Blog Feed

My capstone project focuses on teen driver safety. After being able to drive for myself for almost 2 years I always notice how much different teens drive compared to others. Teens tend to be the number 1 cause of why car accidents happen out of recklessness and or just not understanding how things work on the road. I collaborated with CHOP in the teen driving program to try and get teens ages 16-17 free practice lessons along with having the chance to take your license test at a free cost. I created a survey to ask questions and gain a deeper understanding of teens who are interested in learning to drive. While doing this survey I found a common link many people’s parents don’t have the time to teach their kids and or don’t have the funds to pay for the practice test and driver’s license. After I figured that out. I wanted to go talk to the different classrooms to tell them that if they were to participate in this program they would be someone to help you practice with questions and physical driving and you wouldn’t have to pay because the Study is funded. Overall I wish I did talk to more people to let them know there are people there for them in that area of teen development.

For my Capstone project, I focused on teaching younger kids about mental health. At first, I planned to make stress relief bags for teens at my school, but along the way, I realized I wanted to do something more hands-on and interactive. I decided to shift my project to focus on 5th graders instead. I created a short workshop where I talked to them about feelings, stress, and healthy ways to cope. I made special toolkits for each student that included a mini journal, a stress ball, and two worksheets I designed myself—a calm-down checklist and a feelings tracker. I presented it to a class of 5th graders, and they were really into it. They asked questions, shared their thoughts, and had fun decorating their journals. I learned that I enjoy working with younger students and that I’m capable of leading and teaching in a way that makes sense to them. I also learned how important it is to talk about mental health early and how even small tools can help. This project taught me to be flexible, creative, and confident in my ideas. I’m proud that I was able to make something that could really help someone and that I made a difference in my school community.

For my senior capstone I decided to teach young ones boxing. Out of everything else I could have done, boxing was something that I did for 2 years and found a little bit of passion in it. I wanted to share something I enjoyed with young ones who were really interested in learning how to box. Even those who weren’t interested were encouraged to try it out if they wanted because you never know if you’d really like something or not until you try it out for yourself. Looking back at my senior capstone, I am really proud of myself for putting my heart, mind, energy and creativity into my senior project. I didn’t just pop up and tell kids to just throw punches. I planned all the lessons for them and also got help with doing so, from someone I get along with very well. I taught them the basics and made sure they were well prepared physically and mentally. Even when my young ones felt like they were ready to give up or felt like they couldn’t do things right, I always showed encouragement and told them to never give up. I helped them have fun while learning something that may have been completely new to them. All of this showed that I wasn’t just a boxing teacher, but set a good example of what a leader should be. My capstone wasn’t just about boxing, but about building confidence, discipline,
and community. I’m glad that I was able to impact these kids in a good way and I’ll carry these lessons with me in the future.

For my senior capstone I decided to teach young ones boxing. Out of everything else I could have done, boxing was something that I did for 2 years and found a little bit of passion in it. I wanted to share something I enjoyed with young ones who were really interested in learning how to box. Even those who weren’t interested were encouraged to try it out if they wanted because you never know if you’d really like something or not until you try it out for yourself. Looking back at my senior capstone, I am really proud of myself for putting my heart, mind, energy and creativity into my senior project. I didn’t just pop up and tell kids to just throw punches. I planned all the lessons for them and also got help with doing so, from someone I get along with very well. I taught them the basics and made sure they were well prepared physically and mentally. Even when my young ones felt like they were ready to give up or felt like they couldn’t do things right, I always showed encouragement and told them to never give up. I helped them have fun while learning something that may have been completely new to them. All of this showed that I wasn’t just a boxing teacher, but set a good example of what a leader should be. My capstone wasn’t just about boxing, but about building confidence, discipline,
and community. I’m glad that I was able to impact these kids in a good way and I’ll carry these lessons with me in the future.

For my capstone, I decided to design and organize a girls’ group that would not only benefit me but also empower the females in the group. Creating this project was a challenge, like coming up with a group name, choosing different females, keeping the students engaged in the group, and selecting topics. Over the weeks, I had to organize many different topics, questions, rules, and boundaries, and choose females who would like to join. Choosing the females was a little difficult, but to do so, I made a flyer that represented and showed all of the details for the group, which included the name, the place, and time, a description, and how many females were needed for this group. Overall, the group was a major success, and everyone benefited in any way possible. The girls gained a lot of self-esteem, and I developed and grew in many different skills, such as communication, motivation, and confidence.

For my capstone, I started a boxing club for the SLA middle school where I taught kids a way of life through a sport they didn’t know had so much that came with it. Their maturity and discipline came with progression and consistency! The ultimate goal was to not only teach these young minds how to defend themselves, but too unlock something from within themselves they didn’t know they had. I really did enjoy this capstone and everyone involved made the experience all the more better!

For my Capstone project, I focused on volunteering at the local public library to help visitors with technology. Initially, I aimed to create a website that gathered important resources, but I realized this was too big of a task given my time limits. Instead, I dedicated my efforts to assisting patrons with printing, using the photocopy machine, and navigating apps like Google Slides. This experience not only allowed me to give back to my community but also deepened my passion for technology and helping others. Through this process, I discovered that my interests lie in both technology and community service, reinforcing my desire to pursue a career in Cybersecurity. The positive feedback from library visitors motivated me to continue my work, and I learned that making technology accessible can significantly impact people’s lives.

My capstone project is set out to answer the question: How can I help teens recognize the signs of domestic abuse and access the resources they need to protect themselves? This project hits very close to home, as I lost both my cousin and god sister this past year due to domestic violence. My first idea was to create a boy’s group at my school to focus on navigating healthy relationships, until I realized that not everyone will feel comfortable sharing their personal experiences face to face. To make my project comfortable and more accessible I shifted my focus to creating a website for teens and young adults. The process started with researching different types of abuse, emotional, physical, verbal, etc. I held interviews, collected data, and structured the design and plan of the website. The final project is an interactive site that includes my personal experiences, abuse warning signs, self assessment quizzes, and links to hotlines and professional support services. My goal was to provide a tool that could offer guidance and support privately. Through this process I learned about development and design, presenting sensitive topics in a thoughtful and empowering way, and most importantly I learned how to turn my personal pain into purpose by creating something that could help others recognize abuse in the early stages and find the resources needed to stay safe.

https://sites.google.com/slabeeber.org/knowyourworth-org?usp=sharing

I decided to write, direct, and act in a short film for my senior capstone. In the film, titled Lost, I talk about my journey of attending Science Leadership Academy at Beeber for the first and last time, as it was my senior year. I felt overwhelmed by the new schoolwork, the unfamiliar environment, my job outside of school, and the pressure of preparing for life after high school. As I discovered a new passion for film through the friends I made, I felt this project wouldn’t only give me experience but also allow me to express my feelings of frustration and anxiety this year. It was quite the experience. Being a leader taught me how to bring together people who share the same passion, how quickly things can go wrong without proper preparation, and how important self-belief and confidence are. I had to start filming over three times due to unexpected challenges: actors being unavailable, not having the script on hand, or having to improvise. I relied on the help of many people from my new community at Beeber, people like Taylor, Mr. Joseph, Principal Johnson, Savannah, Tsega, Mariama, Vernon, and Rasheed. Although the final product didn’t turn out exactly as I imagined, I’m proud of what I created. It was a valuable learning experience that showed me what I’ll face in the film industry, what I’m getting myself into, and what I still need to learn to become the film director I want to be.

For my Capstone, I created a project focused on exposing the truth about sex trafficking—what it really looks like and why so few people recognize it. I started with research using credible sources like Polaris, Thorn, and RAINN, and included real survivor stories that show how trafficking often hides in plain sight. My original plan was to partner with anti-trafficking organizations, but when that didn’t work out, I shifted and chose to present directly to students. I created a slide presentation, reflection paper, and resource materials to educate others on how trafficking works, what red flags to look for, and how to stay aware. I presented my project to multiple classes and opened conversations about prevention, safety, and support. This project taught me how to use my voice to inform others and how one conversation can make a difference. The goal wasn’t just to inform. It was to protect.

https://sites.google.com/slabeeber.org/antibullying/home?authuser=0 (link to the website)

Our capstone started with many different ideas. At first, we thought about filming seniors talking about their high school experience or starting morning announcements. We wanted students to have a way to share their voices. But seniors took the best of us and left us limited to participation. We sent out surveys but didn’t get many answers. That’s when we knew we had to try something new. We chose to make a “Senior Sign Out” video, based on a TikTok trend. It was fun, easy to do, and more people were excited to join. It gave students a way to say goodbye and feel seen. Some teachers didn’t think the video was enough, so we worked on making it something that could become a tradition for future seniors, just like Decision Day or Senior Brunch. We learned how to keep going, even when plans don’t work out. We also learned how to be creative and a leader. It wasn’t easy to get people involved, but we found ways to make it happen. This project brought the senior class together and gave us something special to remember. One student said during filming, “This feels like a real goodbye.” That moment showed us how meaningful this was. I’m proud we created something future classes can keep going and make their own.

For my capstone, I decided to put on a fashion show with two other classmates. Over a couple of months, we decide the theme for the show would be springtime and the flowers that bloom. Thinking of a theme took us some time because we had to keep in mind our time, budget, and skills, but we were up for the challenge either way. While still planning our theme, we wanted to stay on schedule by selecting other students who wanted to participate in our show by putting up “models wanted” posters all around the school. After 2 weeks, we collected our posters and held auditions, choosing 10 models. The following week, we took all the models’ measurements to prepare for making their outfits. As a team we discussed that the best way to balance the workload was by assigning three outfits to create among the three of us. This was very helpful so that I could get their outfits done while still working on other things for school. This process of planning and creating has led us to the fashion show to be held on May 23rd, 2025.

For my Capstone, I co-led a video game mini-course for 7th and 8th graders over two years. The mini-course, a student-led elective on Wednesday afternoons, introduced younger students to the world of video games through weekly lessons and hands-on activities. My team and I taught topics like game development, gaming history, hardware, virtual reality, and motion controls. We started each session with a presentation and discussion, followed by gameplay related to the lesson. Classroom management was a major challenge, but we developed systems—such as behavior rules, structured consequences, and attention strategies—to keep students engaged and respectful. I also contributed behind the scenes by troubleshooting tech issues and supporting students during projects. One highlight was the final assignment where students created their own game companies, complete with posters, game concepts, and console designs. It was rewarding to see them take ownership of their ideas and work collaboratively. Personally, this experience helped me break out of my comfort zone, improve my leadership skills, and gain confidence speaking in front of a group. I also deepened my interest in educational technology and discovered the value of patience and adaptability. This Capstone not only helped middle schoolers explore gaming in a meaningful way, but it also helped me grow into a more capable, supportive, and reflective individual.

For my Senior Capstone project, I wanted to do something that mattered to me and could help my community. I started by asking, “How can we help kids have more places to go outside of home and school?” At first, I had a few ideas, like planning an Iftar event during Ramadan, starting MSA classes, or doing a clothes drive. But things didn’t work out—some plans got rejected, and others were just too hard to pull off. After talking with my advisor, I decided to volunteer at the Francisville Recreation Center. It was something I could do right away and something I cared about. I spent time with the kids there, playing games, helping out, and making them feel welcome. I realized that just being there for them made a big difference. I also learned that a lot of kids don’t go to places like rec centers because no one invites them or makes them feel excited to come. This project helped me see how important it is to have fun, safe places for kids to hang out. I also found out that I’m good at talking to kids and making them feel comfortable. Doing this project made me proud because I helped create the kind of space I wish I had when I was younger. Even though it didn’t start the way I planned, it turned into something really meaningful for me and the community.

For my Capstone project, I created a short documentary film that captures the experiences of student-athletes at SLA Beeber. Originally planned as a written series of blog profiles, the project evolved into a video format after I realized that written words alone couldn’t fully convey the energy, emotion, and personality of the athletes. I conducted interviews, coordinated filming schedules, and learned video editing software to produce a finished product that reflects the heart, struggles, and dedication of our athletic community. Through this process, I discovered a passion for storytelling through video, blending creativity with technical skill. I also developed stronger communication and project management abilities while working with peers to ensure their voices were represented honestly and respectfully. This video not only shares personal narratives but also highlights the challenges student-athletes face in balancing academics, athletics, and life outside of school. It serves as both a celebration of their efforts and a resource for future students considering athletics. Ultimately, this project helped me realize my role as a connector someone who brings stories to light and fosters understanding within the community.

https://youtube.com/shorts/Z8HmfwKMj6s

Are video games bad, and do they make you dumber?

For this capstone, I decided to take insight from people from my past and use their ideas or give out information to tackle a question that has been proposed for many years about video games. In this project, I give points and arguments that favor education through video games. Of course, this question has been tackled many times in other ways; thus, why I believed I had been right in this argument up until now, I’ve been able to publicly fight for my side and prove that my ideas and opinions were right. I decided to cover 3 distantly different games and explained each of their parts in the questions and the various types of teachings passed on within the world.

For my capstone, I decided to do an arts and crafts session with some younger kids. I decided on a butterfly theme and created a lesson plan, which revolved around teaching them about the importance of patience. I conducted my project at Martha Washington Elementary School.

Before the craft, I read the book, “From Caterpillar to Butterfly” by Deborah Helligman. For the actual arts and crafts portion, I led them through a craft of making caterpillars from pom poms and clothespins. An example is below.

Overall, this project is something I’m very proud of because I was able to go out of my comfort zone, and I also realized that I do like working with younger kids. Ironically enough, because of all the changes I endured with my project, it also taught me the importance of patience as well, and I feel it’s a lesson many people can identify with.

For my capstone project, I worked with six of my peers to teach children in the 6th grade on strategic thinking when it comes to gaming. We figured that bringing critical thinking into board games would be a great interactive experience between us and the kids. I learned about the children’s passion and interests, being born in so many years apart, learning these was much easier, summarizing and breaking down concepts to be easier to grasp. The process had rough points in the beginning, with teaching the kids being more strategy-based instead of just going all in, but by the end, all the children got the hang of it.

How do students and teachers feel seen in the school? I am doing this project because it is my last year, and it is important that teachers and students feel seen. This will benefit the students by giving clear examples of the value and making them feel seen.

My main Ideas are: How do students and teachers feel seen in the school? And what were the students’ favorite parts of school? I wanted to do this project because students must think they are seen. This will benefit the students by giving clear examples of their value. It will also make the students feel seen.

Here is my process. The first thing I did was find a reference photo that showed everyone in their different ways. I chose a photo from the senior boat trip because it expresses that people were happy and enjoying each other’s company. After picking my reference photo, I started putting in the light and dark shadows to show that I knew where to place the colors. For this painting, I decided to make everything blue and white because blue and white are our school colors, and they represent everyone. The second step in my process was the flat colors. As I said before, I only used blue and white. The most challenging thing was trying to create different shade ranges of blue and white. During this time, I was placing the flat colors. Flat colors are the primary colors that are used, so there is no detail or shading. My project has changed by focusing on one point in my senior year, which showed everyone’s personality, unlike painting multiple different paintings. Through this process, I learned that everyone feels seen in school differently, but when we come together, we create wonderful things.

As a senior in high school, my service learning project has been one of the most impactful and eye-opening experiences of my educational journey. For my Capstone, I chose to focus on environmental sustainability, particularly on understanding the importance of protecting our environment and community in Philadelphia. This included hands-on service learning with Audubon Mid-Atlantic, focusing on invasive species and the crucial role young people play in preserving the world around them. Looking back, I am most proud of how I was able to turn my passion for environmental care into a project that made a real difference and educated others along the way. One of the most powerful lessons I learned during this project was just how connected we are to the environment. Every decision we make, from how we dispose of trash to what we plant in our gardens, affects the health of our communities. Through working with Audubon Mid-Atlantic, I was able to participate in habitat restoration activities and learn about the challenges facing bird populations and native plants in Philadelphia. One major focus of our service was addressing invasive species, like picking up the honeysuckle with the lopper tool, which threatens native trees that birds and pollinators depend on. Before this project, I didn’t realize how dangerous a single non-native species could be. After helping to remove invasive plants and learning about how they disrupt entire ecosystems, I saw how quickly environmental damage can spread and why proactive care is so important.

here is a link to your new student handbook

https://slabeeber.philasd.org/student-handbook/