Using the Inquiry process, students decided to make a cookbook using a family recipe that represented their cultural background. Students cooked the dish at home; many students took pictures of themselves preparing it and included it in the cookbook. Cookbooks were shared with students and their families.

Students who created this project investigated the State of Illinois and the various landmarks that they felt were relevant to its history. They created a timeline, as well, incorporating events in the country's past that were important to Illinois, as well as resources and indigenous peoples that were a part of our past, present, and future.

This mural was inspired by a group project we completed in the beginning of the year. We reflected on our work and recreated a mural to show how we worked as individuals to create a product as a team.

We learned about all kinds of families and what makes our family special. We did the Vin Diagram as a group. We than build our "family" home with all its members and shared with each other. They saw graphically the similarities and differences by comparing the color codes on each house.

Students took the individual quilt square assignments and combined them into a larger mural that represented who they are!

Students used Play-doh to create a landform they learned about. They then made a video on Seesaw showing their landform and explaining what they knew about it. Some teachers had students create the landforms and use them in their final unit map project.

Students researched an innovator, completing the profile handout. These were on display at an innovation fair held by the school.

These pictures are from Module 8 of The Human Story. The kids are reflecting on what they've learned from the stories throughout the year. They used post-its to react to the questions on each piece of chart paper and then did a gallery walk to look at each other's responses.

My students love adding drawings to the region they are investigating! Celebrating Native America culture has been a blast for these 5th graders!

I like to use a jigsaw method when it comes to creating class anchor charts. This way, the students have more ownership of the information, and they have a chance to be leaders and present the information that they learned. The anchor chart that you see was created by student small groups who reread the text to collect information on the differences between the regional colonies. We also rephrase the essential question into our own words which helps ESL students and all students in my classroom to promote better understanding.

Students worked in small groups, presented to their classmates, and then we hung the posters in the hallway for the entire school to see.