FLEx Examples

Chemistry students investigate common pollutants of wastewater systems and write an article to publish in local city newsletter to increase awareness.

Ist grade students identified a recess problem, brainstormed together solutions and wrote a "how-to" piece that was shared with the school to enable harmony during recess. Students modeled "shining bright" on the playground.

Middle school students use their math skills to consider how to design school lockers that will better serve the needs of their school community. Proposals are presented to the HoS for consideration in the new building project.

High school physical education students developed and taught lessons to middle school students.

After reading some literature about how words can lead to change, students discussed how they could use their words for positive change in their school community. Students used sidewalk chalk to write words of affirmation and kindness on the outside hallways of their school.

Students planted wild rice for waterfowl and created shelters for wood ducks in the Fenner Nature Center to ensure that they were being good caretakers of the earth

In preparation of their school's 60th anniversary, students interviewed alumni via Zoom and shared the recordings with the celebration committee.

After studying about Jackie Robinson, students researched and presented leaders of effective positive change for their Wax Museum presentations.

Students designed a water system and developed a budget for a Nicaraguan community. They presented their proposal to the community water council.

Kindergarten students welcome preschoolers to school using maps they've created.

Students were invited to build relationships with local Spanish speakers to develop language skills and cultural understanding and to enrich each others' lives with the hope of building long-term friendships.

High school Spanish students write original stories to share with elementary students to inspire and encourage learning a foreign language.

Seeds are sent to Ukraine, "Europe's Breadbasket," as students study the breadbasket of the U.S. and how God's image bearers can serve as a part of the community of believers.

After studying the impact of power in their social studies curriculum, middle school students recognized the need to encourage and acknowledge the responsibility of current leaders and wrote letters of gratitude and encouragement.

After learning about the history of Hip Hop and how it was used as a medium to create positive change, students chose issues in their own school community that could benefit from positive change. They then designed and performed Hip Hop messages for their classmates and community.

Students were invited into three distinct experiences as a way to help find a healthy intermingling of politics and Christian practices.

Second grade students in a reading intervention program practiced their reading skills to be able to read and share with kindergarten students who also struggled with reading fluency and word recognition.

High school stats students designed probability carnival games to share with elementary students.

As an exercise in encouragement for social-emotional health, students created podcasts of their "favorite things" to share with their classmates.

In a yearlong FLEx, 6th graders worked with local park representatives to develop and clear a bike trail. Additional side projects also occurred.

Students worked like scientists as they evaluated evidence to make informed decisions to help themselves and their families as well as create an infographic to explain how mRNA vaccines work.

Using their understanding of electricity, students recycled/repurposed old lamps to reflect the missions of organizations in their community that were being a light to others. The repurposed lamps were gifts of encouragement to those organizations.

Through a bilingual exchange, students in Michigan and Ecuador were able to support each other by providing content (videos, writings, Zoom) to help develop language skills and to share cultural perspectives.

Students interview people working to build God's Kingdom on earth and write a book of their interviews to inspire others.

Students plant seedlings to share with local community gardens.

Students performed the musical Annie after learning more about foster care and the challenges faced. Students invited an audience of foster families to attend their performance.

Middle school students raised money for the purchase of three new instruments for a neighboring Title I school, then delivered the instruments and visited with students and had conversations about their shared interest in music.

Students created a video presentation that they shared with students during a chapel on image-bearing.

Fourth grade music students presented a Veteran’s Day Tribute Show and Performance and wrote letters to veterans so that they know they are not forgotten.

Students learned about the Harlem Renaissance and then engaged in research to study one person's story of how his/her art helped restore God's broken world. They then created their own tribute art and shared it in an exhibit at the Justice, Race and the Gospel event at a local church.

After researching body systems, students interview LifeGift spokesperson to learn more about the importance of organ donation. Students then created a stop motion PSA to share on the LifeGift website and in their own school newsletter to raise awareness of the need for organ donation.

Students work collaboratively to great a garden space where all can gather to delight in God's creation.

Students reflected on how what they love determines the direction of their hearts. Through interviews and reflection they were able to celebrate how their grandparents reflected their deep love of God in the daily decisions of their lives and that those decisions have impact for generations.

Students applied their math knowledge to budget for and purchase Christmas gifts for children in their local community who would otherwise not be receiving gifts.

Students participated in a cross-curricular FLEx by which they investigated immigration in their city and wrote letters to immigrants in their city.

Third grade students learn about empathy by reading a number of books and then craft empathy lessons to share with their kinder buddies.

Students met with a "client" and created a fitness program to help the client meet health and fitness goals.

Students designed and created prayer stones for those they wanted to encourage.

Students learn about decomposers and the importance and value of composting. They begin to compost at their school and write a book about composting to share with others

Students learned about the impact of music on memory care seniors, then prepared 10+ pieces of music to share with residents in a senior assisted living facility.

Second grade students wrote letters of encouragement and created tie blankets for cancer patients in a local hospital.

After reading Tiger Rising, students discussed the importance of processing our emotions. They decided to create calm down kits for early elementary students. They designed and presented the kits and explained the importance of sharing and processing our emotions.

Students individually planned and practiced daily acts that they linked to fruits of the spirit, and, as a class, they wrote birthday cards to a community member who was turning 100. (These teachers felt like their FLEx design was extremely effective for their kinder students.)

In a study of local animals and habitats, students worked in teams to clean out a local empty lot so animals could return to and thrive in that habitat.

After studying revenge cycles as part of their exploration of Hamlet, students researched various topics pertaining to mental health for the purpose of creating advocacy posters. These posters were displayed in the school library and students were invited to use a scavenger hunt to dig deeper.

Third grade students created quadrilateral castles along with "I Spy" questions to display in their local library so that patrons could enjoy and interact with them.

Kindergarteners create memory books for their 8th grade buddies who are about to graduate. These memory books serve as a keepsake to remember the Christ-centered relationships formed between the kindergarteners and 8th graders.

Students use the skills they learn in technology class in order to create a journal in which they reflect on what it means to give God the glory.

After studying the bioethics involved in the Covid-19 pandemic, students had to reach out to an individual who had been affected by Covid-19, and write and share their story.

Students looked for ways to help others feel valued and focused on encouraging boarding students with letter-writing, handmade gifts, and campus beautification.

Biology students participate in ecosystem restoration through planting trees.

Students worked to grow food in an effort to become independent from the "industrial food complex".

Students studied African culture and raised money to adopt an elephant in preparation for their virtual performance of "The Lion King".

Students created and implemented a plan to engage others in their community with the sharing and spreading of the Gospel.

Students conducted research projects about real needs and problems in their community.

HS engineering students learned about, researched, and designed solutions to everyday problems within their community.

MS principal led her families in a FLEx as a way of teaching them about TfT

MS Bible students studied the parables of the New Testament, then wrote their own.

Students applied geometry skills to create valentines for local hospitals and nursing homes.

Students created illuminated poems to be gifted.