Students continue to practice working with arrays and are introduced to a new user interface element, the canvas. The canvas includes commands for drawing simple geometric shapes (circles, rectangles, lines) and also triggers mouse and key events like any other user interface element. Over the course of the lesson, students combine these features to make an app that allows a user to draw an image while recording every dot drawn on the canvas in an array. By processing this array in different ways, the app will allow students to redraw their image in different styles, like random, spray paint, and sketching. Along the way, students use their knowledge of functions with return values to make code which is easy to manage and reuse.

This lesson gives students time to familiarize themselves with the process of making event-driven apps before we move on to deeper content. They will design and create a (minimum) 4-screen app on a topic of their choosing. There are some other constraints on the project to help guide students in their thinking. Students are also encouraged to do independent work, but alongside a "coding buddy" or "thought partner" to be a help along the way.

**Note:** This activity **is not intended to be a Practice PT** but could be used similarly. The aim is to give an opportunity to get comfortable with Design Mode and the structure of event-driven programming in a creative way. Another goal is to intentionally build in an environment of informal collaboration, even when doing individual work. Suggestions for containing the scope of the project and amount of time allocated to it can be found in the lesson plan.

In this lesson, students add variables to two different exemplar apps to keep track of a score, or a count of some number of button clicks. The major topic is **variable scope** and understanding the differences, benefits, and drawbacks, of using global versus local variables. This lesson focuses more on using global variables, since in event-driven apps that’s what you need to keep track of data across multiple events.

The very basics of a **simple if statement** are also presented in this lesson, mostly to highlight the difference between the = and == operators. Finally, students are asked to apply what they’ve learned about variables, scope, and if statements, to make their own “clicker” game modeled after one of the exemplars they saw during the lesson.

It is finally time for students to take on the Explore Performance Task. For a minimum of 8 class hours, students should work on their projects with only types of teacher support allowed (essentially: Advise on process, don’t influence or evaluate ideas).

The lesson includes reminders about how you can interact with students while they are working on their projects, and suggestions about time line. The Explore PT requires a minimum of 8 hours of class time. At the end, students will submit their computational artifact and written responses through their AP digital portfolio.

It is finally time for students to take on the Create Performance Task. For a total of 12 class hours, students should work on their projects with only types of teacher support allowed (essentially: Advise on process, don’t influence or evaluate ideas). Students may also work with a collaborative partner in *in development of their program* - written responses must be done on their own.

The lesson includes reminders about how you can interact with students while they are working on their projects, and suggestions about time line. The Create PT requires a minimum of 12 hours of class time. At the end, students will submit their program code, program video, and written responses through their AP digital portfolio.

For this Practice PT students will analyze the data that they have been collecting as a class in order to demonstrate their ability to discover, visualize, and present a trend or pattern they find in the data. Leading up to this lesson, students will have been working in pairs to clean and summarize their data. Students should complete this project individually but can get feedback on their ideas from their data-cleaning partner.

**Note**: This is NOT the official AP® Performance Task that will be submitted as part of the Advanced Placement exam; it is a practice activity intended to prepare students for some portions of their individual performance at a later time.

Nine choices on a choice board for student projects.  Can be "pick one" or more than one. Currently based on the topic Environment, but can easily be remixed to any topic.

In this activity, students research a decade in their school’s history. Within each group, students take on specific roles such as archivist, manager, techie, or researcher. Students become active archivists, gathering photos, artifacts, interviews, and stories for a museum exhibit that highlights one decade in their school’s history. The final project can be shared and displayed in your classroom, in the school auditorium or in the library.

A brief intro into project-based learning (PBL) as learned from The Buck Institute of Education, OER Commons research and gathering information from videos from Youtube

This article outlines how one educator made a math project culturally relevant to the racial and cultural composition of her classroom which impacted the relevancy of the learning and increased student engagement. The teacher also implemented the practices of Universal Design for Learning such as backward mapping of the lesson and providing student choice for demonstrating their learning.

Resources to help instructors and students locate and reference image, video and audio files.

After studying elements of the Industrial Revolution, students will conduct a collaborative research assignment related to the Industrial Revolution.

This is my inquiry-based project, including: a grabber, introduction, lecture, and culminating activity.

In this lesson, students refresh their understanding of the parts of speech before completing a fun activity to reinforce their knowledge. Students make wante posters of themselves using exciting adjectives to describe themselves.

Math 1 Statistics Project to assess students' knowledge of basic statistical information, and how to analyze their data. Students will be asking 20 students (or more if so desired by teacher) a question of their choice from a provided list. Students will then use their data to find mean, median, mode, range, and outliers; create a histogram and a box and whisker plot; and analyze their data by answering reflection questions. This project can bse used as a final test grade for a Math 1 statistics unit. 

In this activity, students will work together to create individual viral video resumes.

This is a possible Inquiry Project for the Civil War that could be used to wrap up a unit on the Civil War. It mainly addresses the causes of the Civil War and the reasons the CSA and Union fought.

This is a project that generally follows the PBL framework that can be used to help students master the concept of qudratics in their study of intermediate algebra. Specifically, it was designed to help students master the concept of quadratic functions, equations, and inequalities, including the parts of both standard & vertex equations, as well as how to identify the domain & range of a quadratic function; how to apply quadratics as the square of binomials; how to make decisions about a specific quadratic problem or application relative to the significance of the vertex and roots; and how to transform a quadratic by manipulating its parent equation. Note that the project was designed and delivered per the North Carolina Math 2 curriculum and it can be customized to meet your own specific curriculum needs and resources.

In this lesson, students complete a comprehensive project based on a short story they've read in class. Students craft a presentation, create a test, and create a puzzle or game based on the story.