Students created travel brochures in small groups, featuring a San Diego map with sustainable sites and descriptions of their eco-friendly practices and visitor appeal.
Third and eleventh grade students collaborated to research and share insights about local natural spaces, enhancing their understanding through lessons, writing, research, and videos.
Students deepened their understanding of food’s impact on health, values, and the environment, fostering critical thinking through exploring food production, preparation, and consumption.
Students engaged in an interdisciplinary project exploring indigenous cultures, delving into the impacts of colonization and creating constellations inspired by storytelling traditions
Students conducted a comprehensive study of San Diego’s sensitive coastline, observing environmental interactions, interviewing individuals, and analyzing data to create various media forms, aiming to engage diverse audiences while connecting with younger students to share their experiences.
Students studied the geological processes of changing the land via erosion, human impact, and other forces to model gradual change in their topographical maps
Students created their self portraits using hundreds of linear and quadratic equations. They then annotated their portrait by solving intersecting lines using substitution and elimination
Patricia Lim and Stacey Stevenson created an inquiry-based project about the nature of play, in the hopes it could ultimately transform the underused space into a nature playground.
The central idea of this project was to use the city itself as a text and students captured the details of the journey through photography and journaling
Students used words and images to express themselves through their experiences, passions, past memories, adventures, beliefs, sayings, dreams and more!
How do you grow food in space?
In this project, 9th and 11th graders teamed up figure out how to do exactly that: grow food with no natural light, no gravity, and hardly any room!
A math teacher and an art teacher were fascinated by the “wave machines” of kinetic artist Rubin Margolin. The art teacher spent two years learning how to make one of his own.
Then their students learned how too.
