In this collaborative Biology and Art project, students created a piece of art to highlight the complexity and beauty of cells as the basic unit of structure and function in living things.  Students selected a specialized cell, such as a neuron or bone cancer cell, and created their art based upon digital images as inspiration.  They utilized a watercolor pencil technique as instructed by our art teacher, Debbie Kelly, and researched information about their cell with the guidance of their Biology teachers. Learn More

• Subject: Biology & Art

• Grade Level: 9th-10th

Students explored sustainable alternatives by creating bioplastics from soybeans! They investigated the properties of their creations through strength testing and explored how these bioplastics degrade. The project culminated in the students using their bioplastics to design and create beautiful stained glass windows and picture frames, showcasing the potential of these eco-friendly materials. Learn More

• Subject: Science (bio-science)

• Grade Level: 9th-12th

Students were tasked with identifying how perspective shapes and guides their (and others) viewpoints of themselves. First, they analyzed how others view them. They placed these words on the outside of their face - representing the sometimes inaccurate and hurtful messaging that judgement can cause on oneself.

On the inside of the image, students included words that they truly feel about themselves. By symbolizing these feelings, students help to recognize the discourse of perspective surrounding one’s feelings towards any topic - whether that be personal or public. These viewpoints shape and identify our viewing of any topic - especially politically and socially. Also, students recognize that in most cases, first impressions and judgements are wildly inaccurate and detrimental. Learn More

• Subject: Social Studies

• Grade Level: 9th, High School

Students designed an original 2D plant or animal cell model. The 2D models were then printed onto wood, where students soldered LED lights and buttons to identify the parts of the cell which they displayed on a laser cut, free-standing board. Learn More

• Subject: Biology

• Grade Level: 9

Kicking off with the Gem City Comic Con in Dayton, students will learn about the societal impact of comic books and their role in covering major conflicting issues in the United States. Depending on their course, students will spend 6 weeks, individually or in partners, developing and publishing a comic book over:

• Government: An injustice in society, including its solution and issues involving corruption and/or gridlock at the state or national level.

• History: Bringing a voice to the voiceless, including a perspective of one not often heard to shed light on their historical significance.

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The goal of this project is to develop career-technical skills, enhance and build on student creativity and design principles, and allow students to practice and implement skills they are developing in Agriculture, Mathematics, and more. Learn More

• Subject: Ag./STEM Exploration

• Grade Level: 7th

In this project, Environmental Sustainability students were challenged to construct a sustainable small scale ecosystem in which they would investigate a human influence on the natural world.  The ecocolumns have two chambers: the terrestrial chamber, the aquatic chamber.  Within these chambers, students observed interactions between living and non-living factors and traced cycles of matter, including nitrogen, carbon and phosphorus.  Also, students chose a variable to test within the ecocolumn and designed a 6 week investigation to simulate the effects of a factor such as runoff or pollution.  They presented their findings through a detailed sketches and scientific papers which summarized their investigation and findings. Learn More

• Subject: Environmental Sustainability

• Grade Level: 10th-11th

Linocut printmaking is a creative process that involves carving a design onto a surface and then using that carved surface to make prints. Students started off the school year learning about eco based inks by making their own stamps and own ink for printing. Learn More

Subject: Environmental Science

Grade Level: 10th

Following and tracing the actual 2016 election between Donald Trump and Hillary Clinton (as well as third party candidates), students will operate and manage their own tickets based on real party principles. Students will design their campaign by researching real world issues, creating campaign videos, making campaign slogans, and participating in multiple Presidential and Vice Presidential debates. Election results are simulated based off real world demographics. Learn More

• Subject: U.S. Government

• Grade Level: 9th-10th, High School

During the course of several weeks, the English department worked with the art department to mull over and examine multiple forms of “protest art” (including bumper stickers, political cartoons, and street art), while reading Corey Doctorow’s Little Brother. The book focuses on protesting a malevolent and dictatorial government alongside extreme measures of government surveillance. Students researched, evaluated, and created their own versions of each art form ending with street art as the major end project. Students carved their own stamps and inked them on phone books. Their designs adhered to the themes from the novel. The end result is a college of prints creating an eye designed to resemble the shutter of a camera, and in the pupil is a monitor (CCTV) connected to a surveillance camera pointing at whomever is near the eye. Learn More

• Subject: English, Art, Social Studies

• Grade Level: 10

Currently, over 600 million people worldwide do not have access to safe water.  By the year 2030, over half of humanity will live in areas where the demand for water is greater than the available supply.  In this Environmental Sustainability project, students were asked, "How can we educate our community about the Global Water Crisis?".   Students were asked to choose a country or region that is currently under water stress, research the current state of water in that country.  Then, they wrote a paper to summarize their research and propose educational, technological and government solutions to solve the problem. Learn More

• Subject: Environmental Sustainability

• Grade Level: 10th-11th

Following the design challenge process, students will work in groups of 2-5 to research, design and build a proposed model of a gravity xylophone. The best model or aspects of the best model will be used in the large scale design. Students will learn about: what makes a song and what is the difference between music and noise, how density and size of materials affects the tone produced and different types of waves and how they travel, the design process: Ask, Budget, Plan, Create and Test, Redesign, and presentation and collaboration skills. Learn More

• Subject: Physical Science & Music

• Grade Level: 10-11th, High School

A STEM Fair entry consists of a literary review paper over the project topic, a science lab report over selected topic, a tri-fold display board, and an oral presentation of the project.  This STEM project is an interdisciplinary assignment that is incorporated into the language arts, social studies, math and science courses.  This project will connect students directly with a real world problem of their choice and provide great practice for future college/job interviews. Students can potentially be eligible to compete at Clark County Science Fair/ District Science Fair/State Science Day, Agriscience Fair, Believe in Ohio, and Google Science Fair. Learn More

• Subject: Science, Math, Language Arts

• Grade Level: 7, 8

Create a field game to sell that utilizes soybeans as a core material to promote our agribusiness partners.

Working in the unused, overgrown courtyard at our building, students were tasked with building, based on need and personal interest, components of an outdoor learning space. Students wanted to incorporate elements that could be utilized for all students (such as a play area, hammock, and garden) while still allowing for multiple seating arrangements for usability. Learn More

• Subject: All

• Grade Level: 8th Grade

Students work with one another to answer the questions: How, where, and why do Earthquakes happen? How can we model and explain plate tectonics to help others understand these processes? Students identify a site of interest that experiences tectonic activity and then conduct the research as needed to create their model. Students have the opportunity to meet with engineers to review their model plans for feasibility and functionality. Learn More

• Subject: Science

• Grade Level: 8th

There are hundreds of topics and stories out there begging to be discussed.  Students were given the task of researching any topic of their choosing, writing a research paper about that topic, then creating a podcast over it.  They had to spend several weeks learning about podcasts, presentation styles and script writing in order to create their final product. Learn More

• Subject: English 1

• Grade Level: 9th

Students had the opportunity to learn about the various types of potential energy and what factors affect each type of potential energy.  They then engaged in the engineering and design process to create the machine of their choice.  An important component of this process was receiving peer feedback and making adjustments based off of the feedback.  Student videos and narratives gave learners an outlet to express how their design reflected their understanding of the concepts.  In the end, each design uniquely showed each student's understanding of potential energy and the factors that affect them! Learn More

Subject: Science
Grade Level: 8th

Can we develop a successful prairie ecosystem at Global Impact STEM Academy? This will be done by working to develop and monitor a micro-prairie to benefit our agroecosystem. The process will include analyzing a natural prairie’s impact on pollinators, soil and water health, and biodiversity. Learn More

Subject: Environmental Science
Grade Level: 10th

Every person has a story. Our lives are a journey of accomplishments, setbacks, happiness, depression, and every facet in between. In this project, we explored the human experience: what makes us, “us”? What connections do we have with others? How do we all relate while still retain our individuality? Learn More

• Subject: English 2/3/4 & American History

• Grade Level: 9th/10th

In multiple stages over several months, students researched, developed, created, and presented their own original work portraying a facet of Springfield's history. Students selected one theme: from criminal backgrounds to women's history, then conducted archival historical analysis at the Springfield Heritage Center. Then, students investigated different forms of creative display, ultimately selecting one to build, develop, and present on our expo night. Learn More

• Subject: American History

• Grade Level: 9

Integrating with Global Impact's focus on agbioscience, students performed background research on one stage of the farm to table process: from growing, harvesting, government regulation, marketing, consumption, to waste. From there, students did background research on "marble runs" as a way to inform and interest the public on these topics. Learn More

• Subject: Biotechnology, US Government

• Grade Level: 9th-10th, High School

Working in teams, students constructed model rollercoasters. These thrilling rides are about a lot more than simply moving people around real quick - they’re rooted in high-level mathematical thinking, years of planning, and historical purpose. In this project, we entered the world of theme parks - planning, designing, simulating, and building. Learn More

• Subject: American History, Algebra II

• Grade Level: 9th/10th

This year, Freshmen in Mr. Payne’s English class were able to work one on one with a (semi) popular YouTuber. As teachers, we often times see student interests as distractions. Instead, Mr. Payne attempted to take this distraction (YouTube) and make it the curriculum. With YouTube 101: Scootin America, students were able to see YouTube (and those who use it) through an extremely critical lens. Acting as “consultants” for the YouTuber (Adam Sandoval), students studied branding, marketing, algorithms, inference (via demographics and comments), communication skills, collaboration, design, and organization while simultaneously synthesizing these skills by putting them in to practice (creating their own videos/channels). While FaceTiming with Adam (the YouTuber) classes were able to see real-time results and get immediate (and realistic feedback). Students were able to follow the growth of Adam’s channel daily, seeing their thoughts and ideas become successes. It was to culminate with Adam coming to visit the school and see the students’ presentation, however, he was involved in a fairly serious car accident and was unable to attend our 2017 expo night. Learn More

• Subject: English 1

• Grade Level: 9th

The goal of this assignment is to develop a new popcorn snack product, develop communication skills, enhance student creative thinking, review packing and nutritional labels, and build upon kitchen and measuring skills to create a finished, marketable product.

• Subject: Ag./STEM Exploration

• Grade Level: 7th

As a sophomore project, students were asked to synthesize materials and lessons gained from both social studies and English. While reading Sherman Alexie’s Absolutely True Story of a Part-Time Indian, students were asked to analyze the power of oral communication via storytelling. The stories involved students remembering aspects of their lives that made them who they are today: stories that make them unique. Students did write their stories, but the final product involved the oral presentation of the stories. Learn More

• Subject: Humanities

• Grade Level: 9th, High School

Students were asked to research, create an art piece, and write an artist statement about a topic which is frequently misunderstood. Students selected topics that are important to them, such as misconceptions about race, gender, sexual orientation, athletic ability, mental health, and more. Learn More

• Subject: English II, III, IV

• Grade Level: 9th-12th

Students worked with the veterans gaming organization, StackUp, to interview and learn more about veterans’ lives and the issues they face (PTSD, anxiety, re-adapting to society, recognition, etc.) Students then prototyped storyboards to communicate these issues through video games using RPGMaker MV. Further, students were introduced to the history of roleplaying games.

By creatively interpreting these stories, students had to tackle complex, meaningful issues in a serious manner - while ensuring that the experience was engaging and interesting. Students developed elaborate ideas which they presented at a “gaming expo”, where their games were donated to raise money for StackUp. Learn More

• Subject: American History, Government

• Grade Level: 9th

Students were tasked to research, plan, and write a solution to one of the United Nations’ Sustainable Development Goals. In addition to finding a variety of research to support their claims, students were required to contact an expert or advocate in the field as a primary source. Further, students were encouraged to actively implement or find out more within their community.

Afterwards, students creatively expressed their solution through hand symbols printed on plexiglass, which was meant to attract attention and encourage further discussion to school visitors on expo night. Learn More

• Subject: American History, Government, Biology, Biotechnology, English I/II

• Grade Level: 9th/10th

This project serves as a final piece to the shop and tool unit and allows students to work in partners and create a fun game, while utilizing shop skills gained from the overall unit. Students will work together to measure, cut, sand, and assemble a tabletop corn hole board and then paint or stain it and create beanbags to go with it. Students create the beanbags and learn (or increase their familiarity with), hand and machine sewing techniques and utilize the shop tools and equipment, sewing machines, and a wide variety of hand and measuring tools. Learn More

• Subject: Ag./STEM Exploration

• Grade Level: 7th

Explore and integrate scientific principles to design and maintain a hydroponics system in an "alien environment."

To display the expo night theme of health & wellness for 2nd semester, 2018, students put on a live performance. Students could choose any topic that related and were completely in charge of everything that occurred. Students were administrators as directors, wrote the entire script, designed the play parts, and created costumes. Learn More

• Subject: US History, US Government

• Grade Level: 9th-10th, High School

Despite being an agbioscience school, Global Impact still lacked quality recycling, sustainability, and other forms of environmentally friendly practices. During this project, one will develop, implement, and maintain different aspects of a zero waste initiative that will set the standard for years to come in our community.

Each student or group was in charge of finding their own topic and developing their own idea for this project, and as a result, products varied rapidly. A group formed a RAC (Recycling Air Cannon) to "gamify" recycling at lunch by shooting water bottles to another group seeing a cost analysis of how soda guns operate as compared to vending machines. Learn More

• Subject: Social Studies

• Grade Level: 9th-10th, High School

How can we transform waste to energy? This process involves investigating wastewater treatment processes and evaluating waste utilization for energy. Treating wastewater is very expensive and takes a lot of energy. In fact, about 3% of the U.S. energy budget is used to treat wastewater. However, wastewater contains about five times more energy than what is needed to treat it! Instead of consuming energy, wastewater treatment plants could use MFCs to produce energy and provide electricity to homes. Learn More

• Subject: Environmental Science

• Grade Level: 10th

This PBL design challenge focused on how to track, trap, and attack aphids within agriculture and what controls currently exist to keep them from impacting yield and plant health. Then, after the process was modeled each 8th grade advisory (homeroom) voted on an invasive / unwanted species to focus on in their class teams. Some chose wild boars, the spotted lantern fly, corn root worm, and others picked aquatic invasives that ODNR checks for on Lake Erie. These advisory teams created themed exhibits for guests to tour during our annual project highlight event known as expo night. Learn More

• Subject: Ag, Food, and Natural Resources

• Grade Level: 8th

How can I aim to reduce waste in my personal life and reduce waste in the spaces I occupy in an effort to become zero waste? The EPA reports that the United States produces 292.4 million tons of waste in a year which averages out to 4.9lbs per day per person. This number continues to rise year by year and solutions need to be found. With increased amounts of waste our immediate safety and long-term welfare is at risk for our communities. We must treat waste management as the urgent and essential public service it is. It is up to you to use a lens of resilience to develop more sustainable waste management systems and solutions. Learn More

• Subject: Environmental Science

• Grade Level: 10th