Source Stanford Beyond the Bubble
Subject History/Social Studies
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Declaration of Independence
This task measures students’ ability to source a document. When historians interpret a document, they first look to find out who wrote it and when. This assessment gauges whether students understand an important aspect of sourcing: the time elapsed between when a document was produced and the event that it depicts- and how this might affect its reliability.
Students are asked to agree or disagree with a claim regarding the usefulness of a painting for historians who wish to understand the drafting of the Declaration of Independence. Students who understand the importance of when a document was produced will see that this painting is of minimal use for that purpose because it was produced over 50 years after the event.
The task includes a range of supplementary materials, all accessible and available for download with the creation of a free account through the site:
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Source iEARN Collaboration Centre
Subject Multimedia, Art, Mathematics, English Language Arts, Interdisciplinary
Grade Level K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 |
Digital Citizenship
In this task, students will explore the concept of Digital Citizenship and use activities to raise awareness on appropriate online behavior.
This task includes:
1. Task Description
2. Additional Resources: Classroom activities, web resources, student work examples
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Source iEARN Collaboration Centre
Subject Interdisciplinary, Technology, Art, English Language Arts, math
Grade Level K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 |
Digital Citizenship
In the Digital Citizenship task, students will learn about Digital Citizenship and develop responsible on line behaviors through focused awareness raising activities. The project aims at making students aware of their responsibility while working online. Students will understand the term ‘Digital Citizenship’ and what it means in their context. They will learn Digital etiquettes, make conscious efforts to practice them and spread them amongst their friends and family. They will become aware of e-safety by learning about common web threats such as computer viruses (spyware, malware, adware, phishing, & pharming) and web issues such as copy right laws, cyber bullying, and plagiarism.
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Source High Tech High School
Subject
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Do the Project Yourself, First
In this task, the teacher will perform the task before assigning to students in order to work through any possible problems and complications.
This task includes:
1. Task Description
2. Video: explanation of what Problem Based Learning is.
3. Additional Resources: model resume, example student resumes, timelines
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Source High Tech High School
Subject
Grade Level K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 |
Do the Project Yourself, First
In this task, the teacher will perform a task before assigning to students in order to work through any possible problems and complications.
This task includes:
1. Task Description
2. Video: An explanation of problem based learning and the importance of doing the project yourself, first
3. Additional Resources: Model resume, student resumes, model timeline, student timelines, about the author, teacher reflection
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Source iEARN Collaboration Centre
Subject World Languages and Cultures, Art, Mathematics, Biology, Geography, Interdisciplinary
Grade Level K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 |
Don't Waste - Create
In this task, students will become more conscious about reserving resources through exploring agricultural processes and how to use all of the food product.
This task includes:
1. Task Description
2. Additional Resources: Classroom activities, web resources, task calendar, student work examples
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Source iEARN Collaboration Centre
Subject Interdisciplinary, World Languages and Cultures, Art, Environmental Studies
Grade Level K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 |
Don't Waste - Create
The aim of the Don't Waste - Create task is to awake more consciousness among students about resources, recycling, and avoiding waste. Focus topics include upcycling, water saving, corn is not just corn, recipes with leftovers, and weeds for healing deeds.
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Source iEARN Collaboration Centre
Subject Interdisciplinary, social studies, Art
Grade Level K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 |
Early People Symbols
The purpose of the Early People Symbols is to explore early people’s symbols meaning and history. In the Early People Symbols (EPS) project, students will explore the meanings of their cultural symbols. They will start by doing research (Internet, local libraries, museums, art books, and artifacts such as rugs, wall, ceiling, floor drawings, pictographs, etc.) in their communities. Then, they will briefly tell the story related to the symbol using journals, Voice Threads, PowerPoint Presentations, videos or digital photos. Students are also invited to create a drawing or painting using these symbols
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Source iEARN Collaboration Centre
Subject History/Social Studies, Art, Interdisciplinary
Grade Level K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 |
Early People Symbols
In this task, students will explore the significance and meaning of early cultural symbols.
This task includes:
1. Task Description
2. Additional Resources: Classroom activities, web resources, student work examples
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Source iEARN Collaboration Centre
Subject English Language Arts
Grade Level 6, 7, 8, 9, 10, 11, 12 |
Electronic School Magazine
In this task, students will work to create an e-magazine about student/teacher achievements and contributions.
This task includes:
1. Task Description
2. Student Work Examples
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