Biology
A Climate Change Plan for Kansas City
The City of Kansas City, Missouri’s Office of Environmental Quality is currently updating their Climate Protection Plan with the goal to create a carbon neutral, equity focused and resilient Kansas City by 2040. They asked our students to recommend and evaluate specific strategies to be part of their plan. Students worked in groups to investigate the areas of energy supply, mobility, food, waste, homes & buildings, and natural systems to come up with feasible and effective solutions for our community. Students researched their area and came up with potential recommendations. They surveyed their friends and family to get feedback, and then they refined their ideas to create a video presentation of their 3 top recommendations for the city. These presentations were given to the city’s focus groups that will be updating their climate plan.
Energy Supply
Ayla, Chance, Illi, Miles & Sarah (9th)
Aedan, Evangeline, Malone & McKenzie (9th)
Noah & Johnston (9th)
Corbin (9th)
Food
Dominic, Jonathan, Kemani, & Naya (9th)
Aidan, Alyssa, Hannah & Syd (9th)
Abbas, Boston, Lilli, Noori & Payton (9th)
Homes & Buildings
Adrienne, Lily, Marcus & Yadon (9th)
Brock, Hailey, Landon & London (9th)
Caden, Grace, Moira, Muntadher & Robert (9th)
Mason C., Jerzie, Rihanna, Taylor & Micaela (9th)
Jake, Garrett, Gracey, Avery & Lorenzo (9th)
Mobility
Aliyah, Franco, Peyton & Max (9th)
Eva, Elijah, Josh, Tyler & Anthony (9th)
Josey, Maddy, Maya & Noah (9th)
Quinten, Key, Ryder & Lyra (9th)
Natural Systems
Elle, Barret, Michael, Julian & Mason G. (9th)
Audrey, Caidyn, Gretchen, Maelena & Matthew (9th)
Kyla & Ty (9th)
Eli, Jackson, Jonathan & Macie (9th)
Waste
Alexa Laila, Rachael & Noah (9th)
Aaron, Jackson & Nathan (9th)
Desi, Erik, Janae & Sophie (9th)
Dan, Emma, Elizabeth & Jaeda (9th)
Ecosystem Health
Facilitated by Mrs. Wilkerson & Mrs. Meyer
In this project, students investigated the health of our ecosystem near LEAD to determine if it was resilient or fragile to change. Students gathered data and evidence through a bioblitz (identifying plant and insect species), water quality sampling (macroinvertebrates, chemical and biological tests) and a threat analysis. Students then used this information to create a model of our ecosystem, calculate the biodiversity index of our area, and make a claim based on evidence about our ecosystem and what we can do to protect it. This project also included partnering with the Missouri Department of Conservation and the Kansas City Water Department.
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My Scientist Identity
Facilitated by Mrs. Wilkerson & Mrs. Meyer
In this project, students gained a realistic understanding of who scientists are, what they do, and how they think. They also learned about their own identity and the areas of science that interest them the most. They created a slide that showed similarities & differences between themselves and a scientist of their choice.
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Facilitated by Mrs. Wilkerson & Mrs. Meyer
Chemistry
Meet the Elements
Facilitated by Mrs. Attig
Students selected an element to research and identified its significance in everyday life. They learned about the atomic structure of their element and why it occupies a specific location on the periodic table. Students then created a model of their element, and wrote a short fictional story about what would happen if their element disappeared. They shared their information in a digital presentation with their classmates.
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Types of Chemical Reactions Tri-fold Brochure
Facilitated by Mrs. Attig
Students learned about the 5 types of chemical reactions and then designed a tri-fold brochure explaining and modeling the reactions. They observed demos of each type of reaction and used their skills to predict and write balanced equations.
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Element Superhero
Facilitated by Mr. Gleue
Students were to come up with a superhero or a villain connected into an element from the periodic table. They were to give several characteristics of the element, its electron structure, and a name for their character tied into their element.
Physics
Building CV-
Constant Velocity Vehicles
Facilitated by Mr. Gleue
Students created small vehicles designed to move at a constant velocity. They built the vehicles and then determined how fast the cars moved.
Kat E. (12th)
Matthew P. (12th), Albert I. (11th), Carter W. (11th), RJ L. (11th)
Building Mini-Roller Coasters
Facilitated by Mr. Gleue
For this project, we built mini-roller coasters using basic materials. We then analyzed the types and amounts of energy the ball had on the roller coaster at the beginning and end of its motion. We also determined the ending speed of the marbles at the bottom of the roller coasters.
Seth T (12th)
Connor D. (11th), Alyssa M. (11th), & Emily S. (11th)
Matthew P. (12th)
Forensic Science
Publicity for a
Forensic Science Program
Facilitated by Mr. Gleue
Students created publicity for a forensic science program at ‘LEAD University.’
CSI Crime Scene Photos
Facilitated by Mr. Gleue
Students created a crime scene and this project included the seven steps that must be followed by forensic scientists at the crime scene. These pictures represent samples of these ‘investigations.’
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Anatomy & Physiology
Emergency!
Facilitated by Mrs. Wilkerson
In this project students become "medical students" as they take on the role of assisting with the triage of patients after a fictitious bus crash near the school. Students analyzed bone breaks and drew the patient’s x rays, researched medical conditions, and created a presentation to educate the family on the condition, treatments, and prognosis of the patient.
AP Environmental Science
Sustainable Farming
Facilitated by Mrs. Meyer
For this project, students worked in groups to design a sustainable farm with at least two crops. Each group had to include their farming philosophy and plans for soil, irrigation and pest management. They also developed a site plan, sustainability plan and potential customers and additional revenue streams.