WMS offers SEAPERCH, a STEM/engineering course facilitated by Mrs. Greer Harvell, as an elective option for students.  This week, students designed small vehicles powered by the snapping action of a mousetrap.  Students' vehicles must cover a flat distance of five meters.  Upon completion, each team member documented their learning with a written summary of their research on automotive engineering and mousetrap racers.  Through teamwork, SEAPERCH students rose to meet the cognitive demands of the complex challenge.

Students in Picture 1:  Chloe Cumby, Kristen Meeks, Cienna Derruisseaux

Students in Picture 2:  Ethan Austin, Alicia O'Daniels

Submitted by Kristen Nelson

Students throughout Butler Elementary are involved in setting individual goals and tracking their own data. Here are two of Mrs. Barnhill’s second graders recording their math fact fluency! Submitted by Tammy Smith

Walton Middle School science teacher Mrs. Greer Harvell welcomed students back to school with a fun, get-to-know-your-teacher lesson that combined evidence-based writing and inquiry skills.  Throughout the year, science students will investigate science topics through literacy and hands-on practice using the Claim-Evidence-Reasoning strategy (CER).  Mrs. Harvell introduced the CER approach on the second day of school by allowing students an opportunity to get to know her.  Mrs. Harvell filled a table at the front of her classroom with many miscellaneous personal objects and asked students to come up, examine the objects, and draft a claim about who their teacher is based on the evidence before them.  After drafting individual claims, students collaborated with shoulder partners, then shared their ideas with the class, supporting their thoughts with evidence and reasoning.  Not only did the activity give students a chance to learn more about their teacher, but it also introduced them to a powerful evidence-based inquiry strategy for successful science learning.  Submitted by Kristen Nelson

FHS AP Psychology students learn about important contributors in psychology through a "speed dating" simulation.  

Students assumed the role of a famous psychologist or psychiatrist for the class period. They were given 1 minute to introduce themselves to a classmate by giving a brief biographical sketch as well as highlighting the important contributions and school of thought. This was done in a ‘speed dating’ format where they rotated partners every minute. Students could bring visuals, props or dress like their person to help their classmates learn about the psychologist.

Submitted by Vanessa Bump/Patty Woodard