Escape Room: Engaging Middle School Project-Based Learning

As a teacher of an interdisciplinary theme-based class, I am always looking for ways to integrate multiple subject areas into our learning. Every theme we explore draws on a range of disciplines from history and math to science and art, creating a rich and connected learning experience for my students. As we approached the end of the school year, I found myself in need of a project that would capture my students’ imaginations and keep them motivated. At this point in time, my students had been buzzing about escape rooms; many of them had recently attended several escape room birthday parties. At the time, we were studying Ancient Greece, so it seemed like the perfect opportunity to create an educational escape room for the parents, combining history, math, and problem solving into one engaging student-centered challenge.

What We Did

I introduced the escape room idea to the class, and as expected, they were immediately excited. We kicked off the project with a brainstorming session, focusing on two things: the types of puzzles you might encounter in an escape room, and key skills and content from our Ancient Greece unit. Ideas ranged from mathematical problems like the Pythagorean theorem to challenges around citizenship and democracy, military, and art from that period. Using sticky notes, the students’ creativity began to shine as they made connections between these two columns, generating potential puzzles that aligned with our curriculum.

The next step was for students to work in pairs or individually to flesh out their ideas, combining an important concept or skill learned in the theme with a type of puzzle. They then pitched their ideas to the class in a presentation, and those who had developed their puzzles further even allowed their peers to try solving them. The class then selected their favorite ideas; ultimately, we chose seven puzzles. Students joined a puzzle group, with those who had pitched the winning ideas taking the lead.

Project Management

An integral part of the process was teaching project management. We created a project management board to track tasks and deadlines. Students self-assigned responsibilities and were assessed on their ability to manage the project effectively. We added a "Complete" column for finished tasks and an "Inspiration" column to collect new ideas as they arose. This kept everyone organized and allowed for a clear view of progress.

Once the puzzles were created, a smaller group worked with me to think through the logical order in which the puzzles would be solved. This was a key element in maintaining flow and challenge for the parents. The puzzles were then returned to their respective groups, who then figured out how their solution would lead to the next puzzle, generating codes for locks either digital or letter-based or using directional locks. The students also worked on building physical elements that would be part of their puzzles. For example, one student designed a prop and created it using the public library’s 3D printer.

Finishing Touches

With the puzzles completed, the class divided into new groups to handle the final preparations. Some worked on costumes and others focused on the script for the introduction, and a final group tackled set design. The students created an introductory video that set the stage for the parents, revealing the premise of the escape room and giving them their first clue. Everyone wore Ancient Greek costumes and took part in the performance by taking on a character and memorizing their lines, walking the parents through the puzzle sequence.

The students also spent time transforming the classroom into an Ancient Greek home and village, complete with handmade decorations. On the big day, we welcomed two groups of parents in to try solving the escape room. One group completed it within the time limit; the other needed some extra time and clues. Some of the puzzles were challenging, and they left the parents impressed.

Puzzles

Some of the puzzles the students developed included:

• A problem based on the Pythagorean theorem that linked to Greek architecture;
• A lock that required knowledge of the citizenship criteria in Ancient Greece;
• A task that involved analyzing Ancient Greek art;
• A challenge where parents had to evaluate how the geography of Greece shaped its economy

Assessment

To assess the students’ work, I co-created a single point rubric with the class, focusing on several key areas: knowledge and understanding, thinking, application, communication, collaboration, and work ethic.

• Knowledge and Understanding: Students demonstrated their grasp of Ancient Greece content, including daily life, beliefs, science, and government.
• Thinking: Students were assessed on their use of critical and creative thinking skills, from planning to problem solving.
• Application: We looked at how well students transferred knowledge between contexts, making connections between Ancient Greece and the escape room puzzles.
• Communication: Each escape room element conveyed meaning, with students evaluated on how effectively they communicated their ideas visually, orally, and in writing.
• Collaboration: Teamwork was a critical component, with students assessed on their ability to listen, build on ideas, and respect diverse perspectives.
• Work Ethic: Finally, students were graded on how well they used their project time and contributed to the overall success of the escape room.

Students also had regular small group and one-on-one check-ins where they self-reflected and I provided feedback for growth.

Takeaways

Not only were the students engaged throughout the entire project, but it also provided opportunities for growth at all levels. Some students who needed to be extended stepped into leadership roles, developing sophisticated puzzles, working on video-making skills, and overseeing the entire script. Others who were stretched by the project found smaller but meaningful roles. For example, several students took on the responsibility of designing the costumes for the class, which required some additional research. In the end, every student was included, and each had the opportunity to grow.

The students were incredibly proud of their accomplishment, and having the parents experience the escape room firsthand really demonstrated the depth of their learning. It was a rewarding way to end the term, giving the students a sense of ownership and pride in their work. The project not only fostered their understanding of Ancient Greece but also helped them develop valuable skills in collaboration, creativity, and problem solving.