The Project-based Learning approach used in the Monster Project actively addresses goals, objectives, and skills in: Math, Literacy, Social/Emotional, Fine Arts, Social Studies, Foreign Language, and National Educational Technology Standards.

This project is an example of students connecting content in an authentic context, while problem solving, designing, compromising, making decisions, using tools, and understanding how a community of practice creates long term knowledge. 

Students work in a semi-structured, scaffolded environment where the teacher interacts at many levels while guiding the activities and keeping the students involved with the larger group of classrooms around the world. Teachers have the opportunity to join a personal learning network of other education professionals, sharing ideas and questions across boundaries and borders: USA, Canada, Australia, New Zealand, Japan, Taiwan, United Kingdom, Uganda, Turkey, Pakistan, and other countries.

Illinois State Board of Education standards and National Educational Technology Standards (NETS)

Literacy
1.A.1b  Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials.
1.B.1d  Read age-appropriate material aloud with fluency and accuracy.
3.B.1b  Demonstrate focus, organization, elaboration and integration in written compositions  (e.g., short stories, reports).
3.C.1b  Create media compositions or pro­duct­ions which convey meaning visually for a variety of purposes.
3.C.2b  Produce and format compositions for specified audiences using available technology.
4.B.2b  Use speaking skills and procedures to participate in group discussions.

Math
6.D.1  Compare the numbers of objects in groups.
6.C.4  Determine whether exact values or approximations are appropriate.
6.D.3  Apply ratios and proportions to solve practical problems.
7.A.1a  Measure length, volume and weight/mass using rulers, scales and other appropriate measuring instruments in the customary and metric systems.
7.B.2a  Determine and communicate possible methods for estimating a given measure, selecting proper units in both customary and metric systems.
7.C.2a  Describe relationships in a simple scale drawing.
7.C.2b  Construct or draw figures with given perimeters and areas.
8.A.1a  Identify, describe and extend simple geometric and numeric patterns.
9.A.1a   Identify related two- and three-dimensional shapes including circle-sphere, square-cube, triangle-pyramid, rectangle-rectangular prism and their basic properties.
9.A.1b  Draw two-dimensional shapes.
9.A.2c  Describe and draw repre­sen­ta­tions of geometric relationships, patterns, symmetries, and designs in two- and three-dimensions with and without technology.

Fine Arts
25.A.1d  Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
25.B.3  Compare and contrast the elements and principles in two or more art works that share similar themes.
27.A.1a   Identify the distinctive roles of artists and audiences.

Social Studies
17.A.1a   Identify physical characteristics of places, both local and global.
17.A.1b   Identify the characteristics and pur­poses of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each.
18.A.1  Identify folklore from different cultures which became part of the heritage of the United States.

Foreign Language
29.A.1  Use common forms of courtesy, greetings and leave-takings appropriate to the time of day and relationship. (example hola, ni hao, bonjour, adios, ciao, etc.).
29.C.1b  Identify different types of literature (e.g., poetry, short stories, plays, legends) in the target language.
29.D.1  Recognize important people and events (e.g., special celebrations) in the history of areas where the target language is spoken.

Social Emotional
1C.3a. Set a short-term goal and make a plan for achieving it.
2A.1b. Use listening skills to identify the feelings and perspectives of others.
2B.2b. Demonstrate how to work effectively with those who are different from oneself.
3B.1b. Make positive choices when interacting with classmates.
2C.1a. Identify ways to work and play well with others.
2C.1b. Demonstrate appropriate social and classroom behavior.
2D.2b. Apply constructive approaches in resolving conflicts.
3C.1a. Identify and perform roles that contribute to one’s classroom.
3B.5b. Evaluate how responsible decision making affects interpersonal and group relationships.

National Educational Technology Standards (NETS)

  1. Creativity and Innovation : Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.

2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency : Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making : Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship : Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts : Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.