Bedford Hills Students Explore the Seven Wonders of the World

“I’m scared of heights!” a Bedford Hills Elementary School fifth grader called out. She was sitting in a chair in the school’s Tech Lab, but the virtual reality goggles she was using made her feel like she was exploring the Great Wall of China.

The student and her peers in Cheryl Pease’s class were learning about the seven wonders of the world by exploring each of the locations, doing research and solving clues that allowed them to open Breakout EDU kits.

Similar to escape rooms, Breakout EDU kits require students to solve puzzles in order to open locks. They require teams of students to work together, problem solve and persevere through failed attempts.

During the first part of the activity, computer aide Bob Alspach spoke to students about each of the locations before having them explore with the virtual reality goggles. The technology allowed him to add a pointer into a scene in order to draw students’ attention to specific details.

Students thoroughly enjoyed exploring and could be seen looking in all different directions as they tried to see new things.

“Look how tall it is! You have to put your head all the way back!” one student called out while exploring the Great Wall of China.

“There’s a sign that says no climbing!” another called out.

When exploring Machu Picchu, another student excitedly said, “Look, there’s an eagle!” before talking his classmates through where they could find it.

Once they were done exploring, it was time to solve some puzzles. The clues required them to do further research on each of the wonders and sometimes incorporated math or reading comprehension skills.

A tricky clue for Chichen Itza, for example, read “The temple of Kukulcan features 91 steps on each of its four sides. If you add the top platform, how many total steps are there?” The answer? 365.

Students used their Chromebooks to Google answers for some of the clues, like what year the Taj Mahal was commissioned. Cheers could be heard throughout the room when a team found the correct answer and was able to unlock one of their locks.

That said, the kits required a growth mindset as students sometimes tried and tried again and struggled to come up with answers. They worked together closely.

“This one is hard. We can go back to it,” one student said.

Another student, whose group kept getting the wrong answer, made everyone take a moment. You guys, we need to actually read it,” she said.

The entire experience was one of active, connected learning that students are sure to remember.