NEFITS

Naturally engaging to most Project-Based and Problem-Based Instruction

students, regardless of skill By: Paula Simonson
level.
Gives students an
Project-Based Learning Activities
opportunity to build
• Create a Portfolio - (Language Arts, Social Studies, CTE) Students will become agents for a
background knowledge famous historical figure and develop a digital portfolio that will showcase this person's special
through inquiry. skills and accomplishments. (Share Software from Tech4Learning)
• Design a Book Cover - (Art, Reading, Language Arts) After reading a novel, have students create a
Helps students make
new book cover which incorporates character, plot, setting, symbolism, and conflict.
important real-life (ImageBlender Software from Tech4Learning)
connections to learning. • Make-a-Map - (Science, Studies, Art, Language Arts) Have students work in groups to analyze a
variety of maps. Once they Identify important features, have them create their own maps. Can
Helps develop resilience include political, physical, topographical, or economical maps. Could include a GPS activity to
and increased academic develop background knowledge or as a wrap-up to demonstrate understanding of coordinates.
(Pixie Software from Tech4Learning)
performance.
• Character Scrapbook - (Language Arts, Social Studies, Reading) Students will create a scrapbook
Easily modified for depleting an historical figure, politician, or character. Should include a cover, a journal page,
differentiation. photos, personal letters, souvenirs and mementos. Digital or paper.

Offers a wide variety of

options that can be adapted
to every age and subject.
Can increase empathy and
community involvement.
Increases collaboration and
team-work.
Great for cross-curricular
activities.
Problem-Based Learning Activities
• Have students identify some Issues within their communities and develop solutions to help. They
could write letters, produce commercials, organize fund-raisers, & make goods (hats, quilts & care
packages) to Impact the community.
• Select a beautification project in your school and help students develop a proposal to gain support
from the administration. Be sure they identify what their role will be in completing the project.
• Locate a classroom from another country and create an international book-share reading, project to
promote awareness through web-cam or podcast.

References
Tate, M.L (2010). Worksheets don't grow dendrites (2"'' Ed.). Thousand Oaks, California: Corwin.
Estes, T., Mintz, S., & Gunter, M. (2011). Instruction: A models approach fe"" Ed.). Boston, MA: Pearson.
• http://www.edutopia.orR/ -Ofon^/^of ^tso
http://creativeeducator.tech4learnine.com/
http://imet.csus.edu/imet2/stanfilli/workshops/pbl/description.htm>»Att n bu_tes
http://questgarden.eom/94/83/9/100131201505/
 Stolen Childhoods - Final Project Matrix

Just the Make the Runaway Making Sense Making a

EXPRFSS Facts, Please! Connection! Imaginations of it all! Difference!
YOURSliLF!
Create a list Create a list of Write a new ending to the Write a short story. Write an article to a
of 10-is the questtons and then story of Iqbal Put yourself In the newspaper and share
POWER OF TOE countries interview at least 2 Masih, and complete a shoes of a child what you have learned
WRITTEN & SPOKEN affected by child people about book report about the slave. How could about child labor, and
WORD! slavery (10 pts) their thoughts on child novel. you change your how people can help.
slavery. Write their (30 pts) situation? (30 pts.) (40 pts.)
answers.(15 pts)
BRIDGE THE GAP! Classify the different Write a scientific report Document/report how the Construct a graph Prepare a poster that
(MATH & SCIENCE) types and conditions describing the physical world would change or chart that shows lists several alternatives
of child labor. effects of slavery on a without child labor the number of for people who are
(10 pts) Child. (15 pts) (20 pts) enslaved kids in affected by child
top 3 countries (2S slavery. (40 pts)
pts)
VISUAIT7E AND Choose 2 characters Create a Venn diagram Create a graphic novel Design a new book Design a poster for the
from 'Iqbar, draw a to compare the using pictures to retell the cover for the novel editor's office depicting
CREATE! picture and then add historical fiction and story of Iqbal. called "Iqbal". how to help end child
a list of adjectives for non-fiction stories of (25 pts) (40 pts) slavery. (40 pts)
each. (10 pts) Iqbal. (15 pts)

THE Create a web quest Do a web search and Invent a new system for Create a Power Design a card or board
about the topic of create a list of the manufacturing that could Point and present game about the story of
INVENTOR/CYBER child slavery. organizations reduce the need for hard it for the class on child slavery.
PIONEER (20 pts) committed to helping child labor. Draw or write any topic related to (40 pts)
children in slavery (20 it out. (25 pts) child slavery(30)
pts)
ASPIRING Create a sound track Write a rap or poem Write and perform a Design and create Write and act in a one-
for the novel "Iqbal". about a freedom fighter musical number to depict an album cover for man-show about Stolen
MUSICIAN/PERFORMER (20 pts) or a child slave and the Journey of the the soundtrack of Childhoods (SOpts)
perform for dass. characters in "lqbal"(35 "Iqbal". (40 pts)
(25 pts) pts)
COLLABORATION IS Create a Create a pictorial Power Write and perform a play Write and film a Prepare a list of careers
documentary and Point of common about the topic of the unit. commercial for a in the field of Human
THE KEY! Interview characters products created by (40 pts) college offering Services. List required
( l E A M UP) from the book. (30pt) child slaves, with careers in Human education and salary.
captions (40 pts) Services (40 pts) (10 pts)
 Google Earth MapQuest

Amazing Race-Lahore Pakistan

This MapQuest is designed to help you with greater understanding of the landscape, culture
and surroundings in Pakistan. Today, you will be visiting different places within the city of
Lahore, Pakistan. Lahore is the main setting for the beginning of the story of iqbal Masih.
Follow each step and answer questions along the way. The first person or team to accurately
complete each step will be the winner of this leg of the Amazing Race! Good Luck!

#1: In the search bar, type in the words - Google Earth

#2: Follow the steps to download GoogleEarth, with the help of the teacher

#3: In the upper left hand corner, type in Lahore, Pakistan

#4: Move your cursor over the blue squares and click on at least 3 different locations. Write the
names of these 3 locations on the spaces provided for you, along with a written description or a
picture.

#5: Click on the red and white box that says "Every Human Has Rights". Write the name of the
woman in the picture.

#6: Click on the link that says "Universal Declaration of Human Rights". Next, search for and
write the date that the declaration was adopted, and the country where it was adopted.

#7: Click on article 4 and write it down. Be sure you don't skip any words, or you could be
required to complete this pit stop again.

Write article 5 also. Again, be careful to get every word so you don't waste time!

#8: Run your cursor over the blue squares until you locate the one called, Lahore - Cinema
Bazaar. Draw a picture to describe what the cinema looks like on the next page.
#9: To complete this leg of the journey, you must locate 4 exotic locations in Lahore, Pakistan.
You cannot move to the next location until you have shown each one to your teacher. She will
check off your destination. The first one through will receive a special prize!

Find Shalimar Gardens

Locate the Lahore Museum

Visit the Asif Khan Tomb

Race to the Badshahi Mosque in Lahore to receive your prize!

 Will You Survive?

Utah Language Arts Core: 9* grade Standard 3

Students will understand the process of seeking and giving information in conversations, group
discussions, written reports, and oral presentations.

Use the process of inquiry to focus thinking toward understanding an idea or concept.

Review:

Review how to use the GPS. Review how to use Google Earth. Review procedures for group work.
Show short video clip from the show Survivor.

Explain SURVIVOR unit to students: Divide students into tribes of three or four. Pretend your tribe is
lost on a deserted island. You will need many items to survive. Each tribe will set out on a quest to find
some of these items using our GPS units. Hand out worksheets.

Google Earth Activity:

Each tribe will find Antelope Island using the coordinate 40 57' 28.31" N, 112 12' 27.48" W on Google
Earth. They will identify the island using landmarks.

GPS Activity:

Each tribe will search for five items using their GPS worksheet. The first location will be theflagpolein
front of the school at N 41' 16.578' W 112° 00.545'. The next coordinate for the next location and a
survival item will be on a magnet stuck to the flagpole. The second lOcationwWl^e the ramp to Ms.
Simonson's portable classroom at N 41' 16.625' W 112° 00.559'. The coordinate tSr the next location
and a survival item will be on a magnet stuck to her railing. Th»4hird location will be the baseball
scoreboard behind the school at N 41' 16.615' W 112' 00.661'.' The coordinate for the next location and
a survivor item will be on a magnet stuck to the post. The fourth location will be the baseball diamond
at the far end of the field at N 41' 16.561' W 112* 00.721'. The coordinate for the final location and a
survival item will be stuck on the post behind home plate. The final location will be the corner of the
school grounds at N 41* 16.603' W112' 00.850'. The final survival item will be on a magnet stuck to the
fence.

Team Activity:

As a group, students will come up with a tribe name and symbol. They will write their tribe name on the
top of a piece of poster board, draw their tribe symbol under their tribe name, list the five items found
in the GPS activity along with five other items their group thinks they would need to survive on this
island, and hang their posters on the SURVIVOR wall.
Class Activity:

Tribes will compete in activities throughout the quarter. At the end of each activity the tribe with the
lowest points will cross an item off their posters.
The first survival item is a sleeping bag. Your second coordinate is N 41° 16.625' W 112° 00.559'

Your second survival item is a first aid kit. Your third coordinate is N 41° 16.615' W 112° 00.661'

Your third survival item is a rope. Your fourth coordinate is N 41' 16.561' W 112* 00.721'

Your fourth survival item is matches. Your final coordinate is N 41* 16.603' W 112* 00.850'

Your final sun/ival item is a tarp. Please return to the classroom.

 Will You Survive?

Google Earth Activity:

1. Log onto Google Earth. Enter the coordinate 40 57' 28.31" N, 112 12' 27.48" W
2. Look at the surrounding landmarks and determine the island you have been stranded on. (Oh
give me a home where the buffalo roam)

GPS Activity:

1. Type in the coordinate N 41' 16.578' W 112' 00.545' into GPS unit. (You will find your first item
near the waving red, white, and blue)
2. Follow directions found at each site.

3. Return to our classroom when all five items have been found.

Team Activity:
1. As a group, come up with a tribe name and symbol.
2. Write your tribe name on the top of a piece of poster board.
3. Draw your tribe symbol under your tribe name.
4. List the five items found in the GPS activity along with five other items your group thinks they
would need to survive on this island.
5. Hang your poster on the SURVIVOR wall.

Class Activity:

1. Compete in each class activity.

2. Cross items off of poster for the tribe with the lowest score on each activity.