Bible Research Team Projects

BIBLE RESEARCH TEAM PROJECTS

Giving students Autonomy over the work they do, encouraging their journey toward Mastery, and awakening their sense of Purpose through inquiry and project-based learning.

NOTE:

All projects must be Biblically based and provide a historically and scripturally accurate message from God’s holy and inspired written word (Old or New Testament). Topics may include: a Bible Character, a Bible Event or Story, Bible Teaching or Lesson.

Most projects will require that students work both individually and together with one another during designated classroom time and after afterschool or on weekends. Consider your project work “homework!”

All students must submit a Project Planning Guide (below) due by end of week 3 (worth up to 500 project points) and a Project Development Blueprint due by end of week 5 (worth up to 500 project points).

All students must also submit a weekly Weekly Report on Projects (worth up to 50pts./ submission or 400 project points/quarter) both to help keep the project on track and to keep your instructor updated on your team’s progress.

All project final presentations must be “precise & concise” and fit within a 20-minute timeframe (including class reflection/response time) – prior practice is highly recommended for all projects and “required” for some digitally produced projects.

Each project will be evaluated in accordance with the “Final Product Assessment Rubric.” Use the rubric as a guide and to help you produce your highest quality work. Grades will be assigned to all team members accordingly. The keys to success with your project are balanced collaboration, critical thinking, creativity, quality communication, and the accurate and appropriate connection to scripture.

ALL TEAM PROJECTS ARE “SEMESTER” PROJECTS

Your “Project Planning Guide” can be worth up to 500 points.
Your “Project Development Blueprint” can be worth up to 500 points.
Your “Final Product” can be worth up to 2,000 pts. / semester.

Total Points Available for Research Team Projects = 3,000 project points for the semester…

(approximately 25% of your overall grade for Bible)

(In addition, weekly “Report on Projects” are worth up to 400 pts./quarter — or 800 pts. / semester.)

~ Approved Project Concepts ~

Write, Produce, Perform a Live Skit or Play with Learning Reflection

(Integrates With: Theatre/Performing Arts/Language Arts)

Be prepared for in-class performance – costumes, props, etc…
Must provide class with opportunity to respond to & reflect on your message!
Must provide a brief memo or brochure (with scripture references) that will help audience understand the message/lesson being shared and its connections to the scripture!

Write, Produce, Perform a Video Play with Learning Reflection

(Integrates With: Theatre/Performing Arts/Videography/Technology)

Video production (writing, recording, editing) must be completed at home prior to class presentation and all team members must have a role in the performance.
Video must be transferred to jump drive (or utilize “cloud” access) and students must provide computer or other sound system for playback (if necessary).
Students must “test run” presentation on equipment to be used prior to presentation.
Must provide class with opportunity to respond to & reflect on your message!
Must provide a brief memo or brochure (with scripture references) that will help audience understand the message/lesson being shared and its connections to the scripture!

Create, Present, Explain a “Work of Art” with Learning Reflection

(Integrates With: Art/Photography/Handicrafts – ceramics, woodwork, leathercraft, sowing/quilting, etc.)

Student Produced: Drawings / Paintings / Pottery / Photo Journal / Handicrafts of any kind.
Present your artifacts with explanations to Biblical connections.
Must provide class with opportunity to respond & reflect on your work!
Must provide a brief memo or brochure (with scripture references) that will help audience understand the message/lesson being shared and its connections to the scripture!

Write, Produce, Perform a Three-Song Medley with Learning Reflection

(Integrates With: Music/Poetry/Performing Arts/Language Arts)

Be prepared for in-class musical performance/recital.
Students may substitute three collaboratively produced “poetry” readings in place of, or in addition to, a song performance.
Must provide class with opportunity to respond & reflect on your music or poetry!
Must provide a brief memo or brochure (with scripture references) that will help audience understand the message/lesson being shared and its connections to the scripture!

Create & Present an Object Lesson with Learning Activity

(Integrates With: Multimodal Learning/Arts & Crafts/Memorabilia/Plants & Animals)

Collect or create memorable items/collectables/plants/animals/apparel (with conditions, preapproval required) & elaborate on object’s correlations to history/geography/culture/ traditions evidenced in the storyline of Biblical text.
Must provide class with opportunity to respond, discuss, reflect on correlations!
Must provide a brief memo or brochure (with scripture references) that will help audience understand the message/lesson being shared and its connections to the scripture!

Create & Present a Children’s Picture Book (Narrative/Illustrations) with Activity

(Integrates With: Art/Language Arts/Literary Production)

Students work together collaboratively to write, illustrate, publish, and present a 10 Page Children’s Picture Book.
Must provide class with opportunity to reflect and discuss picture book!
Must provide a brief memo or brochure (with scripture references) that will help your readers understand the message/lesson being shared and its connections to the scripture – can be incorporated into either the “Forward” or the “Epilogue” of the book!
Students must also schedule a time to read their book to at least one elementary class.

Create an “Interactive Booth” with Poster-Boards & Props

(Integrates With: Experiential/Immersive/Multimodal Thematic Learning/Visual Arts/Language Arts)

Booth can be “walk-up” or “walk-through” and must be set up prior to presentation.
Pre-planning required for: booth location, dimensions, materials, equipment, accessibility, and scheduling (set-up and take-down).
Booth must include more than one poster-board along with additional props/settings.
Props can be audio, visual, digital, hands-on, or experiential (such as food, manipulatives, or a learning activity).
Must provide class with opportunity to reflect and give feedback on booth experience!
Provide a brief memo or brochure (with scripture references) to help booth visitors walk away with an understanding of the message/lesson being shared and its connections to the scripture!

Create & Present a PowerPoint Presentation with Learning Activity

(Integrates With: Language Arts/Visual Arts/Technology)

Students must be able to provide jump drive (or utilize “cloud” access) along with personal computer and/or projector for presentation (if necessary).
Students must “test run” presentation on equipment to be used prior to presentation.
Presentation must be “interactive” and provide opportunity for class discussion!
Must provide a brief memo or brochure (with scripture references) that will help audience understand the message/lesson being shared and its connections to the scripture!

Produce a Podcast/Radio Show with Class Discussion

(Integrates With: Language Arts/Aural Learning/Technology)

Write and digitally record an Informational/Inspirational Team Podcast or Radio Show.
All team members must have a speaking role.
Program must be transferred to jump drive (or utilize “cloud” access) and students must provide computer or other sound system for playback (if necessary).

Students must “test run” presentation on equipment to be used prior to presentation.
Presentation must provide opportunity for class to respond and discuss the topic!
Must provide a brief memo or brochure (with scripture references) that will help your listening audience understand the message’s connections to the scripture!

Create an Interactive “Teaching Game” and Play with the Class

(Integrates With: Multimodal/Kinesthetics and/or Technology)

Game can be of any style/format: digital, hands-on, group, individual.
Game can include use of any kind of “safe to use” objects or items.
Game can be played indoors or outdoors with proper preparation.
Prior “test run” of system is required if game utilizes computer/digital performance.
Game must “teach” a Biblical lesson and include appropriate correlations to scripture.
Game time must include an opportunity for class to discuss/share out learning experiences!
Must provide a brief memo or brochure (with scripture references) that will help players understand the message/lesson being shared and its connections to the scripture!

Alternative Student Generated Projects

Students – If you have other ideas in mind that you would like to propose as a possible Bible Research Team Project, please feel free to submit your ideas to your Bible Learning Guide—Mr. Stroud—for consideration!

EXTRA CREDIT FOR CRAFTSMANSHIP — (For All Project Work Scoring 90% or Above)

ALL “BIBLE RESEARCH TEAM PRODUCTS” SCORING 90% OR HIGHER WILL BE AUTOMATICALLY AWARDED AN ADDITIONAL 5% EXTRA CREDIT POINTS FOR:

NCSA Standards: Curriculum and Instruction

Standard 5 – The school ensures biblical principles (biblical content, biblical worldview, spiritual formation, Christian character, and Christian service) are integrated and written in all curricula (including any taught through alternative delivery methods).

5.1 The school demonstrates biblical principles are embedded in curricula.

Benchmark 4: The school has a formalized, systemic, and implemented process to ensure that biblical principles are embedded in all curricula and that instructional practices support effective biblical integration across the curriculum.

5.2 Teachers show evidence of using the Christ-centered curriculum in their teaching and provide opportunities for students to incorporate biblical principles in real world situations.

Benchmark 4: All teachers show evidence of using the Christ-centered curriculum in their teaching and consistently provide multiple opportunities for students to incorporate biblical principles through the application of their knowledge and skills to real world situations.

5.3 A system for evaluation of student development in the areas of biblical content, biblical worldview, Christian character, and Christian service has been developed that is aligned with the student spiritual formation goals.

Benchmark 4: A system for comprehensive evaluation of student development in the areas of biblical content, biblical worldview, Christian character, and Christian service that is fully aligned with the student spiritual formation goals has been developed and implemented.

This Curriculum Component Provides the Following Evidence of Adherence to NCSA Standards for Curriculum and Instruction:

Curriculum guides and scope and sequence and/or curriculum mapping include biblical integration objectives (biblical content, biblical worldview, Christian character, Christian service).
Lesson plans include biblical integration objectives.
Staff are knowledgeable about the integration of biblical principles (biblical content, biblical worldview, Christian character, and Christian service) in the content area(s) in which they teach • Integration of biblical principles is demonstrated in classroom instruction.
The curriculum and learning opportunities in each course/class provide for all students to develop spiritually.
Data indicates student spiritual growth.
Vertical and horizontal alignment of the Christian curriculum, instruction, and assessment.
Examples of how teachers plan and incorporate Christian principles into their classroom Instruction.

NCSA Standards: Instructional Resources

Standard 7 – The school ensures that the acquisition and use of all instructional resources (technology, print, and other media resources) are aligned with the school’s purpose/mission and Christian philosophy of education.

7.1 The school has developed policies and procedures regarding the acquisition and use of technology, print, and other media resources that are aligned with the school’s foundational documents.

Benchmark 4 -The school has developed and implemented policies and procedures regarding the acquisition and use of technology, print, and other media resources that are fully aligned with the school’s foundational documents.

7.2 The school has implemented an Internet usage policy consistent with biblical principles that has been communicated to all school personnel, students, and parents.

Benchmark 4 -The school has fully implemented an Internet usage policy consistent with biblical principles that is well articulated and clearly understood by all school personnel, students, and parents.

7.3 The school demonstrates that technology resources are used in an ethical manner and that school personnel and students follow guidelines to prevent plagiarism and/or copyright infringement.

Benchmark 4 – All school personnel and students use technology resources in an ethical manner and follow clearly established guidelines to prevent plagiarism and/or copyright infringement.

This Curriculum Component Provides the Following Evidence of Adherence to NCSA Standards for Curriculum and Instruction:

Acceptable technology and/or Internet use policy.
IT personnel/webmaster articulate policies regarding technology resources and web content related to alignment with purpose/mission and Christian philosophy of education.
Students demonstrate an understanding of appropriate and responsible use of technology, print, and other resources consistent with biblical principles.
Policies and procedures that provide Christian direction to the acquisition and use of technology, print, and other media resources.
Policies and procedures communications to stakeholders.
Evaluations of policies and procedures.

Source Cited:

The National Christian School Association. (2022). Accreditation Manual of the National Christian School Association (Revised August 2022). Pages 28-30 & Pages 32-33. Retrieved from: http://www.nationalchristian.org/uploads/1/4/3/5/143554147/ncsa_accreditation_manual_2022_updated_august_15_.docx_-_google_docs.pdf