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This is a family quilt my first grade scholars made about why their families are special. We also included each students fingerprint to show they are unique.

We love making these infographics on Jamestown and Plymouth. It is a great way for students to practice making a claim and supporting it using specific evidence which we do in both reading and writing.

I created a road using thin strips of black paper and craypas. Students were given a half-sheet of paper and told to create a place in our community where our needs were met. I went to the workroom and got some scraps so they could make windows and other shapes for their buildings. Some students made the same building and we put them together to make a two story building. It has been a great conversation piece for when new places come up (could we add that to "Our Community?" Do we have ______ in our community already? Where in the community would you go to meet this need or want?

This is my third year using InquirEd and it always amazes me just how much 9 and 10 year olds already know about economics. For example, they might not call their economic choices "opportunity cost," but they are well aware that by making a choice, they are giving up something else.

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.

Students practiced financial literacy skills by recognizing that saving helps people meet their needs and wants over time. The lesson also encouraged personal reflection and goal-setting, helping students connect the economic concept of saving to their own lives.

Our Inquiry Unit - 4th Grade California: The Diverse Geography of California After student groups studied a particular region of California, they used their annotated articles to pull ideas/descriptive words to help them write a haiku about that region. We created an interactive bulletin board where students passing by in the hallway could guess what region was being described in the haiku and then check their answer by flipping the card. Students also created illustrations to go along with their answer.

In this activity, students completed the Changemakers Footsteps handout as part of the 3rd-grade 20th-century Civil Rights Movement unit. The students have been highly engaged and have had thoughtful discussions throughout the lessons. They are beginning to make connections between key events and recognize the patterns of unfairness that people faced during this time. It’s been inspiring to see their empathy and understanding grow as they explore how individuals worked together to create change.

This unit was a fantastic opportunity for my students because they researched their nations and proudly prepared presentations to share essential data, and made genuine connections with other countries.

Our class wrote and drew about their favorite foods they eat for special celebrations. We were joined by our Big Buddy Volunteers from Clearwater Retirement Community who shared some of their traditions too! Our class loves listening to their perspectives and stories, and the volunteers enjoyed helping students create their quilt square. We posted everyone's square on our wall as we compared and contrasted everyone's unique traditions.

Students really took ownership and put their own ideas into this massive mural!

1. We took the mini-poster display idea from the lesson, and I added the visuals to support what the students learned to create really eye catching posters. 2. Students color coded their notes to allow them to know which resource to back to for reference.