| Component | Details |
|---|---|
| Project Duration | 3 weeks (15 sessions, 1 hour each) |
| General Objective | To enable students to identify, name, and describe parts of the human body in English through a problem-solving approach that fosters critical thinking. |
| Specific Objectives | - Recognize and name body parts in English. <br> - Use body parts vocabulary in context. <br> - Develop teamwork and critical thinking skills. <br> - Reflect on the importance of knowing body parts in English for health and communication. |
| Stage | Time (sessions) | Activities | Description & Adaptation | |
|---|---|---|---|---|
| Present | 1 session (1 hour) | Initial Reflection | - Ask students: "What do you know about the body parts in English?" <br> - Show pictures of body parts; students name them in their native language. <br> - Discuss why knowing body parts in English is useful. <br> Adaptation: Use simple language, visual aids, and encourage participation. | |
| Collect | 1 session (1 hour) | Prior Knowledge Collection | - Students work in pairs to list body parts they already know. <br> - Create a class chart of known parts in English. <br> - Share and discuss misconceptions or gaps. <br> Adaptation: Use guided questions and visual cards. | |
| Formulate | 1 session (1 hour) | Define the Problem | - Present the main challenge: "You are medical students diagnosing a patient who only speaks English. They don’t know their body parts." <br> - Students brainstorm what they need to learn to help the patient. <br> - Formulate specific questions: "What body parts do we need to learn?" | Adaptation: Use role-play scenarios to motivate learning. |
| Organize | 2 sessions (2 hours) | Team Formation and Planning | - Divide students into teams (3-4 students each). <br> - Assign roles (researcher, presenter, recorder, artist). <br> - Plan activities: creating posters, flashcards, or mini-dramas. <br> - Outline tasks and timelines. | Adaptation: Use clear instructions, visual planning charts, and scaffolding. |
| Build | 4 sessions (4 hours) | Execution of Strategies | - Teams research body parts using books, internet, and visual aids. <br> - Create educational materials (flashcards, posters, songs). <br> - Practice pronunciation and descriptions. <br> - Prepare presentations or short skits. | Adaptation: Provide vocabulary lists, sentence frames, and pronunciation guides. |
| Verify & Analyze | 2 sessions (2 hours) | Evaluation & Reflection | - Teams present their work to the class. <br> - Conduct quizzes (matching, identification). <br> - Peer and teacher feedback on accuracy and clarity. <br> - Reflect on what was learned and challenges faced. | Adaptation: Use simple rubrics, peer assessment forms, and oral questioning. |
| Share | 3 sessions (3 hours) | Socialization & Critical Thinking | - Organize a "Body Parts Fair" where teams display their posters and perform skits. <br> - Students explain the importance of body parts in English. <br> - Class discussion: How does knowing body parts in English help us in real life? <br> - Write a short reflection paragraph. | Adaptation: Encourage creative presentations, use visual aids, and foster respectful feedback. |
| Activity Type | Purpose | Implementation | Expected Outcome |
|---|---|---|---|
| Questioning | Stimulate inquiry about body parts and their functions | During initial reflection and planning | Students formulate questions about body parts in English. |
| Analyzing | Evaluate the accuracy of their knowledge and presentations | During verification and sharing | Students critique their own and peers’ work, fostering self-assessment. |
| Problem-Solving | Develop strategies to learn and teach body parts | During building and organizing phases | Use of creative methods (songs, dramatizations) to internalize vocabulary. |
| Reflection | Think critically about the importance and application | During socialization | Students articulate why knowing body parts in English is useful, promoting metacognition. |
| Criteria | Description | Assessment Tool |
|---|---|---|
| Knowledge of vocabulary | Correctly names and identifies body parts | Quiz, oral questioning, flashcards |
| Participation and teamwork | Active involvement and collaboration | Observation, peer assessment |
| Creativity and presentation | Clarity, creativity, and accuracy of materials | Rubric for posters, skits |
| Critical thinking | Reflection and ability to analyze their learning process | Reflection paragraphs, class discussion |
| Material | Use |
|---|---|
| Visual flashcards | Vocabulary practice |
| Posters and art supplies | Creative presentations |
| Internet resources / videos | Visual and auditory learning |
| Real or model human body parts | Kinesthetic learning |
| Worksheets and quizzes | Knowledge assessment |
This project, based on Problem-Based Learning, guides 6th-grade students through an engaging process of discovering, applying, and reflecting on their knowledge of body parts in English. It fosters critical thinking, teamwork, and communication skills, making learning meaningful and applicable to real-life contexts.
Note: All activities are designed to adapt to the students’ level, ensuring comprehension and active participation. Adjustments can be made based on class size, available resources, and student needs.