By Tom Driscoll (@TomDriscollEDU)
This post includes updated content from a previous blog post on Tom Driscoll EDU. For the original post, click here.
In February, I had the opportunity to work with an incredible group of elementary educators from Nauset Schools on Cape Cod. As part of the PBL workshop, teachers designed project sketches. The inspiring yet practical examples were so great, I asked the teachers if I could share their ideas, and they generously agreed.
With blended and remote learning a real possibility through next school year, I’ve included some suggestions for implementing these ideas in a remote learning environment.
– Consider student access to hardware, software, and the Internet.
– Provide guidelines, but also be flexible in accommodating students’ unique needs and settings. Students at home might not have control over their access or environment.
– Provide student choice when possible. Don’t limit students to just one app or tool when answering driving questions and producing content.
– Adapt driving questions to explore issues related to the current COVID-19 crisis. For example, with ‘Preparing for a Natural Disaster’, perhaps change the driving question to “How can we prepare for the effects of a pandemic?” or “How might we prepare students and teachers to practice proper social distancing and safely return to school?”
– Provide guidance for student research by sharing a collection of links or resources through your class learning management system (e.g., Google Classroom, Seesaw).
– For projects that result in an oral or written presentation, consider alternative methods for sharing. Students might record themselves giving a speech, or you might provide an option for students to share their speech in a live synchronous session. For students uncomfortable with being on camera, you might provide an option to share a written product with the class or broader school community.
– For projects that result in physical activities or building (e.g., planting a garden), these will need to be adjusted to focus on the design phase of the project. This might be a good opportunity to spend more time discussing designs and thinking through different ideas or iterations.
1: Preparing for a Natural Disaster
Driving Question
How can we, as citizens of a coastal community, prepare for the effects of a natural disaster?
Subject(s)
ELA, Science
Synopsis
After learning about natural disasters around the globe, students will understand and explain how people prepare and cope with the unexpected changes in our world. What steps would you take to prepare for a major flood on Cape Cod?
Core EdTech Resources
2: Brewster: Beyond Us
Driving Question
How might we as citizens of Brewster, MA, gain a better understanding of the impact of climate and geographical location on lifestyles by researching other Brewsters in our nation?
Subject(s)
Social Studies, ELA, Science
Synopsis
Students will utilize their background knowledge of climate and geographical location and how it influences lifestyles within a community, to research and inquire how the climate of another Brewster, located in the United States, impacts that area’s lifestyle in ways that are similar and different to ours.
Core EdTech Resources
3. Endangered Bees & Pollinator Gardens
Driving Question
How might we as first grade scientists help the endangered honey bee population by designing a garden that will help them thrive?
Synopsis
Equipped with a basic understanding of the life of bees in a bee colony and the impact on the world’s ecosystem, we will research, design and plant a pollinator garden that will attract honey bees
Core EdTech Resources
SeeSaw, iMovie, Shadow Puppet, Book Creator
4: Protecting Ugly Animals
Driving Question
How might we as conservation biologists convince third graders to protect “ugly” animals with a poster because they are important to the ecosystem?
Subject
Science
Synopsis
Students will need to research information on their “ugly” animal. They will then plan out and create a poster to persuade 3rd graders to protect their animal.
5. Freedom: Joining the Patriot or Loyalist Cause
Driving Question
How can we, as colonists, create a speech that will convince other colonists to join the Patriot or Loyalist cause?
Subject
Social Studies
Synopsis
Students will need to know the following information to complete the project:
- Facts/information related to both sides
- Persuasive writing skills
- Characteristics of a leader
- Understanding the theme of change vs. tradition
- Oral presentation skills
Core EdTech Resources
6: Social Detective Strategies
Driving Question
How can we as social detectives write a book that explains the social skills that are important for a successful classroom community?
Subject:
Social Skills
Synopsis:
Given previous background in social skills (body and brain in group, size of the problem, whole body listening, flexibility, social filters) and problem-solving strategies, students will use various types of technology compiled in book creator to give 1st graders recommendations on ways to create a successful classroom community by describing various social skills.
Core EdTech Resources
Shadow Puppet, Book Creator, Chatterpix
7: Garden Restoration
Driving Question
How can we as a kindergarten community provide water to a currently unsustainable garden bed to help plants thrive?
Subject
Science
Synopsis
Students work together and with the teacher to research water sources they can create with the help of the community to create a sustainable garden.
Core EdTech Resources
8: Animals in the Winter
Driving Question
How can you as an animal expert explain to a baby animal how it has to survive in the winter?
Subject(s):
Science, ELA
Synopsis
Students pick a winter animal and will research how it survives in the winter (hibernate, migrate, or adapt). Students will create a visual model of how their animal survives, digitally publish their writing, and devise a way to explain to a baby animal how and why it has to find a way to survive in the winter.
Core EdTech Resources
Book Creator, Chatterpix, Shadow Puppet, iMovie
9: Creating Extraterrestrial Life
Driving Question
What type of life form could exist on a planet other than our own and what would its characteristics be?
Synopsis:
Students will be equipped with understanding of various planetary conditions, gravity, day/night length,temperature, mineral composition, atmosphere and weather.
Core EdTech Resources
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Interested in learning more about project-based learning (PBL) and how to implement PBL in blended and remote learning environments?
Join Tom the week of June 22 for a virtual workshop, ‘How to Facilitate Project Based Learning in Remote Environments’.
