# data[].attributes.attachment_link.readable_text
Free Teaching Resources ▸ Project Based Learning Lesson Plans

These 17 outstanding free PBL resources will give you a running start on your project based learning lesson plans. They include examples, ideas, and plenty of how-to's. The projects are designed and used by teachers in the classroom. Select one of the titles below to view more detailed info and reviews from teachers about the resource.

For subject-specific listings, check out one of the following articles:

To learn more about PBL, read Ideas & Resources To Help You Kick-Start Project Based Learning.

The Best PBL Websites with Examples and Resources

# data[].attributes.attachment_link.title
Project Based Learning Lesson Plans & Examples - 18 Resources

# data[].attributes.attachment_link.description
Free Teaching Resources ▸ Project Based Learning Lesson Plans These 17 outstanding free PBL resources will give you a running start on your project based learning lesson plans. They include examples, ideas, and plenty of how-to's. The projects are designed and used by teachers in the classroom.

# data[].attributes.attachment_link.readable_text
There's a reason many of us think of classes like art, music, drama as the happiest of our school years.

It's the same reason that the woodwork rooms, science labs and culinary class kitchens of my school were always the most joyous, productive and memorable places...
Kids just love doing things.
If you've ever cleaned up wall "art" or mountains of Lego rubble from your own kid at home, you probably know this already.

Activity is a crucial part of a child's development but is far too often neglected at school. Teachers and curriculums mostly focus on the passive intake of information, either through listening or reading.

But doing is learning. In fact, one study found that actively doing stuff in class raised overall grades by a huge 10 percentage points, proving that it's one of the most effective ways to get students learning.

The takeaway is this - give them a project and watch them blossom.

Here's how project-based learning works...

What is Project-Based Learning?

Project-based learning (PBL) is when a student, several groups of students or an entire class engage in a challenging, creative, achievable, supported, long-term project.

Those adjectives are emboldened because, frankly, making pipe cleaner animals when there's 10 minutes left in textiles class doesn't count as PBL.

For a project to qualify for PBL, it needs to be 5 things:

1. Challenging: The project needs to require real thought in order to solve a problem.

2. Creative: The project needs to have an open-question with no one correct answer. Students should be free (and encouraged) to express creativity and individuality in their project.

3. Achievable: The project needs to be able to be completed using what students should know from your class.

4. Supported: The project needs your feedback along the way. There should be milestones for the project and you should use those to see what stage the project's at and to give advice.

5. Long-term: The project has to have sufficient complexity that it lasts a decent period of time: anywhere between a few lessons to an entire semester.

There's a reason project-based learning is also called 'discovery learning' and 'experiential learning'. It's all about the student and how they can learn through their own discovery and experience.

No wonder they love it.

Why Project-Based Learning?

Committing to any new innovative teaching method takes time, but the first step is to ask why? It's to see the ultimate aim of the switch; what your students, their grades and you can get out of it.

Here are some of the benefits of project-based learning...

#1 - It seriously works

If you think about it, you might realise you've been doing project-based learning your whole life.

Learning to walk is a project, as is making friends in primary school, cooking your first edible meal and figuring out what the hell quantitative tightening is.

Right now, if you can walk, have friends, can vaguely cook and know advanced principles of economics, you can thank your own PBL for getting you there.
And you know it works.
As 99% of LinkedIn 'influencers' will tell you, the best teachings aren't in books, they're in trying, failing, trying again and succeeding.

That's the PBL model. Students address the huge problem posed by the project in stages, with lots of little failures at each stage. Each failure helps them learn what they did wrong and what they should do to make it right.

It's the natural process of learning reproduced in school. It's no surprise there's a mountain of evidence suggesting PBL is more effective than traditional teaching methods in data literacy, science, maths and English language, all with students from 2nd grade to 8th.

Project-based learning at any stage is simply effective.

#2 - It's engaging

Much of the reason for all those positive results is the fact that kids actively enjoy learning through PBL.

Maybe that's a bit of a sweeping statement, but consider this: as a student, if you had the choice between staring at a textbook about photons or building your own tesla coil, which do you think you would get more involved in?

The studies linked above also show how students really get into PBL. When they're faced with a task that requires creativity, is challenging and is immediately tangible in the real world, their enthusiasm for it skyrockets.

It's impossible to force students to be interested in memorising information for replication in an exam.

Give them something fun and the motivation will take care of itself.

#3 - It's future-proof

A 2013 study found that half of business leaders can't find decent job applicants because, essentially, they don't know how to think.

These applicants are often technically skilled, but lack "basic workplace proficiencies like adaptability, communication skills and the ability to solve complex problems."

It's not easy to teach soft skills like these in a traditional setting, but PBL allows students to develop them adjacent to what they're developing in terms of knowledge.

Almost as a byproduct of the project, students will learn how to work together, how to get through roadblocks, how to lead, how to listen and how to work with meaning and motivation.

For the future of your students, the benefits of project-based learning at school will become clear to them as both workers and humans.

#4 - It's inclusive

Linda Darling-Hammond, leader of President Joe Biden's education transition team, once said this...

"We used to restrict project-based learning to a very tiny minority of students who were in gifted-and-talented courses, and we would give them what we would call 'thinking work'. That has exacerbated the opportunity gap in this country."

She added that what we really need is "project-based learning of this kind for all students".

There are plenty of schools across the world where students suffer because of their low socieconomic status (low-SES). Students of more affluent backgrounds are provided all the opportunities and are propelled forward by them, while low-SES students are kept well and truly within the mold.

In modern times, PBL is becoming a great leveller for low-SES students. It puts everyone on the same playing field and unshackles them; it gives them full creative freedom and allows advanced and not-so-advanced students to work together on an intrinsically motivating project.

A study reported by Edutopia found that there was greater growth in low-SES schools when they switched to PBL. Students in the PBL model recorded higher scores and higher motivation than other schools using traditional teaching.

This higher motivation is crucial because this is a huge lesson for low-SES students that school can be both exciting and equal. If this is learned early, the implications of this on their future learning is phenomenal.

Project-Based Learning Examples and Ideas

One of the projects in that study took place in Grayson Elementary School in Michigan. There, the teacher introduced the idea of going to the playground (enthusiastically taken up by his 2nd grade class) to list all the problems they can find.

They got back to school and compiled a list of all the problems the students found. After a bit of dicsussion, the teacher suggested they write a proposal to their local council to try and get it fixed.

Lo and behold, councilman Randy Carter turned up at the school and the students presented their proposal to him as a class.

You can see the project for yourself in the video below.

So PBL was a hit in this social studies class. The students were motivated and the results they came up with were spectacular for a 2nd grade, high-poverty school.

But what does PBL look like in other subjects? Check out these project-based learning ideas for your own class...

1. Make your own country - Get together in groups and come up with a brand new country, complete with location on Earth, climate, flag, culture and rules. How detailed each field is is down to the students.

2. Design a tour itinerary - Pick any place in the world and design a tour itinerary that goes to all of the best stops over multiple days. Each student (or group) has a budget that they must stick to and must come up with a cost-effective tour that includes travel, hotels and food. If the place they pick for the tour is local, then they could possibly even lead the tour in real life.

3. Apply for your town to host the Olympics - Make a group proposal for the town or city you're in to host the Olympic games! Think about where people will watch the games, where they will stay, what they will eat, where the athletes will train, etc. Each project in the class has the same budget.

4. Design an art gallery event - Put together a program of art for an evening, including art to be shown and any events to be held. There should be a little placard describing each piece of art and a thoughtful structure to their arrangement throughout the gallery.

5. Build a nursing home for dementia sufferers - Dementia villages are on the rise. Students learn what makes a good dementia village and design one themselves, complete with all the necessary facilities to keep residents happier for a certain budget.

6. Make a mini-documentary - Take a problem that needs solving and make an exploratory documentary of it, including script, talking head shots and whatever else students want to include. The ultimate aim is to phrase the problem in different lights and offer a few solutions for it.

7. Design a medieval town - Research the lives of medieval villagers and design a medieval town for them. Develop the town based on existing conditions and beliefs at the time.

8. Revive the dinosaurs - Make a planet for all the dinosaur species so that they can co-habit. There should be as little inter-species fighting as possible, so the planet needs to be organised to ensure maximum chances of survival.

3 Levels to Great Project-Based Learning

So you have a great idea for a project. It ticks all of the boxes and you know your students will love it.

Time to break down how your PBL will look overall, every few weeks and every lesson.

The Big Picture

This is the start - the ultimate goal for your project.

Of course, not many teachers have the freedom of choosing a random project and hoping their students learn something abstract at the end of it.

According to the standard cirruclum, by the end, students must always show understanding of the topic you've been teaching them.

When you're planning the project to give to your students, keep that in mind. Make sure that the questions that arise and the milestones reached along the way are in some way related to the main aim of the project, and that the product that arrives at the end of it is a solid response to the original assignment.

It's all too easy to forget this on the journey of discovery, and let students get a little too creative, to the point that they've completely mangled the main point of the project.

So remember the end goal and be clear about the rubric you're using to mark your students. They need to know all of this for effective learning.

The Middle Ground

The middle ground is where you will have your milestones.

Peppering your project with milestones means that students are not left completely to their own devices from start to finish. Their end product will be more closely aligned with the goal because you've provided them with decent feedback at each stage.

Crucially, these milestone checks are often the times when students feel motivated. They can register the progress of their project, get useful feedback and take new ideas into the next stage.

So, take a look at your overall project and break it down into stages, with a milestone check at the end of each stage.

The Day-to-Day

When it comes down to the nitty gritty of what students do during your actual lessons, there's not much you need to do except remember your role.

You are the facilitator of this entire project; you want to have students making their own decisions as much as possible so they can learn independently.

With that in mind, your classes will mostly be...

Reiterating the next milestone and the overall goal.

Flitting between tables checking the progress of the group.

Asking questions that help push students in the right direction.

Praising and motivating.

Making sure that whatever a student needs (within reason) they can have.

Making sure these 5 tasks are done puts you in a great supporting role, all while the main stars, the students, will be learning by doing.

Stepping into PBL

Done right, project-based learning can be an almighty revolution in teaching.

Studies have shown that it can significantly improve grades, but more importantly, it instills a sense of curiosity in your students, which can serve them wonderfully in their future studies.

If you're interested in giving PBL a bash in your classroom, remember to start small.

You could do that by trying a short project (maybe just 1 lesson) as a trial and observing how your class performs. You could even give students a quick survey afterwards to ask them how they felt it went and whether or not they'd like to do it on a larger scale.

Also, see if there are any other teachers at your school who would like to try a PBL class. If so, you can sit down together and design something for each of your classes.

But most importantly, don't underestimate your students. You might just be surprised at what they can do with the right project.

# data[].attributes.attachment_link.title
Project-Based Learning - Why and How to Try it in 2022 (+ Examples & Ideas)

# data[].attributes.attachment_link.description
There's a reason many of us think of classes like art, music, drama as the happiest of our school years. It's the same reason that the woodwork rooms, science labs and culinary class kitchens of my school were always the most joyous, productive and memorable places... Kids just love doing things.

# data[].attributes.attachment_link.readable_text
A framework for planning curriculum, instruction, and assessment is provided in Understanding by Design (McTighe), with 2 key ideas:

1. a focus on teaching and assessing for understanding and transfer

2. a design curriculum 'backward' from those ends.

The deliberate use of backward design for planning curriculum units results in:

more clearly defined goals

more appropriate assessments

more tightly aligned lessons, and more purposeful teaching.

The 7 principles

The 7 principles outlined in Understanding by Design (UbD) are encapsulated in W.H.E.R.E.T.O. - a mnemonic that assists in remembering them:

W: Where and why

H: Hook and hold

E: Explore, experience, enable and equip

R: Reflect, rethink, revise

E: Evaluate work and progress

T: Tailor and personalise the work

O: Organise for optimal effectiveness.

What W.H.E.R.E.T.O. means

1. W: Where and why - UbD is a way of thinking purposefully about curriculum planning - it is not a rigid program or prescriptive recipe.

2. H: Hook and hold - the primary goal of UbD is student understanding, that is, the ability to make meaning of 'big ideas' and transfer their learning.

3. E: Explore, experience, enable and equip - understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. There are 6 facets of understanding which indicate understanding: the capacity to explain, interpret, apply, shift perspective, empathise, and self-assess.

4. R: Reflect, rethink, revise - effective curriculum is planned 'backward' from long-term desired results through a 3-stage design process: desired results, evidence, and learning plan. This process helps avoid 'textbook coverage' and 'activity-oriented' teaching, in which no clear priorities and purposes are apparent.

5. E: Evaluate work and progress - teachers are coaches of understanding, not just providers of content or activity. They focus on ensuring learning, not just teaching (and assuming that what was taught was learned); they always aim - and check for - successful meaning making and transfer by the learner.

6. T: Tailor and personalise the work - regular reviews of units and curriculum against design standards enhance curricular quality and effectiveness.

7. O: Organise for optimal effectiveness - UbD reflects a continuous improvement approach to achievement where the results of lesson design/ planning, that is student performance, informs teachers of any needed adjustments to curriculum and instruction.

# data[].attributes.attachment_link.description
Explore the 7 key principles and the big picture of backward design outlined in McTighe's Understanding by Design.

# data[].attributes.attachment_link.readable_text
What Is Project-Based Learning?

Project-based learning (PBL) or project-based instruction is an instructional approach designed to give students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may face in the real world.

Project-based learning is more than just "doing a project," in the way you might remember from your own school days. As the Buck Institute for Education (BIE) explains, with PBL, students "investigate and respond to an authentic, engaging, and complex problem or challenge" with deep and sustained attention. ¹ ArchForKids, an organization that provides STEAM programs for young learners, puts it even more succinctly: PBL is "learning by doing." ²

Why Project-Based Learning? We Live in a Project-Based World

The truth is, many in education recognize that our modern world is sustained and advanced through the successful completion of projects. Or, as the Swiss psychologist, Jean Piaget, put it, "knowledge is a consequence of experience." ³

It's true! Your weekend chores, an upcoming presentation, or organizing a fundraising event-they're all projects. This is the spirit behind PBL, and we see evidence of its increasing popularity in things like the growth of the maker movement. ⁴ When we help students have authentic experiences, we prepare them for the real world. In its purest form, PBL prepares students to be self-sufficient, creative, and critical thinkers that can take on any challenge.

For most modern workers, their careers will be marked by a series of projects rather than years of service to a specific organization. "Solving real-world issues that matter is important to us as adults-and it's important to our students," explain Lathram, Lenz, and Vander Ark in their ebook, Preparing Students for a Project-Based World. ⁵

In short, if we are to prepare students for success in life, we need to prepare them for a project-based world. Therefore, when relating project-based learning benefits to students, we must always include examples of real-world application. This will reinforce for students the notion that they can break down future problems into their component parts, assemble and lead a diverse team of stakeholders to process the problem, and implement a solution.

What Are the Essential Elements of Project-Based Learning?

Although definitions and project parameters may vary from school to school, and PBL is sometimes used interchangeably with "experiential learning" or "discovery learning," the characteristics of project-based learning are clear, constant, and share the spirit of John Dewey's instrumentalism.

In essence, the PBL model consists of these seven characteristics ⁶:

Focuses on a big and open-ended question, challenge, or problem for the student to research and respond to and/or solve

Brings what students should academically know, understand, and be able to do into the equation

Is inquiry-based, stimulates intrinsic curiosity, and generates questions as it helps students seek answers

Uses 21st-century skills such as critical thinking, communication, collaboration, and creativity, among others.⁷

Builds student choice into the process

Provides opportunities for feedback and revision of the plan and the project, just like in real life

Requires students to present their problems, research process, methods, and results, just as scientific research or real-world projects must stand before peer review and constructive criticism

Following fifteen years of literature review and distilled educational experience, the Buck Institute for Education identified seven essential elements for PBL that focus on project design. Collectively these elements are called Gold Standard PBL. ⁸ According to the BIE, the key elements to project design include:

A challenging problem or question

Sustained inquiry

Authenticity

Student voice and choice

Reflection

Critique and revision

Public product

All of these elements, if combined well, result in students learning key knowledge, understanding, and skills for success.

An example where all these elements come together is in the Business Incubator class at Illinois' Palatine High School. ⁹ Teams of students propose and design a product based upon a challenging need or intricate problem. These young entrepreneurs pitch their ideas to business and community leaders in an effort to gain support for launching their product. It's like Shark Tank for teens, and it's awesome!

One team of students designed a mobile app providing real-time air quality readings at locations around the world. Raising awareness about air pollution, supporting health-conscious travelers, and making global connections were galvanizing real-world catalysts for their project.

It's worth noting that while project-based learning may seem like some specific or isolated instructional practice, the lists above should look familiar. They are simply the elements of great learning experiences. You don't have to subscribe to project-based learning to incorporate elements of it in your classrooms. Having said that, there are benefits that true project-based learning provides. Let's dig into a few of the benefits of PBL now.

Benefits of Project-Based Learning

Too often, traditional learning never ventures beyond the realm of the purely academic. Project-based learning connects students to the world beyond the classroom and prepares them to accept and meet challenges in the real world in a way that mirrors what professionals do every day.

Instead of short-term memorization and summative regurgitation, project-based learning provides an opportunity for students to engage deeply with the target content, bringing about a focus on long-term retention. PBL also improves student attitudes toward education ¹⁰, thanks to its ability to keep students engaged. ¹¹ The PBL structure lends itself to building intrinsic motivation because it centers student learning around a central question or problem and a meaningful outcome. Students end up wanting to understand the answer or solution as much or more than the teacher wants to know what they know, understand, and are able to do!

Daniel Pink, in his TEDTalk and influential book, Drive ¹², says people are intrinsically motivated by three things-autonomy, mastery, and purpose. Popular terms like grit and rigor become embedded dispositions when learners sink their teeth into meaningful endeavors, like those provided during project-based instruction.

A recent collaborative study conducted by the University and Michigan and Michigan State University suggests the implementation of project-based learning correlated positively with student achievement, particularly in schools serving high-poverty communities. ¹³ This research emphasizes the importance of projects being standards-aligned and supported with research-proven instructional strategies.

Because of its focus on 21st-century skills, the PBL model also enhances students' technology abilities. Project-based learning helps students develop teamwork and problem-solving skills ¹⁴, along with the ability to communicate effectively with others. The collaborative nature of projects also reinforces the Social and Emotional Learning (SEL) programs being implemented at progressive schools around the world.

These interpersonal aspects of PBL dovetail perfectly with the use of technology in the classroom. Technology-based projects are interdisciplinary, collaborative, inquiry-based, self-directed, motivating, and address the full range of student needs and learning styles. ¹⁵ Additionally, digital literacies and digital citizenship objectives become ingrained in tech-based projects, especially when the PBL opportunity is conducted seamlessly within the friendly confines of your school's learning management system.

A quick review of ISTE's recently revised standards for students will disclose the relevance of PBL to modern learning. ¹⁶ By highlighting standards including empowered learner, innovative designer, creative communicator, and global collaborator, you would think these standards were tailor-made with PBL in mind. International standards for technology skills and project-based learning objectives absolutely go hand in hand.

Challenges of Project-Based Learning

The Intel Corporation identified several reasons why project-based learning can represent such a radical departure from what we are used to in education: PBL requires you to coach more and instruct less, to embrace interdisciplinary learning instead of remaining locked in single-subject silos, and to be more comfortable with uncertainty and discovery during the learning process. ¹⁷

For many instructors, PBL is a stark contrast to the traditional education they experienced. Change takes time and is seldom without apprehension and challenges. However, when we consider the types of educational experiences we value for our modern learners, it becomes apparent the traditional "sage on the stage" instructional model falls significantly short.

The truth is, though, you can overcome these PBL challenges. Good problems or ideas can come from your students, parents, or community members. Instead of lectures and book learning, teachers can think through the steps required to solve a problem and use those steps as project-learning activities. Instead of planning a massive project, the learning process can be made more manageable by chunking the project into smaller parts, with frequent checkpoints built into the timeline. Instead of a traditional summative exam, authentic assessments can be developed by communicating with professionals in the field regarding what a presentation would look like related to a particular project. As challenging as PBL may appear at first, it can ultimately be so freeing for educators!

Project-Based Learning Examples

In one science-based project, students begin with a visit to a zoo, learning about animal habitats and forming opinions on which habitats best suit a selected animal. ¹⁸ For this example, the project component included teams of students collaborating to develop a research-supported habitat plan that they would then present to professional and student zoologists.

While the sciences fit neatly into the PBL environment, the instructional strategy lends itself naturally to interdisciplinary learning.

In another example, one that blends English language arts and social studies, students answer the question, "What role does censorship play in society?" ¹⁹ Following introductory instruction, students select a banned book, read it, compose a persuasive essay, and take part in a censorship-related mock trial experience conducted in the presence of experts. That last part-the mock trial in front of a group of experts-is what really drives PBL. The learning is not just experiential but also frequently contains a public, real-world component.

Want a break from "drill-and-kill" math lessons? Consider developing an "escape room" activity in which students assume the role of a code breaker for the National Security Agency, the Federal Bureau of Investigation, or another federal agency. ²⁰ The outcome could be anything from decoding a message that could potentially reveal the location of a planned terror attack on the United States, ferreting out an organized crime syndicate, or any number of scenarios. As a follow-up to the initial activity, students could present their solutions on the day a professional in a related field (e.g., FBI agent) visits the class to connect the activity to a real-world experience and potential career path. In such cases, you are limited only by your professional imagination ²¹ The outcome could be anything from decoding a message that could potentially reveal the location of a planned terror attack on the United States, ferreting out an organized crime syndicate, or any number of scenarios. As a follow-up to the initial activity, students could present their solutions on the day a professional in a related field (e.g., FBI agent) visits the class to connect the activity to a real-world experience and potential career path. In such cases, you are limited only by your professional imagination.

Are you looking for more examples of PBL schools? John Larmer, Editor and Chief for the Buck Institute for Education PBL Blog, shares several shining examples of schools making a commitment to deeper learning through PBL instruction. Larmer suggests investigating schools belonging to the Deeper Learning Network . These innovative schools include the essential elements frequently mentioned in BIE's Gold Standard PBL.

Project-Based Learning Lesson Plans

The Buck Institute also provides a hub for PBL lesson plans that align to Common Core standards. They make it easy to search their database by the source of the lesson plan, the subject, and the course.

A few quick examples of the more than 100 PBL lessons include:

The Ultimate Design Challenge -Students design solutions to a current problem using mathematical models.

Lending a Helping Hand -Students become financial advisors and are challenged to make the best use of $25 in a way that impacts their community most.

-In this project, students are isolated somewhere in the world and must design a civilization that stands the test of time.

It's important to note that some of the lesson plans in this resource library are free, while others come at a cost. Many of the lesson plans that require payment do provide sample pages, so you can get an idea of how to recreate it in your own way. Additionally, the above examples and lesson plans are fully customizable and can work in either the online or in-person classroom. So whether you return to full-time in-person instruction in the fall or maintain a cadre of online or hybrid learners in your district, you'll be ready.

Now that you know what PBL is, what it looks like in the classroom, and where to find lesson plans, let's look at how you can actually get started.

Getting Started With Project-Based Learning

Every journey may begin with a single step, but sometimes that step can seem daunting. Carol Ann Tomlinson, writing about differentiation in the classroom, advised teachers to start with "small, well-orchestrated changes." They should select a few targeted goals each year and focus on doing those things well while concentrating on growth. ²²

The same concept applies to project-based learning. Dream big, but start small. Writing for Edutopia, Andrew Miller advised teachers to keep things simple by limiting the scope and duration of a project, using or renovating an existing project, and taking the time to get meaningful feedback and engage in professional reflection. ²³

You can also approach project-based learning from your students' perspectives. Begin by giving them the resources they need to understand PBL as a concept, then introduce them to the practical steps once they're engaged in the process. This is a powerful, metacognitive way to approach your first foray into project-based instruction.

Tom Vander Ark and Emily Liebtag have shared a helpful introductory framework for high-quality PBL. ²⁴ This framework includes six criteria meant to support students, parents, and educators as they embark on their PBL journeys. These criteria include authenticity, challenge, collaboration, and reflection, which are all powerful 21st-century skills.

Project-based learning is easier than you may think and well within your grasp. Still, coming up with project ideas can sometimes present an initial stalemate for students. This post from TeachThought includes resources for teachers as well as project ideas for students. How would you like for your students so they can design their own projects? You can start small, think practically, and change the way you and your students view content learning and mastery. Project-based learning benefits are for everyone.

# data[].attributes.attachment_link.title
Project-Based Learning: Benefits, Examples, and Resources

# data[].attributes.attachment_link.description
Project-based learning is an instructional approach designed to give students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may face in the real world.

# data[].attributes.headline
这是我们的学生在展示他们的探究实验

# data[].attributes.body
这是我们的学生在展示他们的探究实验

# data[].attributes.body
低年级的孩子们很喜欢讲故事，也喜欢拿起画笔描绘所学所见。数学连环画是一种以数学故事为载体，以图文结合为表现形式的数学创作。它可以使学生在创作的过程中，用绘画的方式表现数学、运用数学、享受数学，增进学生对数学的美好情感和对数学的理解，是一种独特的“故事讲述”。孩子们充分调动了数学知识、书面表达、绘画技能等本领，用画笔呈现生活中的场景或小故事。在制作数学连环画和简易绘本的过程中，学生感受到了数学和生活之间以及和其他学科知识间的密切联系，是对数学核心素养“用数学的眼光观察现实世界，用数学的思维思考现实世界，用数学的语言表达现实世界”的最直接的诠释。

G7-Yang YuTong-杨宇彤

# data[].attributes.headline
Students give their presentation about religion

# data[].attributes.subject
Students give their presentation about religion

# data[].attributes.headline
西辛小学六12班学生汇报牛奶酸奶营养价值比较

# data[].attributes.subject
西辛小学六12班学生汇报牛奶酸奶营养价值比较

# data[].attributes.body
学生在汇报牛奶酸奶营养价值比较成果

# data[].attributes.body
学生制作的画报

# data[].attributes.body
为了激发学生线上学习的积极心理体验，设置学生微笑打卡活动，学生们进行会议室，展示自己最美的微笑。同时邀请学生进行开心事的分享，学生们非常踊跃地举手分享，还会真诚地给他人以鼓励。

# data[].attributes.body
-你认为你的家人有什么好习惯和不良习惯呢？
-请选择一项你认为急需改正的习惯，通过小组讨论、资料收集等方式，找到这一习惯形成的原因。
-请你找到三种及以上的方式帮助你的家人改善不良习惯，如召开家庭会议、寻求监督等。
-适合扩展学习的研究领域：家庭关系、珍爱生命、合理规划时间、人际沟通方式。
-探究所需课时：4~5课时。
-课时内容：介绍课题，收集材料——通过比较等方式找到原因——分享遇到的问题、初步取得的成效、如何进一步改善——展示成果、形成报告
-以学生为主的分享交流、自行搜集资料，探索不同国家、国情下的不良习惯养成。
-反思：老师提问（在实践过程中，你有哪些优点？有哪些需要改进的不足？）后，进行小组讨论，其他学生针对小组发言进行提问；进行过程性反思，每天记录自己的收获和问题。
-批判：做批注（好的方面、改善的方面）；项目展示时邀请教师和学生参观，并留言；制作表格反馈单，教师提供评估维度，为学生评估提供借鉴。
-最终展示形式：调查报告、公益海报、宣讲并录制视频。
-如何展示：借助展览或博物馆、社区青少年之家、家长讲座或论坛、在公众平台上展示宣传。

# data[].attributes.body
1.水从哪里来？
2.水的形态是什么样子的？
3.如何保护水资源的方法？

# data[].attributes.body
1.幼儿在整理积木过程中发现积木掉落问题，通过讨论观察决定为积木柜制作背板，从而引发测量需要。
2.使用自然物分组测量玩具柜的长和高
经验准备：
1.幼儿知道测量的基本方法并有过测量经验。
2.幼儿能够在生活中寻找适宜测量的工具进行测量。
3.幼儿有对测量工具和测量结果做记录的经验。
物质准备：互动教学课件、智能互动平板、4个无背板的玩具柜、各种自然测量物。
3.分组测量，使用一种测量工具进行分组测量

# data[].attributes.body
1.植物生长需要哪些条件？
2.学生自主对比豆芽的生长需要哪些生长条件，可设置两个参照组。例：有阳光或者无阳光；有土壤或者无土壤
3.通过操作，学生记录数据，并且得出结论，继续探究植物的特性。

# data[].attributes.body
自拍、风景、生活拍摄
使自己的网课生活更加有意义
王晨

# data[].attributes.body
1.种植植物过程中（生活情境），如观察蒜黄和蒜苗，提出感兴趣的问题：为什么会有不同的颜色？跟什么因素有关？
2.嵌入科学对比实验：植物生长与阳光、温度等的关系对比实验。之后再验证蒜黄和蒜苗是什么原因导致的。
3.学生提出问题时的创造性思维、批判性思维有所体现，小组实验时的沟通交流能力有所提升。

# data[].attributes.body
怎么能有好人缘？关于怎样和同学相处，怎样解决冲突。
衣服怎么搭配呢？关于找到适合自己的穿衣风格。
高中数学有什么用？关于数学应用于生活。

·说出自己喜欢的衣着风格，展示图片。老师引导审美，给出案例（1课时）
·介绍色彩搭配，用颜色表达情绪。（1课时）
·虚拟人物衣服的搭配，对未来衣服设想，数学中的排列组合，黄金分割比例怎么算出来的。（2课时）
·同学展示与评价。（1课时）
·不同服装搭配，不同情境下，怎样穿着得体，积极参与社会生活。（1课时）
·交往礼仪与人际关系。（1课时）

表达喜欢的穿衣风格、选择虚拟人物及衣服搭配，表达对情绪与颜色的认识、表达对交往礼仪的认识。

学生可以提出同伴交往中的困惑。

基本都是书面反思：
初一，写自己的常见错误报告，左边展示常出错的例子，右边是反思。初三可以对有深度的问题，专题反思。学生对错了的题，分析并分享做错的题的原因，是关键词没找到，审题不清，还是没有正确分析选项……老师也反思。
心理有过成长记录，每周记录成长，每周收上来，老师批注鼓励。其中也有学生提问，类似写信，老师回应。
美术及时反馈，希望更多元的回应，而不是统一标准。通过学生反思，触动老师反思。莫奈《日出》让孩子讲讲看到了什么，有孩子说表达了爱情故事，老师也很震惊，更多好奇。

数学：展示常见错误，让同学书面作业形式或者习题课形式进行常见错误分析；专题性问题，3到4节课从易到难，从本题的反思到总结共性，简单的四节课的专题的总结。
美术：课堂发现问题直接思想碰撞，及时反馈及时记录，当下不断现场碰撞，书面记录；记录情绪、情感；运用在生活。
政治：根据所学知识绘制思维导图，根据同学的梳理掌握学生理解情况，看得出学生逻辑思维和知识表达能力。
心理：课上讲过非暴力沟通中的四个步骤，帮助同学友好表达。观察（×他很霸道√他路过同学时撞了一下）、感受（×我想骂你√想到你我很生气）、需要（×你从不理解我√我希望得到你的理解）、请求（×别给我起外号√我需要被称呼名字）。

思维导图、手抄报、短视频、服装展示，走T台，穿自己搭配的服装进行社会交往，开设主题展览。搭建游戏框架，设计人际交往的游戏。春晚时候选择喜欢的一个节目，让孩子写反思和收获。做画册。校园舞台展示、公众号、短视频等平台传播、校园文创等。

核心问题：如何穿搭更适合我？
展示内容：走T台（不同身材、皮肤颜色等）、展示对比照，邀请打分（贴心）。制作短视频、美篇等进行推送。
课程面向初二年级学生。
课程涉及学科及主要知识点：
美术：线条的表达、色彩搭配、发型、衣着风格，培养审美
数学：衣着中的几何图形，如圆、菱形，黄金分割、轴对称和中心对称图形
政治：关注内在美、如何看待他人评价、自由是有边界的（遵守中学生日常规范中对衣着发型等要求）、积极参与社会生活
心理：身体姿态、颜色对心理的影响，自信。

# data[].attributes.body
1.日本把核废水排放大海，对我国和世界会造成影响吗？
2.科学（核废水成分、危害等）、地理（位置、洋流）历史（各国和世界人们对日本的认识）、道德法治（从法律法规及价值观等方面）英语（英语文献查阅、国外网站进行查询）
3.协作、交流、批评性思维形成创造性思维

# data[].attributes.headline
G81. 四驱车是怎么跑起来的？

# data[].attributes.body
G8
1. 四驱车是怎么跑起来的？——小学科学六上《能量》

2. 家里的电是哪里来的？

3. 神奇的小电动机是怎样工作的？

# data[].attributes.body
1. 蝴蝶与人类生长过程的异同

2. 还有哪些动物像蝴蝶一样成长过程中不断发生变化

3. 寻找、发现自然界中还有哪些对称

课程时间3个月

融合学科：数学、科学、英语、美术。

1. 通过观察蝴蝶翅膀的花纹，理解对称。

2. 观看自然界中蝴蝶变化的视频，绘制蝴蝶生命周期图。

实践：尝试饲养观察蚕，统计蚕宝宝的食量，测量蚕宝宝的发育情况。做观察笔记，用图画文字或照片形式呈现出来。

学生的发言选择权：

1.学生将阶段性成果张贴在班级成果展示墙中，所有人都可以在便利贴上写上对自己喜欢的作品的评价，意见以及自己的收获。

2.学生可以有选择自己想观察了解的动物。在做小动物观察记录时，学生可以选择用笔记、图画、视频、照片等不同方式呈现。

3.学生每周进行一次小组内交流，分享这一阶段观察、研究成果，自己的经验及遇到的困难。

学生的阶段性反思：

1. 每天对自己的观察、收获和遇到的困难进行简单的记录。

2. 将学生需要达到的各方面能力和目标支撑卡通图案的表格，学生通过涂颜色的方式形成一周的评价表。

3. 大家一起进行交流，通过听取和交流对自己的学习进一步复盘。

4. 可以通过视频录制的方式介绍一下自己这一阶段的学习，可以私信给老师也可以分享到班级微信群。

5. 指导性问题反思：例如结合这一段时间的观察，尝试问学生是否发现过两个花纹完全一样的蝴蝶，每只蚕宝宝的生长进度是否完全相同等。

批判性评价

1. 再评价他人时先说优点，再说缺点。给低年级一些语言的支持。

2. 可以通过对比来自己的结果发现、尝试举出反例或自己的猜想。

3. 鼓励学生提出质疑，有质疑才有思考。

4. 在不同人的不同方法之间找到联系，或对多种方法进行分类。

展示地点以及作品形式：

1. 公园，科技馆，博物馆，鲜花港蝴蝶馆，校刊校报，去幼儿园，大朋友给小朋友讲。

2. 作品形式：图画，统计表，漫画，手抄报，思维导图，小视频，小话剧表演，公众号，主题展览，制作绘本。

# data[].attributes.body
适合扩展学习的研究领域：家园合作、幼小衔接、五大领域。探究所需课时：6课时。学习测量方法、适宜、分组-收集材料——设计背板——制作背板——分享成果、提出遇到的问题等
探究学时6学时
1.测量3次  幼小衔接 与小学劳动课程衔接
测量方法 适宜 分组
2.背版制作3次  家园
材料 设计 制作

# data[].attributes.body
1.如何设计运动会专属礼花筒？
2.物理：分析礼花筒中的工作原理，在工作过程中的能量转换情况
化学：利用化学原理设计产生压力的化学方案 ，优化方案展示作品
数学：礼花筒中涉及的轴对称图形，中心对称图形设计方案
综合：运动会展示后汇总压力在人的生活中的应用
3.批判性思维 创造力 协作 交流

# data[].attributes.body
第一课时：提出问题--批判性思维、沟通交流
第二课时：自动结组，设计方案（对比实验），有需要的时候，嵌入对比实验设计的知识--小组合作、沟通交流、创造性思维
第三课时：收集证据，验证过程--图表记录、观察日志
第四课时：展示交流--创造性思维、交流能力。英语汇报、语文观察日志展示

# data[].attributes.body
1.鼓励学生提出问题、互相质疑；最后的展示汇报也是发言权的体现。
2.学生提出可探究的问题，自主选择想要研究的点进行研究、自动结组；最后的展示汇报形式，都是选择权。

# data[].attributes.body
1. 有什么能量可以代替电能驱动小车运动起来？请你选择一种能量形式代替电能驱动小车，并查找资料，如果能看到你的作品就更好了！

2. 学习形式可以参考学生的意见：独立完成或小组合作完成。

3. 评价的标准可以让学生提供意见，过程中可以培养学生批判性思维。

# data[].attributes.body
如何提供发言权和选择权：
开放性提问、投票、自主选择小组伙伴、不同材料、不同表达表现方式、在大主题下选择自己喜欢感兴趣的子主题；
提供孩子两个机会：
一日生活中晨间入园环节、过渡环节、集体活动中幼儿展示环节、区域分享环节等均可以。
学生结合自己的经验和生活实际提出可供本次活动借鉴的内容

# data[].attributes.body
如何为学生提供发言权和选择权：
1、开展项目需要是幼儿感兴趣的，幼儿才会愿意积极的表达、发言。
2、为孩子提供自由选择的机会，分小组的方式为幼儿提供不同的选择。
3、将发言权给予幼儿，为幼儿创设的宽松的发言环境，如在总结提升时、区域活动时发现问题多让幼儿发言。
4、关注个体差异，提出不同层次的问题，使所有幼儿都能有愿意说的话题、内容。
两个学习要素：
1、计划活动与生成活动相结合。
2、在活动中，让幼儿提供不同的意见，让幼儿想更多解决问题的方法。

# data[].attributes.body
扩展学习领域为科学、地理、历史、道德与法治和英语。需要课前调查一周时间、课后成果发布推介1-2课时
科学：小组探究学习：核废水的成分、危害等 2课时
生物：核废水对海洋生物、地球生物的影响是什么？1课时
地理：了解日本、中国地理位置、自然环境、洋流、大气环流以及海洋与人类命运共同体的学习和了解。   1-2课时
历史和道德与法治:政府能做哪些工作以及对人类产生的重要影响以及学生发出哪些“声音”  2课时
英语：能查阅一些英文资料，做一点跨文化的交流。协同课前调查与课后展示交流成果

# data[].attributes.body
让学生反思的方法：
1、通过学生自评、学生之间互评进行反思
2、在解决问题中反思
3、在集体讨论中反思
带有指导性问题的书面反思？
教师可以给幼儿提出一个指导性的问题，然后鼓励幼儿用不同的表征方式进行反思，如:绘画、语言等表达自己的内心感受。

# data[].attributes.body
1.幼儿在活动中发现自己的问题，以图片、视频等形式展现，让幼儿进行自我批判。
2.教师为幼儿设计一个表格，让幼儿记录进行对比进行反思。记录的内容可以是：我在第一天的活动中做到了哪些、在第二天的活动中又做到了哪些，然后进行对比，可以看到自己的进步，也能反应出一些问题。

# data[].attributes.body
区域游戏分享环节：
多媒体反思：
用电脑呈现幼儿作品（引发幼儿互相提建议从而引发幼儿自己反思）
自评、互评反思：
例子：幼儿“每日说画日记”（孩子用绘画，符号、语言表达。孩子和孩子、孩子和老师在一起进行整理）
幼儿活动中的记录表格（观察类活动、设计活动等）
你今天遇到什么事情？怎么解决的？用了什么办法？有没有没有解决的问题？

# data[].attributes.body
1. 自我反思。（教师给出一个具体问题进行反思。）

如：小组合作中你参与的程度如何？1表示没参与，10表示全程积极参与，给自己打多少分？

2. 小组交流反思，可以给对方提建议或意见。

如：你觉得组内除你以外谁起到的作用最突出？他哪里做的比较好？

你认为你们小组成功或失败的原因是什么？哪里还需要进行调整？

# data[].attributes.body
1.学生汇报时，小组之间的讨论，形成学生之间以及学生自我的反思。
2.项目最后，小组通过日志分享的形式进行自我的评价、组间通过图表的形式进行组间的评价，也是一种反思

# data[].attributes.headline
1.小组之间互评，通过其他小组的评价来进

# data[].attributes.body
1.小组之间互评，通过其他小组的评价来进行反思。
2.生生评价、师生评价、家长、实践导师、专家评价。
3.过程性评价和总结，学生通过画表情的方式形成的评价表。
4.利用不同的app进行汇总展示，收获平台上更多关注者的评价。由此再而反思。
5.每日任务的反思日记。
6.利用任务的目标或者步骤进行一对一跟踪评价，联系最初的设想，再次联系。

# data[].attributes.body
五年级科学+英语+语文学科的融合
1.采用评价量规的形式，小组成员对项目的参与过程进行自评。
2.针对英语写作、语文日志等，结合目标要求，对自己进行自评和他评。如：语言准确性、语言逻辑性、能否介绍清楚等。

# data[].attributes.body
固定句式：
美术活动后幼儿分享展示环节，教师创设情景“小小观察评价员”“我喜欢它的颜色？布局？故事情节？如果是我，我会把XXX变化一下”
幼儿如何回应批评修正：
首先礼貌道谢，如果不认同建议再次对自己作品进行说明解释，表达自己真实想法。
幼儿活动中要创设情景，教师示范、幼儿示范、及时给予幼儿榜样，对展示作品幼儿给予鼓励和肯定。

# data[].attributes.body
G2
1.即时反馈：发现问题及时反馈师生思想碰撞，并做书面记录
2.灵感记录，图像或者语言记录

# data[].attributes.headline
G3 田新荣制作表格评价表，列出

# data[].attributes.body
G3 田新荣
制作表格评价表，列出等级和内容要求，评价标准，进行具体评价

# data[].attributes.body
1.与学校的科技节、科技月、种植活动等相结合，进行校级展示，如：展板讲解、视频展示等；
2.将种植成果展示讲解给家庭成员，然后一起分享美食。

# data[].attributes.body
1、基于大班幼儿水可以变成什么以及水资源保护的问题，可以呈现的作品举例：制作果汁、制作水资源环境保护海报。
2、教室之外的受众：
制作的果汁：带回家与家人分享，邀请其他班的老师和小朋友进行品尝。制作的宣传海报：放到幼儿园楼道和门厅，与其他年纪的幼儿进行分享。可以用同时到小、中班，展示并用语言与弟弟妹妹们进行分享。与社区居委会联系，将海报分享到公共橱窗，与居民分享

# data[].attributes.body
走进社区：
大班幼儿设计绘画垃圾分类海报，进社区宣传垃圾分类，了解整个活动概貌和进程，走进生活。
走进福利院，自己设节目、礼物、讲故事、为他人可以做的事情、说祝福语等。
园内资源分享：
班级主题板在楼道或门厅展示，其他班级幼儿可以参与或者提建议。
建立信息平台：
文化育人课程、园所公众号推送等

# data[].attributes.headline
G4-告别不良习惯 让家庭生活更美好

# data[].attributes.subject
G4-告别不良习惯 让家庭生活更美好

# data[].attributes.body
项目名称-告别不良习惯 让家庭生活更美好
项目构想-借助该项目，增进家人之间的感情，增强家庭责任感，促进亲子沟通，让家庭生活更美好。
驱动性问题：
如何让我们的家庭生活更美好？

-我的家人有什么好习惯和不良习惯呢？

-这些习惯形成的原因是什么呢？

-如何帮助我的家人改善不良习惯呢？
需要解决的内容和掌握的技能：
解决内容-帮助家庭成员改掉不良习惯，让家庭生活更美好。

掌握技能-资料检索能力、团结协作能力、信息技术素养、逻辑思维能力、人际沟通技能。
最终产品和过程：
小组-将每一阶段的讨论成果集成报告、进行小组辩论形成总结、海报
个人-召开家庭会议、与家人做出约定、视频、PPT资料

# data[].attributes.headline
G4-告别不良习惯 让家庭生活更美好

# data[].attributes.subject
G4-告别不良习惯 让家庭生活更美好

# data[].attributes.body
项目名称：乘春风-放风筝
1.驱动性（核心）问题：人们为什么选择在春天放风筝？

2.产品是（幼儿作品）：各种各样的风筝、说画日记、计划表、设计图

3.哪些环节体现幼儿选择权和话语权：
1)根据幼儿感兴趣的点开展活动；
2)分组（尊重幼儿意见）；
3)设计图纸（讨论设计图）；
4)选取材料（骨架、风筝面的材质等方面）；
每个环节后的分享；

4.展示场合和情景：
制作绘本、情景剧表演、公众号推送、园所风筝展览会、社区公园、风筝义卖捐款。

# data[].attributes.body
真实情境：报道显示：2023年春季开始，日本将把130万吨福岛核废水经过过滤和稀释后排入大海。我国距离日本比较近，一些国民比较焦虑，有的人产生恐慌情绪。不敢吃海鲜、海盐，甚至不敢去海边。针对这些焦虑情绪，针对日本福岛核废水排放问题，你怎么看待的问题，一个月以后，我们将结合同学们课前调查，通过科学、地理、物理、生物、化学、历史、道德与法制、英语等学科进行持续性探究的结论，进行8人一组的辩论会。辩论反方（不支持排放）分解问题：1.日本距离我们这么近，对我国人民有影响吗？有哪些影响？--进行3-4课时的持续性探究。2.我国、日本、东南亚等国家及欧美国家对排放废水问题的态度是什么？--查阅资料、与外国亲人、友人针对此问题进行访谈。3.中国应对核废水排放问题的态度和做法是什么？4.与当地私立学校的外国学生通过腾讯会议进行此问题的跨文化交流--英语学科整合。5.我们可否阻止日本排放核废水？6.核废水排放后我们应该如何做好防护？辩论正方（支持核废水排放）1.对支持“海洋那么大，溶解后会很稀薄，应该没有影响”观点进行持续探究。--调查研究：对人、动植物、土壤、空气等因素无影响的探究。*可能还会有持中立态度的学生：排不排无所谓，跟我没有多大关系的学生做为观察员自愿参与到两组中。
成果呈现：学校层面：1.辩论会后，把探究过程的资料进行整理 2.科学小讲堂（PPT）在学校宣讲、3.学校橱窗、楼道宣传海报 4.漫画展 校外层面：1.社区橱窗宣传海报 2.致环保局领导一封信（倡议书）3.微视频 4.做出中英文海报5.与地区私立学校学生进行腾讯会议进行研讨。

# data[].attributes.attachment_link.title
G7 奥运场馆再利用--设计制作过山车