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The Office of Gifted and Advanced Learning

At Home Educational Resources and Activities

Grades PreK – 12

Volume 3

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Table of Contents

I. Overview

II. Online Educational Resources

III. Featured Digital Resource: Everfi

IV. “Design Dilemma” for Grades PreK – 2

V. “Create a Rube Goldberg Machine” for Grades 3 – 8

VI. Thinking Skills for Grades 3 - 6

VII. Problem-Based Learning Prompts for Grades 9-12

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Gifted and Advanced Learners: An Overview

Things to consider when working to keep your gifted learner(s) engaged and appropriately

challenged.

• Gifted learners typically find on-grade level work, for at least one academic area, to

be boring or something they already know. Help your child engage in grade level

above work aligned to their level of readiness, appropriateness of content, and their

area(s) of interest. We all learn better when we are already interested in the topic.

• Gifted learners may prefer to challenge conventional thinking and get frustrated when

the question posed only has one answer and it’s not the answer they are promoting.

To that end, seek out learning opportunities that promote divergent, rather than

convergent, thinking and answers. Convergent questions want us all to provide one,

single, same answer: What’s 2 +2? This convergent style question wants us to answer 4

but gifted learners may want to say 8/2 or 16/4 and since we did not specify that it

should be expressed as a whole number, they are not wrong in their response. In fact,

their response is a perfectly good example of a divergent answer. Seek out learning

that encourages divergent answers.

• Know that many gifted learners start to ponder social and emotional topics in

advance of their age peers so encourage discussion and self-reflection. Avoid

dismissing their concerns with statements like “You’re too young to worry about such

things” and instead follow up with prompts like “What about that issue concerns you?”

or “How would you like to change that situation?”. These learners need to know that

it’s OK to feel intensely about things but we can help them take some ownership of

their feelings so they can gain a sense of empowerment. One approach to

empowering your learner(s) is to have them keep a journal about the issue/topic that

has captured their attention. In this journal, they can document the most

contemporary information about their issue of concern and write their response

including how they feel about it and what they might like to see happen to lessen the

situation.

• One of the greatest myths about gifted learners is that they succeed at everything

because they know everything. We all know that is not the case but some gifted

learners feel that’s the expectation that everyone has for them and therefore avoid

risks at all cost. Help your learner(s) understand how to fail. Let them know that it’s OK

to fail especially since they have you as their safety net at this point in their lives. Failing

early in life and learning that it’s not the end is a priceless gift that you can give to your

learner(s) as there are too many stories about gifted students who did not encounter

failure until they went off to college. Since their self-identity was so tied to academic

success all of the time and since they had no personal frame of reference for

recovering after failure, many genuinely struggle to recover. So, help your child take

on academic risks, commend originality, provide constructive feedback, and let them

know that it’s more than just OK to refine, rewrite, and re-create!

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• Help your learner(s) find themselves in literature. There is something called

Bibliotheraphy, that while originating in traditional therapy settings, has been adopted

by the gifted community to help connect gifted learners with fictional characters and

non-fictional individuals in books. The thinking is that many gifted learners may not

have similar ability peers in their lives and therefore the heightened sense of self may

needlessly elevate anxiety and self-doubt. Reading about characters or real people

who look like them, think like them, and feel like them, allows some gifted learners to

connect in a way not typically afforded to them in their everyday lives. Please be sure

to preview the book first to make sure that the character/individual with whom your

learner is most likely to relate has a happy resolution by the conclusion of the book.

• Nearly all students will encounter one or dozens of projects assigned to them by

teachers during their K-12 educational journey. Gifted learners don’t need more work

but rather more appropriate work and in this case that more appropriate work would

be Problem Based Learning (PBL). PBL is a core part of Individualized Learning Plans

(ILPs) used in City Schools because of the open-ended nature of the task. In short, PBLs

are projects based in real world problems that don’t have an assumed answer upfront

and therefore invite a wide range of solutions. While a project assigned on the

biography of Teddy Roosevelt has a very predictable trajectory of born, did stuff, and

died a PBL starts off with asking the learner to propose an actionable plan on what to

do to ensure learning continues when schools are forced to close for an extended

period of time. Learners need to research what has been done previously before they

can put forth their own plan.

• It’s all about choice! At the end of the day, all learners, but especially gifted learners,

need to choose topics of interest to them, explore it in a manner that engages them,

and be empowered to share their learning in a format that excites them. Once we

confirm that the topic is appropriate for the level of the learner’s maturity level, allow

them to learn in a manner they enjoy most. For some students that will be a deep dive

into a series of books while for another it may be a seemingly endless chain of websites

or videos. Finally, allow them to share what they learned with you. While some learners

may prefer to “keep it to themselves”, most will want to share what they learned

because they want you to be as excited about it as they are. Let them teach you and

in that action, you are communicating so much more than simple words can impart.

Please feel free to contact the Gifted and Advanced Learning office with any questions you

may have about implementing the aforementioned strategies.

Contact Dennis Jutras: Djutras@bcps.k12.md.us

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Gifted and Advanced Learning Online Educational Resources

Below, you will find a variety of free resources and activities that your child can engage in

during this time outside of school:

• All Subject Resources

o EVERFI – Grades K-12

▪ Featured digital resource of the week. See the EVERFI information letter

included in this packet for details. EVERFI empowers educators to bring

real-world learning into the classroom and equip students with the skills

they need for success–now and in the future. Topics range from financial

education to health and wellness. Parents can activate accounts for their

learners using Clever or by creating new accounts using the link below.

https://everfi.com/k-12/parent-remote-learning/#blur-container

o Renzulli Learning – Grades PreK - 12

▪ Interactive online system that provides a personalized learning

environment for students to increase engagement and higher academic

performance.

https://renzullilearning.com/

o BRYDSEED – Grades K-12

▪ Byrdseed.com is a resource for teachers who work with gifted and

talented students and addresses topics such as Depth & Complexity,

Differentiating, and Social Emotional needs.

https://www.byrdseed.com/

o Advanced Placement supports from the College Board – Grades 9-12

▪ College Board’s dedicated You Tube channel featuring course resources

https://www.youtube.com/user/advancedplacement

o Imagineering in a Box - Grades 6-12

▪ Designed to pull back the curtain to show students how artists, designers,

and engineers work together to create theme parks.

https://www.khanacademy.org/humanities/hass-

storytelling/imagineering-in-a-box

o Pixar in a Box - Grades 6-12

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▪ A behind-the-scenes look at how Pixar artists do their jobs.

https://www.khanacademy.org/partner-content/pixar

o Audible – Grades K-12

▪ Free streaming of stories ranging from Winnie-the-Pooh to Jane Eyre.

Collections include titles across six different languages.

https://stories.audible.com/discovery

o Mensa for Kids – Grades K-8

▪ Mensa for Kids has a lot of challenges, activities, lessons, and games for

gifted students that can easily be done at home.

https://www.mensaforkids.org/

o CK-12 – Grades K-12

▪ CK-12 provides free lessons by grade level and content (science, math,

social studies, and photography) for students. They include videos,

reading passages, and practice questions.

https://www.prodigygame.com/

o BreakoutEDU – Grades K-12

▪ BeakoutEDU is providing free content-related games in a digital platform

that mirrors an “escape room.” Students have to figure out puzzles and

content to progress throughout the game.

https://www.breakoutedu.com/funathome

o Legends of Learning – Grades 3-8

▪ This highly engaging game-based platform focuses on math and science

learning. Parents/guardians will need to provide an email address to

activate a student account.

https://app.legendsoflearning.com/login

o Khan Academy – Grades PreK-12

▪ Khan Academy has many courses and lessons for students across all

content areas to help them learn more about content in school or other

areas of interest.

https://www.khanacademy.org/

o Newsela – Grades PreK-12

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▪ Newsela provides leveled text in literacy, social studies, science, and

social emotional domains, along with kid-friendly current events articles.

Students can create free accounts.

https://newsela.com/

o Destination Imagination – Grades K-12

▪ Destination Imagination offers hands-on instant challenges for students.

https://www.destinationimagination.org/challenge-program/resource-

library/

• Science Resources

o Mystery Science – Grades K-5

▪ Mystery Science offers a free version that allows students and parents

access to two free Mysteries in each unit of study.

https://mysteryscience.com/

• Math Resources

o Prodigy – Grades 1-8

▪ Prodigy is an online math platform that allows parents to create a free

account to allow their students to work on differentiated math problems

at their level. https://www.prodigygame.com/

• Reading and Literacy Resources

o epic! - Grades PreK-7th

▪ epic! is a free resource for 30 days which provides popular, leveled book

titles for students to read digitally.

https://www.getepic.com/

• Technology Resources

o Scratch Jr. – Grades K-2

▪ Students learn how to code with games, problems, and interactive stories.

https://www.scratchjr.org/

o Scratch – Grades 3-8

▪ Students can create their own interactive stories, games, and animations

by using coding.

https://scratch.mit.edu/

• Social Emotional Resources

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o Dealing with Anxiety: Simple to implement strategies to help your child deal with

the anxiety that they may be experiencing.

▪ https://gozen.com/37-techniques-to-calm-an-anxious-child/

o Talking to Kids About the Coronavirus

▪ https://childmind.org/article/talking-to-kids-about-the-coronavirus/

• Gifted Education Resources

o The National Association for Gifted Children is providing updated learning links

on their website. Parents can also learn more about gifted education from the

national experts.

https://www.nagc.org/resources-educators-parents-during-covid-19

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Adapted from the Maryland State Department of Education’s Primary Talent Development

At-Home Activities for Gifted Kids (Pre-K to 2)

Gifted kids are incredible. Their minds teem with creative ideas and the motivation to

complete challenging tasks, but sometimes gifted kids can become bored and aloof when

they don’t have anything to do. When it comes to giftedness, the name of the game is

selecting creative, stimulating, and challenging activities to keep busy minds interested while

extending their natural curiosity for learning. These At-Home activities are hands-on, problem

solving experiences that will promote thinking opportunities for your young learners.

Pre-K to 2

Your child is about to embark upon a unit entitled “Design Dilemma.” This unit is an excellent

opportunity for your child to use “Resourceful and Creative” behaviors as they wonder about

their world. Your child will have opportunities to use questions to approach problems and

identify attributes to sort, classify, and make inferences to create analogies on collected

observational data about the world. Below is a day-by-day task of learning activities.

,

Day 1

Creative

(Pre-K to 2)

Materials: Resource Sheet 1 (RS1) – make several copies and precut shapes

before lesson, and chart paper

This lesson will allow your child to demonstrate Creative behaviors to view

items in a new way using originality and fluency of ideas.

Share with your child that today we are going to use our creative juices to

view items in new ways.

Activities for Home

Design Dilemma

Grades PreK – 2

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Using RS1, demonstrate how the two precut shapes can be manipulated

into an ice cream cone. Discuss the two shapes. Talk about what the shapes

look like. Ask: “What might these two shapes be other than a scoop of ice

cream?” Continue to manipulate the cone and ball to demonstrate a few

different items. Allow time for your child to manipulate the different shapes

into other items (ex. duck’s head and bill, birthday hat). Allow your child

time to work with those items to see how many unusual items they can

create. Encourage original and creative ideas. List the different ideas on

chart paper. Allow your child time to communicate to you their new ideas.

Watch how your child’s creative ability increases from the first item on the list

to the last.

Day 2

Creative

(Pre-K to 2)

Materials: RS2, RS3, RS4, crayons, and markers

Revisit the concept of Creative by discussing the various items that were

created on the Day 1 chart. Discuss how the items forced your child to be

creative and original in their thinking. Explain that one way to have a really

good idea is to have many ideas. Refer back to the many ideas on the

chart. Introduce (RS3). Explain that sometimes our first idea may not be our

best one. That is why we “Brainstorm.” Share the brainstorming poster and

discuss what each point on the poster means and how it helps us to be

more creative.

Brainstorming:

• Say “hello” to ideas. (Welcome new ideas)

• Be open to funny, strange ideas.

• Piggyback on ideas. (It’s okay to add ideas to other’s thoughts)

• STRETCH to think of many ideas. (Keep an open mind)

Talk about how brainstorming helps us to be more creative. To further

explain the concept of Creativity, share the poster (RS4).

Distribute half sheets of (RS2 Mystery Doodles) Ask: “What might this be?”

Have your child brainstorm some possible ideas about what the mystery

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doodles might be. Talk about what ideas they have suggested. Have your

child share an idea that might stretch their imagination. Post your child’s

creative ideas.

Extension Activity: Provide your child with paper, crayons and (RS 2). Have

your child add to the doodle on (RS 2) and create a picture of something

new. Using (RS 2), have your child create a character from their favorite

story, movie, or song. Allow your child to explain what they created. Remind

your child to use his/her imagination while being creative. These

opportunities will promote fluency of thinking and promote creative

responses.

Day 3

Resourceful

And

Creative

(Pre-K to 2)

Materials: “The Littles” by John Peterson, RS7, RS8, 12 inch ruler, washcloth,

paperclip, bottle cap, button, 2 nails, and yarn

Today your child will demonstrate Resourceful behaviors by using items in

new ways. Listen to the story: “The Littles” by John Peterson

Chapter 1 https://safeYouTube.net/w/n6W3

Chapter 2 https://safeYouTube.net/w/E6W3

Both short chapters tell a story about putting objects to new uses.

After the listening to the story point out how the typical uses of the objects

in the selection are put to unusual uses. Examples: The electric socket in the

kitchen was a secret door for the Littles because of its size and shape. Allow

your child time to visualize how that might be possible. In the story, Henry

Bigg’s socks were used as yarn to make a sweater for the Littles. (Display a

sock to show how that might be possible).

Pass out several different objects to your child to see if they can find other

uses for the items. Allow them to explain how they can use it. Share that

when you find uses for items other than their intended use you are

demonstrating Resourceful behaviors.

Pass out (RS7 Discussion Prompt) to be used in your discussion and a ruler.

Show what six inches looks like on a ruler. Give your child several new items

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(washcloth, paperclip, and other small household items). Discuss ways the

objects could be used if they were only six inches tall like the Littles. Share

the poster (RS8). Discuss the meaning of being resourceful. Once your child

has had several opportunities to generate multiple ideas about the various

uses for the objects if they were six inches tall, you may want to discuss ways

household items can be used today as we experience this pandemic in our

country. You can use this sentence to help your child express their ideas.

“I would use a _______as a________ because…”

Listen carefully as your child speaks. Their new ideas for the household items

will exhibit resourceful behaviors that will let you new know what your child is

thinking.

Remind your child that when you need something, sometimes you do not

have all the materials you need to create it. When this happens, you have to

be resourceful and look for new uses for the materials you have.

Extension Activity: Provide your child with construction paper, objects, glue,

scissors, and crayons to use to create something the Littles can use. Create

a 2-dimensional picture, imitate something in the book, or build a new

object with your materials.

Day 4

Resourceful

And

Creative

(Pre-K to 2)

Materials: RS13, RS14, RS15, crayons, markers, glue, and construction paper

Today your child will demonstrate resourceful behaviors by creating a house

for the Fourth Little Pig.

Post and read aloud the (RS13) Letter from the Fourth Little Pig. Explain that

the Fourth little Pig is the sister of the Three Little Pigs and she needs a home

to stay in that will withstand the wind from the Big Bad Wolf. She needs us to

help her solve this problem. Introduce (RS14) Creative Problem Solving

poster. Explain that there are steps we can use to solve problems that need

creative or imaginative answers. Ask the following questions:

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• Who is the 4th Little pig? Answer: The 3 little pigs’ sister.

• What does she need and why does she need it? Answer: She is

moving closer to her brothers and needs her own house because their

house is too small.

• Why won’t just any house do for her? Answer: She needs a creative

house design to be safe from the wolf brothers.

Uncover the first step on the Creative problem solving poster: Fact Finding.

List the facts. Discuss why the other pigs lost their houses. Explain that looking

at attributes of different houses will provide resourceful ways to design a

house for the Fourth Little Pig. Review problem solving steps 2-5 to determine

what needs to be done next before building the 4th Pig’s house.

Explain that looking at attributes/features of different houses will provide

resourceful ways to design a house for Pig Four. View the book “Houses

Around the World” by Judy Nayer at: https://safeYouTube.net/w/EAW3 to

learn more about the common attributes of many houses. Discuss why some

houses might withstand wind better than others.

Give your child crayons and markers to use to design the kind of house that

would keep the fourth Little Pig safe. Distribute (RS15) A House for Pig Four.

Have your child draw, label and write their ideas - some students may want

to use other materials to make their house.

Day 5

Resourceful

And

Creative

Problem

Solving

(Pre-K to 2)

Materials: RS15 completed, RS14, various household materials, and writing

paper

Allow time for your child to share their ideas for the houses they have

designed. Have your child examine their design to determine if it can keep

the fourth little pig safe from weather, wind, strangers etc. Let your child

explain the attributes and their uses.

Introduce step 4 (Solution Finding RS14 Creative Problem Solving). Join your

child in exploring your home to find some materials - an empty cereal box,

an empty shoe box, tissue box, construction paper, empty toilet paper or

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paper towel rolls, glue, tape, crayons, straws, and any other materials that

will help you to construct a strong house for the Fourth Little Pig. Let your

child decide which materials they may want to use to build their structure for

the 4th Little Pig.

Remember that the house has to be strong enough to withstand being

blown away by the wolf. It must also be large enough to put 4 little pigs

inside. Be resourceful and creative with your building.

Once their structure is completed, you can analyze the strength of the

structure by applying wind forces using a hair dryer, small fan, paper fan, or

blowing through a straw to see which materials were able to withstand the

various winds. Chart your findings.

Extension Activity: Write a letter to the fourth little pig and explain to her why

your house design would be the best house for her to live in when the wolf

brothers come to visit.

Resourceful: Uses what is available to solve problems

Creative: Uses Imaginative and Original Thinking

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Resource Sheets

Resource Sheet 1:

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Resource Sheet 2:

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Resource Sheet 3:

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Resource Sheet 4:

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Resource Sheet 7:

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Resource Sheet 8:

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Resource Sheet 13:

Students,

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Resource Sheet 14:

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Resource Sheet 15:

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Rube Goldberg was an inventor and a Pulitzer Prize winning cartoonist. He started by drawing

elaborate designs of objects that worked together to complete a simple task. While he never made

them himself, his designs served as inspiration for many inventors to create complex machines to

complete simple tasks. If you’d like to learn more or see a Rube Goldberg inspired invention in

action, you can watch this video here: https://safeYouTube.net/w/yah4

Your steps will include:

• Analyze a Rube Goldberg

cartoon

• Identify a simple task for

which you can create a

complex invention

• Collect random items around

the house to use in your

invention – get permission!

• Sketch the invention design

similar to a Rube Goldberg

comic

• Assemble your complex

machine after getting

permission

• With supervision test your

machine

• Document successes and

areas of improvement in

order to revise your design

In the subsequent pages, you’ll find

graphic organizers that will guide

you through the process. If you do

not have a printer at home, all

Problem Based Learning Activity

Create a Rube Goldberg

Machine

Grades 3+

Accessed at www.rubegoldberg.com

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these steps could be completed on notebook or scratch paper.

As you work on your Rube Goldberg inspired machine, consider the following:

• How many steps can you incorporate in your machine to complete the same end goal?

• What causes and effects are you hoping to create and how do they work together to

meet the end goal?

• In what ways does the Rube Goldberg inspired machine represent or model other areas of

life?

This activity, like all our activities, is meant to be fun and creative. You get to take this as far as you

would like and can always add or work outside of the directions provided here. Ultimately, the

following organizers and steps are meant to support your thinking as you develop your own Rube

Goldberg inspired complex machine.

Extension Opportunity

If you’d like to make this activity even more challenging after you have completed the steps outlined

in this packet, consider adding more steps to your design or create a new design for a new simple

task that includes more steps and processes to complete!

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Accessed at www.rubegoldberg.com

Analyze a Rube Goldberg Cartoon

Below is a Rube Goldberg cartoon showing a complex machine designed to get rid of a

mouse. After you’ve read through the cartoon, either think about or discuss the questions

below.

• Why would Rube Goldberg design such a complex machine to complete a simple

task?

• How does Rube Goldberg use cause and effect in each of the steps of his design?

• In what ways does Rube Goldberg use illustrations to show the process and movement

of his complex invention?

• In what ways does he incorporate math and science in his design?

• How could you use Rube Goldberg’s cartoon as inspiration when you create your

own?

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Simple Tasks List

Brainstorm a list of simple tasks you could develop a complex machine to complete.

Examples include, turning on a light, watering a plant, tying your shoes, closing a door, etc.

Once you’ve created your list, discuss with an adult to decide on the task for which you

would most like to build a complex machine.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

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Gather Materials

Now that you have decided on a simple task for which to create a complex machine, with

permission from an adult, go around your house and collect items that you could use to design your

machine. These items can be ordinary things that you wouldn’t think make a machine, such as

cardboard, tooth picks, straws, rocks, tape, marbles, etc. When you gather items, write down what

you’ve collected in each of the categories (you’ll want to have a few options in each):

Things that Roll Things that Move Ramps Recyclables Everyday

Materials

Example:

Marbles, toy cars,

ball

Example:

Dominoes, fan,

wind-up toy

Example:

Cardboard,

books, toy train or

car tracks

Example:

Cardboard,

water bottles,

cans, paper

towel rolls

Example:

Chopsticks, tape,

string, blocks, ruler

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Draw your Design

Now that you’ve gathered materials and have decided on a simple task to complete, you’ll

be drawing your own Rube Goldberg style cartoon to show the process of your complex

machine design. You may need to do multiple drafts, so feel free to use a separate sheet of

paper. Remember to label each step of your design and caption it with what will happen

just like Rube Goldberg did in his “How to Get Rid of a Mouse” cartoon.

Title:

Caption:_________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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Create your Design

Now that you’ve completed a drawing of your design, it’s time to make it using the materials

you gathered. Once you’ve made your complex machine, with supervision of an adult, test

it out. As you run into problems, fill out the chart below and continue making modifications

until it works.

Identified Problem

What went wrong

and why?

Planned Modification

What will you

change?

Intended Effect

How will the change

make things different?

Actual Effect

Did it work? Why or

why not?

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Final Design

Now that you’ve perfected your design, either edit your initial cartoon or create a new

cartoon that shows how your complex machine works.

Title:

Caption:______________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

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Thinking Skills and Activities

Grades 3 - 6

Each week, we will select a few activities for students in grades 3 -6 from the free resource

published by Prufrock Press for students. Use them as a fun extension or as a way to reinforce

skills. The answer key will be published in the subsequent volume of GAL activities or can be

accessed in the online packet (http://www.prufrock.com/Assets/ClientPages/pdfs/Thinking-Skills-

Activities.pdf).

Accessed at https://www.prufrock.com/At-Home-Student-Activities.aspx

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Answer Key for Thinking Skills Activities in GAL Packet Volume 2

Birthday Bashes

• Lyle – miniature golf

• Ryan – pizza parlor

• Troy – roller rink

Swimming Lessons

• Daralynn – puzzles

• Kevin – yo-yo

• Tara – jump rope

Word Bogglers 1

1. Top flight

2. Once in a blue

moon

3. Low down

4. P’s and q’s

5. Lunch box

6. Bear in mind

Word Bogglers 2

1. Big shot

2. Sewing machine

3. Needle in the

haystack

4. Wish on a star

5. Upstairs

6. Ice cream

Chain Link

1. Volcano

2. North

3. Throne

4. New

5. Ewe

6. Weather

7. Erase

8. Seas

9. Ask

10. Skateboard

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Problem Based Learning Prompts Grades 9 -12

What follows is a list of real-world problems for which learners should consider the overall

problem, research the history and past attempts at solutions, and then propose a well-

reasoned and practical solution. Learners should imagine that the “owner” of the proposed

problem has come to them seeking a thorough and thoughtful solution. The presentation of

the proposed solution can take the form of a “white paper”, a power point or Prezi

presentation, a poster board, a documentary, or any other specifically requested format.

Ultimately, the individual learner should select a problem of interest, either from the list below

or of their own suggestion, research the topic, inclusive of other attempts to solve the

problem, and then elect to present their plan in a manner best aligned to their style of

presentation.

Remember, that while there are no right or wrong answers there are poorly-reasoned and

impractical solutions – avoid those!

Local: The Baltimore City Board of Education was recently given a plan to “surplus” a dozen

buildings whose utility is no longer viable due to the age and/or condition of each building.

These buildings have been vacant for at least a decade and their locations are evenly

distributed across the city. The smallest building is approximately 50,000 square feet and sits

on a half-acre of land and the largest property is approximately 100,000 square feet and sits

on a full acre. While the initial plan to sell or demolish the buildings made sense to the Board,

it lacked specifics and community input. To that end, the Board has reached out to residents

of Baltimore City, such as you, requesting plans that do the following:

• Identify the section of the city where you’d like to be able to determine the future use

of one of the vacant properties and provide a brief explanation of why you chose that

part of the city.

• Indicate the preferred size of the property (square footage and acreage) for your

project and briefly explain how that relates to the specifics of your plan.

• Articulate a clear plan for your preferred use of the property including its future use.

The Board has already been advised as to which buildings should be torn down and

which ones should be renovated and sold but they want to know how you would use

the property after it was demolished or after it was renovated.

• Explain who the primary and secondary beneficiaries of your plan would be from

within the community along with why the Board should care about those benefitting.

• Provide a rough cost proposal of your plan. If your plan is selected, the Board would

assign an architect to work with you to develop a more robust cost proposal.

• Present alternative uses for the property that could be considered but explain why

those are inferior options relative to your plan. This will help the Board better

contextualize your proposal.

National: One of the positive aspects of the current pandemic is that many individuals have

risen up to provide aid and support to their neighbors and by doing so have inspired

countless others to take on similar acts of kindness around the country. These actions have

not gone unnoticed by billionaire/philanthropist Warren Buffet who is establishing a new,

national recognition called the Heart of the Nation prize. This million dollar prize will be

awarded annually to 10 individuals or organizations whose actions encapsulate people

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being the best versions of humanity. Mr. Buffet has appointed you to serve on this awards

panel and is seeking guidance from you on the following:

• What criteria should the panel establish for those being nominated for this recognition

and what’s the rationale for those criteria? Some of those questions include - Is there a

minimal number of people who needed to benefit from the actions of the nominee? Is

there a minimum dollar amount that the nominee needed to provide in goods or

services in order to qualify? How would the panel verify the actions of the nominee?

Mr. Buffet wants to know your responses to those questions as well as your

recommendation for other questions to be used by the panel.

• Who are some individuals today that might qualify for this recognition based on your

research and recommended criteria? Mr. Buffet would genuinely benefit from having

a few real samples of people/organizations that embody your vision for deserving

nominees. He has requested that you provide at least three nominees and a brief

justification of how their actions match your vision for future Heart of the Nation

winners.

Global: In 2019, bees were declared the most important living beings on the planet by the

Earthwatch Institute at their meeting of the Royal Geographical Society of London. Today,

many wildlife experts and scientists believe that bees have now joined the endangered

species list with recent studies showing a dramatic decline in the number of bees globally

with an almost 90 percent population decline over the last few years. Organization like the

United Nations, Greenpeace, and The World Bee Project have each listed uncontrolled use

of pesticides and deforestation as leading causes for this decline but there are others. These

groups are now combining their voices to seek new solutions from around the world that can

help solve the problem using different approaches. You are being asked to join the effort

and to select the approach that speaks most loudly to you.

• One approach being sought is to develop a plan that directly addresses the causes of

bee population decline. This plan needs to identify specific causes and create a plan

of action which can range from the scientific to the political/legal and anything else in

between. These organizations would like you to focus your plan on helping a specific

continent or country since different regions of the world have different factors directly

contributing to this crisis.

• Another approach being sought is a bit more fatalistic and concedes the fact that

bees will never be completely restored to historic levels. This plan needs to articulate

what could be used or developed to replace the pollination work naturally done by

bees. Like the earlier approach, the aforementioned world organizations would like

you to consider a specific continent or country for your proposed plan.

• The final approach which could be taken is a hybrid of the two other approaches and

would consider efforts to help bees survive as well as providing supports to global

pollination beyond that which is done by bees. Again, the plan would be specific to a

single continent or country.

• Finally, regardless of the approach you elect to pursue there is a need to create a

media/marketing campaign to promote your solution to this world crisis and these

organizations are asking for your ideas on how to convince the public, companies,

and politicians to take the necessary actions to avert this crisis before it’s too late.