Instructional Procedures

1. Ask students to take out their completed Project Planning Worksheet.
2. Consider cross-collaboration with a language arts teacher who could teach the elements of a good story.
3. Consider inviting a guest speaker such as a historian, museum employee, or author to speak about a historical area and/or how to write a good story.
4. Direct students to do additional research as needed to complete their story.
5. Have students use the information gathered to write a 300–500 word story using the Story Template.

Day 5 Instructional Procedures

1. Model the use of Adobe Express (or other chosen software) to create videos, websites, presentations, etc. Also show students the example projects.
2. Have students spend the next few days developing their project. They may consider one of the following options (or propose an acceptable product of their own). Teacher Note: All works published in the United States before 1924 are in the public domain. Consider using search terms such as “Utah historical photos,” “Utah historical sites,” “Utah landmarks,” and “Utah ghost towns” to find images for this project.
   • Adobe Express website with pictures and their story
   • Adobe Express “video” slideshow with pictures, music, and audio narration
   • Presentation slideshow with pictures, music, and audio narration
   • Video with music and audio narration
3. As the project progresses, guide students to make connections to the academic and technical skills they are using (internet research, desktop publishing, word processing, web design, animation, etc.).
4. Students should also note the many different careers related to their product or presentation.

Day 6 Instructional Procedures

1. When projects are complete, each team shares their product with another team for peer revision. Consider inviting expert feedback by sharing their story with someone in the community who may be familiar with the area or story.
2. Reviewers use the Peer Review Rubric to critique the project.
3. Provide instruction on how to constructively critique works-in-progress. Remind students that feedback should be kind, helpful, and specific.
4. After review, students consider the feedback and evaluate ways to improve their product.
5. Provide time for revisions.

Instructional Procedures

1. Have students present their product to an authentic audience such as civic leaders or a local historian. They could also present to a 4th grade class studying Utah history.
2. Students should be prepared to present their product and answer questions about it.
3. Use the Rubric and Checklist for PBL Presentation to evaluate each team’s presentation.
4. All students complete a Peer Collaboration Evaluation.
5. If time allows, ask students to write a short reflection about their project experience by considering the following:
   • Describe something that started out challenging with your project but got better. How do you think that happened?
   • What was one of the most frustrating parts of this project? How did you deal with it?
   • What was your favorite part of this project? Why do you think you loved it so much?
   • Describe what you are most proud of in your project and why.
6. How can you share your stories with others in the community? Identify one or more group(s) who may be interested in reading your story. How can you get it to them?
7. Use the following questions to debrief as a class:
   • What went well?
   • What could be changed to improve the overall project?
8. Have students fill in the Fillable Career Grid with careers from the clusters explored in this plan. If students need ideas, provide examples from Connections → Related Career Opportunities. Students can use the career information websites for details like education and salary. You can also show them the Example Career Grid (Product Design & Manufacturing).