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High School Grade  Project 36 weeks

Danielle's 1st project

Danielle W
Updated
CCSS.ELA-Literacy.WHST.11-12.7
CCSS.ELA-Literacy.W.11-12.7
CCSS.ELA-Literacy.SL.11-12.1
CCSS.ELA-Literacy.WHST.9-10.7
CCSS.ELA-Literacy.SL.9-10.1
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Purpose

Students design and carry out a yearlong project that connects their personal goals, academic learning, and real-world interest in supporting unhoused animals through community action. They investigate animal safety, shelter needs, and local barriers to adoption, then use that research to plan outreach, marketing, and a public event that helps animals find homes. Working with peers, mentors, local shelters, and animal rights advocates, they build skills in collaboration, communication, project management, and problem solving while contributing to a meaningful community need. The experience culminates in sharing their process, impact, and results with mentors, family, trusted adult supporters, and peers.

Learning goals

Students will conduct sustained research on animal safety, local shelter needs, and effective community outreach, then synthesize findings to shape a realistic event plan that helps unhoused animals find homes. They will strengthen collaboration and communication by co-designing the project with peers, engaging mentors and animal advocacy partners, and presenting progress through monthly reports, weekly check-ins, and a public event for families and supporters. They will build project planning, marketing, and event coordination skills by organizing a community awareness and adoption-focused event, using feedback from mentors and professionals to revise their work. They will reflect on their growth in community activism, self-direction, and problem solving by tracking outcomes, including participation and the number of animals placed in homes.

Standards
  • [Common Core] CCSS.ELA-Literacy.WHST.11-12.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • [Common Core] CCSS.ELA-Literacy.W.11-12.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • [Common Core] CCSS.ELA-Literacy.SL.11-12.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11—12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • [Common Core] CCSS.ELA-Literacy.WHST.9-10.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • [Common Core] CCSS.ELA-Literacy.SL.9-10.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • [National Core Arts Standards] TH:Cn10.HS3.a - Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.
  • [Common Core] CCSS.ELA-Literacy.W.9-10.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • [Next Generation Science Standards] HS-ETS1-1 - Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
  • [National Core Arts Standards] DA:Pr5.1.I.c - Collaborate with peers to establish and implement a rehearsal plan to meet performance goals. Use a variety of strategies to analyze and evaluate performances of self and others (for example, use video recordings of practice to analyze the difference between the way movements look and how they feel to match performance with visual affect). Articulate performance goals and justify reasons for selecting particular practice strategies.
  • [Next Generation Science Standards] HS-ETS1-2 - Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Competencies
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.

Products

Students will create a yearlong body of work that includes a research portfolio on animal safety and local shelter needs, outreach and marketing materials, event plans and timelines, contact logs with community partners, and monthly progress reports. In collaboration with peers, mentors, local animal shelters, and animal rights advocates, they will also develop presentation pieces for critique, including pitches, social media campaigns, flyers, and reflection updates on community activism and engagement. The culminating product is a student-led community event that raises awareness, connects unhoused animals with potential adopters, and documents impact through attendance data, partner feedback, and the number of animals that find homes. Students will share their final exhibition materials with co-mentees, mentors, family, and a trusted adult supporter.

Launch

Kick off with a college-style enrichment workshop and mentor-led panel featuring animal shelter staff, animal rights advocates, and older student peers who have led community projects. Then have students visit or virtually tour a local shelter to document needs, interview partners about barriers to adoption, and gather initial questions connected to animal safety, outreach, and event planning. In collaborative teams, students respond to the essential question by drafting a quick concept for a community awareness and adoption event, then share their ideas in a feedback circle with mentors and co-mentees. End the launch with each student identifying a personal connection to the issue and setting an initial project direction tied to their goals, interests, and community impact.

Exhibition

Conclude with a public community adoption and awareness event where students present their research, outreach campaign, and event-planning process while helping connect local shelters with potential adopters. Invite co-mentees, mentors, family members, trusted adult supporters, shelter staff, and animal rights advocates to attend, respond to student presentations, and celebrate outcomes such as animals placed in homes. Include student-designed displays with marketing materials, data on community engagement and adoptions, and reflections on animal safety, activism, and collaboration. End with a formal share-out in which students discuss feedback from weekly mentor check-ins, monthly progress reports, and community professionals, highlighting how their work grew over the year.