Research what life was like for a philosopher who accomplished something that was unexpected in the time and place in which he or she lived. Understand that not all great thinkers lived in a time or place in which their ideas or actions were considered acceptable or important. Learn about how philosophers overcame these obstacles in order to accomplish great things. Make connections between the accomplishments of this philosopher and personal goals for intellectual achievement.

Create objects and artifacts from a story in which the line between reality and imagination is blurred, and talk about what is real and what is not real. Discuss the importance of things that are real, and the importance of the imagination, by investigating the way a story character understands the world.

Explore the difference between making decisions and having things decided for us, and identify the role our mind-body connection plays in our freedom.

Think about the word “Universe” and draw a picture of the images and ideas that this word brings to mind. Read about another person’s idea of what this word represents and note the differences or similarities between the two. Consider why people may have particular ideas about the universe and their place in it.

Identify and describe what makes us happy and healthy as individuals. Investigate and discuss the needs of our bodies and minds, as well as how they are connected or separated.

Think critically about what it means to lead by example, and make strategies for modelling good behaviour to other young thinkers.

Get to know a person who is in charge, or a “boss” in your school or community. Interview this person, explore what helps them make important decisions, and develop strategies for making your own.

Explore and think critically about various ways to define a “Good Leader”. Create a story board for a video game, or an adventure board game that follows one person’s “quest” to become a good leader.

Create a play/video about making decisions and how these decisions affect people around you. Explore and think critically about who makes decisions, the way that people make decisions, and how best to decide for yourself.

Research what life was like for a woman of great power/influence who accomplished something unexpected in the time and place in which she lived. Make connections between the accomplishments of these great women and one's own personal goals.

Research what life was like for a philosopher who accomplished something that was unexpected in the time and place in which he or she lived. Understand that not all great thinkers lived in a time or place in which their ideas or actions were considered acceptable or important. Learn about how philosophers overcame these obstacles in order to accomplish great things. Make connections between the accomplishments of this philosopher and personal goals for intellectual achievement.

Great Thinker's Challenge:

Compare various notions of beauty by comparing different historical eras. Think critically about the difference between true beauty and passing fads, as well as the role originality plays in definitions of beauty. Begin to form a definition of the characteristics that make something beautiful.

Great Thinker's Challenge:

Make personal connections to beauty by contrasting two views of what “looks good.” Think critically about the role of personal taste and popularity in theories of art and beauty. Begin to form a definition of the characteristics that make something beautiful.

Go out into the local community to find beautiful things in your local environment. Look for beautiful things that exist in nature and beautiful things that are human-made. Consider what makes them beautiful and write an ode to an object.

Make personal connections to beauty by identifying a beautiful place and representing it visually. Think critically about what makes this place beautiful and create a second representation of this place without those characteristics. Begin to form a definition of the characteristics that make something beautiful.

Investigate local habitats, plants, or animals that are endangered or have been singled out for protection by people or organizations in the community. Think critically about whether they should be protected, and research what can and should be done in protection efforts.

Create a web of connections between humans and other creatures/elements in the natural world. Brainstorm, organize, and connect living and non-living things according to the way they interact and depend on each other. Create a visual representation of these connections and reflect on the experience.

Write a letter of advice to future generations on how to treat and interact with the natural world. Think critically about the way that people in the past used the natural world in their daily lives, and how it is used now. Form an opinion about parts of this relationship that need to change, and parts that should stay the same.

Think critically about things that exist in the world in which we live. Create a list of criteria to identify things that are alive, and things that are not. Discuss and debate the importance of living things and express an opinion about the importance of humans in relation to other living things.

Create a “living” list of questions about the environment, to be answered throughout the course of study. Assess questions for depth and complexity, and sort them accordingly on a Question Tree. Use the Question Tree to brainstorm, gather, and document questions as they are raised and addressed.