Tag: Class Projects Back to Blog »
Beginning in the first semester of their Senior year, students embark on the process of researching a topic for their Senior Bible Leadership Project. This summer we will be highlighting the great work from a number of our recently graduated seniors.
For additional Senior Project info, click here.
For her Senior Project, Kate Pitcher started a girls youth program through A Jesus Youth at Westside: A Jesus Church. Kate planned and organized two different girls events, a breakfast and a prayer & worship night, where guest speakers talked about our identity and value in the Kingdom of God. Girls were empowered and had the chance to respond through activities, conversations, and prayer.
This semester’s creative writing class has been working tirelessly all term, writing beautiful poetry, captivating stories, and hilarious personal journals. Their hard work culminated in a beautiful literary magazine publication which they called “Inkwell.” In it, one can find poems and stories written by Creative Writing students and also contributions from Westside’s visual art students. Ms. Tagayuna hopes that more students contribute and submit their writing and art to future volumes! So keep writing during the summer! You may be published next year!
Check out some of the wonderful examples of artistic expression displayed by our students at the Spring Art Show. Congratulations to Mrs. Witkowski and all of her students for a magnificent job exploring, learning, and creating in all of the Westside art classes this year!
The Creative Writing Class has been exploring the intersection between visual art and poetry. As a capstone project for their poetry unit, students broke up into groups and created poems and art pieces that would exemplify those intersections. Their challenge was to integrate all group members’ poetic and artistic voice and use a BOOK as their medium.
The Science Project is a year long project in Physical Science. It begins with a Background Paper, where the students research a topic of their own choice. Students then write an Investigation Plan. The Investigation Plan is based on an experiment the students design based on their Question (or Problem) and their Hypothesis.
Following the actual experiment, with clearly defined variables and an experimental group, students complete an Investigation Follow-up Report. In this report, they analyze their data, document trends, discuss their hypothesis, and tie what they learned back to their Background Paper. The last piece is to create a display to show off their work. This year, the senior Bible class served as judges.
Today all US History students, which includes nearly every Westside scholar in the 11th grade,
turned in their Term Papers they have been meticulously drafting, crafting, and editing these last few weeks. Students were tasked with analyzing a historical issue and defending one side from a biblical point of view.
Westside seniors are currently reading and taking notes on The Millionaire Next Door in Economics to learn the art of accurate budgeting, informed saving, and wisely planning for their retirement years. Here’s to the WCHS Class of 2017 being fiscally responsible graduates at the conclusion of their high school years!
For their health final, students were asked to make a health-advocacy Public Service Announcement that demonstrated knowledge about a lifestyle related disease. Students could choose to create their project in a way that was interesting to them, as well as choose their more specific topic.
Take a look at one well done student PSA on Obesity
Students recently completed a screen printing project in Introduction to Art. Students were required to create 4 prints total. A self portrait, 3 or more color prints, a positive and negative print of the same item, and something of their choice.
Mr. Trine’s English classes needed creativity and comprehension for a recent assignment in class: create an Anthem board/card game.
Review the grading rubric and see some excellent examples below!
|Knowledge Gained||Participants could not correctly state facts about the topic used for the game without looking at the game.||Participants could easily and correctly state 3-5 facts about the topic used for the game without looking at the game.||All participants could easily and correctly state 5-7 facts about the topic used for the game without looking at the game.||All participants could easily and correctly state 10 or more facts about the topic used for the game without looking at the game.|
|Accuracy of Content||3 pieces of information used in the game are not accurate.||2 pieces of information used in the game are not accurate.||1 piece of information used in the game is not accurate.||All pieces of information used in the game are accurate.|
|Rules||The rules were not written.||Rules were written, but participants had some difficulty figuring out the game.||Rules were written, but one part of the game needed slightly more explanation.||Rules were written clearly enough that all could easily participate.|
|Cooperative work||The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.||The group worked fairly well together with all members contributing some work.||The group generally worked well together with all members contributing some quality work.||The group worked well together with all members contributing significant amounts of quality work.|
|Creativity||Little thought was put into making the game interesting or fun.||The group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game.||The group put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or interesting characters.||The group put a lot of thought into making the game interesting and fun to play using textures, fancy writing, and/or interesting characters as shown by creative questions, game pieces and/or game board.|