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# Build Your Own Escape Room, A Project Based Learning Activity (PBL)

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Would you like to play a game? Gameplay is huge these days from video games, a resurgence in board games, group outings to escape rooms, and breakout games. BUT instead of playing the game, what if your students design their own escape room?

Build Your Own Escape Room does just that. It turns students into the game makers! Students get to design and build a 3D ESCAPE ROOM and develop a game simulation where players must solve math problems to escape the room. This project based learning activity focuses on designing using multiple academic elements, using problem solving skills, and collaborating in the classroom. It allows for easy differentiation, so students can work at a pace they will be successful at.

This PBL is highly interchangeable and can be differentiated between levels and concepts with individual students or as a whole classroom. Teachers have complete control and can use portions of this or the entire resource.

-This PBL can be used to support ANY concept or skill students are working on. For example: If the class is doing a unit on fractions the students would be asked to write math problems about FRACTIONS. Teachers and users will need to decide what concepts they want students to create problems for (and solve).

-Or use the Alternate version to apply and understand AREA and Perimeter.

There a TWO versions:
-The GAME version:
This version DOES NOT work on specific concepts. Teachers are allowed to choose which concepts they want students to create math problems for (and solve).
This means this PBL can be used throughout the math curriculum. It can be used to review concepts, show student understanding, and even as a form of assessment.
For example: If the class is doing a unit on fractions the students would be asked to write math problems about FRACTIONS.

Standard version (Math game play)
-Use pages 9-46.
-If you’re printing but don’t want to include all the instructions (which you could project instead) use pages 9, 12, 14-19, 21-24 (or 25-27), 30-34, 38-46.

-The ALTERNATE version:
Focuses on area, perimeter, and geometry. Use this version to build and apply those concepts and skills.
Alternate EXTRA (Area, Perimeter, & Writing only)
-In this order use pages 9, 48, 14-19, 28-39, 49-57.

DO THE WHOLE THING
-Use pages 9-46, 49-57
-If you’re printing but don’t want to include all the instructions (which you could project instead) use pages 9, 12, 14-19, 21-24 (or 25-27), 30-34, 38-46, 50-57.

With this resource students WILL CREATE a miniature 3D version of an escape room. The sizes of the room will all be the same, but each student will create a unique version based on their own ideas, imagination, and application of skills. Students design a room that contains ten or more different pieces of furnishings (all in one place) and each piece has a correlating math problem (also created by the student). The math problems will vary based on teacher choice or by choosing the area and perimeter version. This PBL includes extensions ideas, STEM opportunities, and art elements.

ART and STEM
This project based learning activity can also be used for art class or incorporated with STEM based inquiry classrooms

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WHAT'S INSIDE:
9 Cover Page and Introduction
12 Escape To-Do List
13 Getting Started
14 Escape Room Parts
15 Pick A Theme
16 Pick The Items
19 Item List, Final Choices
21 Make the Problems, Intro
22 Make the Problems, Cards
28 Escape Room Parts
30 Rough Draft Instructions and Blueprints
32 Final Version
35 Finishing Touches
-Exterior Design
-3D, Building Furnishings
40 Play the Game
47 Alternate/Extra Versions
48 Alt. To-Do List
49 Spec Room, Area & Perimeter
52 Escape Issues
56 Write the Room
58 Reflections and Rubrics
-two versions to choose from
66 Making the Room (with images)

WHAT'S INSIDE, a deeper look:
What the students will do--Regular Version

FIRST: Directions
Read ALL the directions for the ESCAPE ROOM.
Refer back to them as much as you need.

SECOND: Pick a Theme
Pick a THEME for your escape room. The theme is important because it will be the basis for how you design the room.

THIRD: Pick the Items:
Choose 10-20 items that will be included in the room that match with the theme you chose. Be creative!

FOURTH: Make the Problems:
For each ITEM you choose, create a math problem to go with it. Each problem will be created on task cards that are included. The type of problems will be decided by the teacher.

FIFTH: Rough Draft Room:
Create a rough draft of the escape room that includes all the items you chose along with your matching theme.

SIXTH: Build The Room:
Build the three dimensional ESCAPE ROOM.

SEVENTH: Finishing Touches
Design the EXTERIOR of the room and create 3D furnishings.

EIGHTH: Play the Game

WHAT'S INSIDE, a deeper look:
What the students will do--Alternate Version

Directions:
Read ALL the directions for the ESCAPE ROOM.
Refer back to them as much as you need.

Pick a Theme:
Pick a THEME for your escape room. The theme is important because it will be the basis for how you design the room.

Pick the Items:
Choose 10-20 items that will be included in the room that match with the theme you chose.

Rough Draft Room:
Create a rough draft of the escape room that includes all the items you chose and the matching theme.

Build the Room:
Build the three dimensional ESCAPE ROOM.

Finishing Touches:
Design the EXTERIOR of the room and create 3D furnishings for the room. This gives the rooms a completely finished feeling.

Spec Room:
Find the area, perimeter, and shape of all ITEMS you created.
(teacher choice)

Escape the Room:
Students must create area and perimeter math problems based on the information inside their rooms. (teacher choice)

Write the Room:
Write the history of this room and why it is so significant.
(teacher choice)

- - - - - -

Materials Needed:
-computer paper
-card stock (optional for the
house building)
-crayons and colored pencils
-scissors
-tape and glue

Time:
The time frame for completing this project will vary greatly. If you are planning to complete it in a week, give 45-60 minutes per day or longer. All students will work at different rates, but by the end of the week students should be finishing the required steps (1-8) or trying some of the additional tasks.

-Time can vary based on many factors.

--This PBL focuses on pushing students to explore, create, design, and research a decade while applying problem solving techniques and collaborating with others. It allows for easy differentiation, so students can work at a pace they will be successful at. There are steps and procedures to assist students through this project, but the work and results will be determined by their ideas that each students adds.

- - - - - -

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Total Pages
80 pages
Rubric only
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