl the Complainer", inspired rich conversations about how small actions can make a big difference. The following day, students learned about the Americans with Disabilities Act (ADA) and discussed how accessibility helps ensure everyone can participate fully in community life. After this lesson, one student felt especially motivated. She went home and created a petition to make the school playground more accessible for a classmate who uses a wheelchair. The next day, she brought her petition to school and gathered signatures from her peers. Word of her project spread quickly. Another first-grade teacher, whose class was a few days behind in the unit, invited the student to share her petition with their class. Inspired by her example, those students decided to create their own petition as well. Now, the first graders are eager to present their petitions to the principal, demonstrating how even the youngest learners can be powerful advocates for inclusion and change in their community.