Sample Classroom Projects

NOTE: most of the following examples emerged from classrooms where Project Based Learning is part of the school culture. These projects started small, and evolved over time. They may not be applicable to your learners, subject area, or school environment, but they can provide ideas for learning activities to adapt to your teaching context.

Each learner in three classrooms was invited to go on a special treasure hunt in their own home or the home of their grandparents. Each learner went home and chose a special artifact or treasure. This treasure did not have to be something old, but it did need to have special meaning to the owner(s). Once the learners chose the treasure they were expected to find out the "story" behind the artifact. Each learner then wrote the story of the treasure, in their own words. Once their story was written the learners presented their story and showed the actual treasure to their classmates and their families. Through a website learners shared their stories with learners in Canada, England, and Australia. Some learners also wrote thoughts they had about the oral presentation to their families. This project was a wonderful opportunity to share information about our families and our families' histories.

As a learning community the class was studying "Celebrations" from around the World. They looked at the customs and traditions from many countries. In Austria, families decorated their Christmas trees with ribbons. On each ribbon the learners wrote a wish. They decided to create their own forest of wishes and decorate their trees. Without much guidance the learners made wishes that were global concerns around the world such as hunger, shelter, love and affection. They had many discussions on needs and wants (wishes). They tried to keep it realistic and attainable by defining the differences between something they could have an impact on and those they could not. They expanded the their wishes to see what they could do to help them come true. They created a book of wishes, a video, and started their journey through literature, writing and artwork. (http://projects.cbe.ab.ca/ict/2learn/tjshoults/wishweb/wishhome.htm)

In Robert Lirange's Grade 4 class, learners count out R280 raised from selling plants from their "Flower Power" business. When their interest in the stock market was piqued by the World Wrestling Federation's presence on the Stock Exchange, learners decided to focus one of their twice-a-year projects on the stock market. The nine- and 10-year-olds learned how to read stock tables, researched and tracked the progress of companies in which they "invested," and studied the history of the market and its effect on the economy. They produced a business section of a newspaper and distributed it throughout the school. When the concepts of net and gross profits were firmly understood, and when buying and selling became a little "stale," as Lirange puts it, the students decided to create a plant business and sell shares in the business. Indicative of the interest other classes take in projects throughout the school, a Grade 5 class plotted to quietly buy enough shares to become majority stockholders and take over "Flower Power." But Lirange's learners stopped selling shares when they got wind of the scheme. "They're doing real-life things, doing it for a purpose," says Lirange. "Kids are just so much more enthusiastic when I have them applying their own knowledge." (Copyright © 2005. The George Lucas Educational Foundation - localised for SA)

A time capsule is a container that holds articles or documents that are representative of the current time. Time capsules are usually buried and left for future generations to find. Instead of a time capsule created for burial, your class will make a time capsule that represents everyday life in your community today. But instead of being buried, your class time capsule will to be stored electronically (on a computer, on CD, on a website). As a group, the class decided on objects that learners consider to be significant or representative of themselves and their community today. Each learner will list objects for burial for each of the following categories:

The class will select the objects that best represent their community. In addition each learner’s personal object will be included. Learners will draw a picture or photograph each object. They will write an explanation of what the objects are and why they have been chosen. These visual and written descriptions will be compiled to make the final electronic time capsule.

The class spends several months designing a city of the future for the area in which their school is located. Learners divide into neighborhood groups that must work together to decide what will be built in their area of the city. Each learner is responsible for an individual parcel within the neighborhood. learners also have membership in city departments (e.g., Environment, Building, and Safety), which may pass regulations that apply to all of the neighborhoods. In the case of a controversial issue (e.g., treatment of the infirm elderly), learners may develop a survey and administer it to their classmates to determine public opinion. On a class web page, they share their department information by posting regulations, design plans, and proposals for the “public” to comment upon. The class holds council meetings to vote on policy and make decisions.