{"id":48251,"date":"2020-06-18T09:00:00","date_gmt":"2020-06-18T13:00:00","guid":{"rendered":"https:\/\/edtechteacher.org\/?p=48251"},"modified":"2020-06-17T15:56:16","modified_gmt":"2020-06-17T19:56:16","slug":"project-based-learning-at-the-elementary-level-nine-inspiring-examples-2","status":"publish","type":"post","link":"https:\/\/edtechteacher.org\/project-based-learning-at-the-elementary-level-nine-inspiring-examples-2\/","title":{"rendered":"Ideas for Project-Based Learning at the Elementary Level"},"content":{"rendered":"\n

By Tom Driscoll (@TomDriscollEDU<\/a>)<\/h4>\n\n\n\n


This post includes updated content from a previous blog post on Tom Driscoll EDU. For the original post, <\/em>click here<\/em><\/a>.<\/em>

In February, I had the opportunity to work with an incredible group of elementary educators from Nauset Schools<\/a> 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\u2019ve 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\u2019 unique needs and settings. Students at home might not have control over their access or environment.
– Provide student choice when possible. Don\u2019t 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 \u2018Preparing for a Natural Disaster\u2019, perhaps change the driving question to \u201cHow can we prepare for the effects of a pandemic?\u201d or \u201cHow might we prepare students and teachers to practice proper social distancing and safely return to school?\u201d
– 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.
<\/p>\n\n\n\n

\n\n\n\n

1: Preparing for a Natural Disaster<\/h1>\n\n\n\n

Driving Question<\/strong><\/p>\n\n\n\n

How can we, as citizens of a coastal community, prepare for the effects of a natural disaster?<\/p>\n\n\n\n

Subject(s)<\/strong><\/p>\n\n\n\n

ELA, Science
<\/p>\n\n\n\n

Synopsis<\/strong><\/p>\n\n\n\n

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?<\/p>\n\n\n\n

Core EdTech Resources<\/strong><\/p>\n\n\n\n

Book Creator<\/a>, SeeSaw<\/a>

<\/p>\n\n\n\n

2: Brewster: Beyond Us<\/h1>\n\n\n\n

Driving Question<\/strong><\/p>\n\n\n\n

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?<\/p>\n\n\n\n

Subject(s)<\/strong><\/p>\n\n\n\n

Social Studies, ELA, Science
<\/p>\n\n\n\n

Synopsis<\/strong><\/p>\n\n\n\n

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\u2019s lifestyle in ways that are similar and different to ours.<\/p>\n\n\n\n

Core EdTech Resources<\/strong><\/p>\n\n\n\n

Book Creator<\/a>, iMovie<\/a>

<\/p>\n\n\n\n

3. Endangered Bees & Pollinator Gardens<\/h1>\n\n\n\n

Driving Question<\/strong><\/p>\n\n\n\n

How might we as first grade scientists help the endangered honey bee population by designing a garden that will help them thrive?<\/p>\n\n\n\n

Synopsis<\/strong><\/p>\n\n\n\n

Equipped with a basic understanding of the life of bees in a bee colony and the impact on the world\u2019s ecosystem, we will research, design and plant a pollinator garden that will attract honey bees<\/p>\n\n\n\n

Core EdTech Resources<\/strong><\/p>\n\n\n\n

SeeSaw<\/a>, iMovie<\/a>, Shadow Puppet<\/a>, Book Creator<\/a>

<\/p>\n\n\n\n

4: Protecting Ugly Animals<\/h1>\n\n\n\n

Driving Question<\/strong><\/p>\n\n\n\n

How might we as conservation biologists convince third graders to protect \u201cugly\u201d animals with a poster because they are important to the ecosystem?<\/p>\n\n\n\n

Subject<\/strong><\/p>\n\n\n\n

Science
<\/p>\n\n\n\n

Synopsis<\/strong><\/p>\n\n\n\n

Students will need to research information on their \u201cugly\u201d animal. They will then plan out and create a poster to persuade 3rd graders to protect their animal.

<\/p>\n\n\n\n

5. Freedom: Joining the Patriot or Loyalist Cause<\/h1>\n\n\n\n

Driving Question<\/strong><\/p>\n\n\n\n

How can we, as colonists, create a speech that will convince other colonists to join the Patriot or Loyalist cause?<\/p>\n\n\n\n

Subject<\/strong><\/p>\n\n\n\n

Social Studies
<\/p>\n\n\n\n

Synopsis<\/strong><\/p>\n\n\n\n

Students will need to know the following information to complete the project:<\/p>\n\n\n\n