Educational Project Plan: "The New School Day"
Grade: 5th Primary School
Main Issue: Orientation Day — knowing class schedules, rooms, and subjects using the present continuous for future plans
Scenario: School environment
Methodology: Problem-Based Learning (PBL)
Articulating Axis: Critical Thinking
| Component | Details |
|---|---|
| Project Duration | 1 week (5 sessions, 45 minutes each) |
| Learning Goals | - Understand and use present continuous tense for future plans<br>- Develop skills in problem-solving, teamwork, and critical thinking<br>- Learn school schedule and room assignments effectively |
| Expected Outcomes | Students will create a personalized "Schedule Map" of their classes, rooms, and times, demonstrating their understanding and applying the present continuous tense for future plans |
| Stage | Time | Activities | Methodological Focus | Adaptations for 5th Grade |
|---|---|---|---|---|
| 1. Present | 5 min | Reflection question: "What do you know about your new school day?" | Pose initial reflection about school schedules and future plans | Use simple language; encourage sharing personal thoughts; use visual aids (pictures of clocks, classrooms) |
| 2. Collect | 10 min | Brainstorm & discuss: Students share prior knowledge about class times, rooms, and their expectations | Elicit existing knowledge about school routines | Use guided questions; provide vocabulary lists; encourage peer sharing |
| 3. Formulate | 10 min | Define the problem: "How can we find out all the class times, rooms, and subjects for the first day?" | Clarify the main issue; emphasize the need to organize information | Use visual organizers (mind maps); highlight the goal of creating a schedule using future plans |
| 4. Organize | 15 min | Team formation & task planning: Students form small groups; assign roles (researcher, recorder, presenter) | Organize collaborative work; plan steps to gather information | Use clear task cards; scaffold with example schedules; promote critical thinking about the best way to gather info |
| 5. Build | 30 min | Research & create: Groups gather information from school staff, posters, or existing timetables; create a schedule using present continuous for future (e.g., "I am going to have Math at 10 am") | Practical application of language and information organization | Provide sample sentences; encourage use of visual supports; facilitate peer feedback during the process |
| 6. Verify & Analyze | 10 min | Review: Each group presents their schedule; classmates and teacher give feedback on clarity and correctness | Critical evaluation of their work; reinforce correct language use | Use checklists; ask questions to promote critical thinking ("Is this clear? How do you know?") |
| 7. Share | 15 min | Presentation & reflection: Groups share their final schedule; discuss challenges and solutions | Socialize learning; assess understanding | Encourage peer questions; reflect on the use of present continuous; connect to future school days |
| Activity | Description | Language Focus | Materials | Adaptations |
|---|---|---|---|---|
| Initial Reflection | Students discuss what they know about their schedule | Vocabulary related to time and rooms; present simple & continuous | Visuals of clocks, classrooms | Use pictures and gestures; simplify language for clarity |
| Brainstorming Session | Sharing ideas about school routines | Expressing future plans; present continuous | Whiteboard, sticky notes | Encourage speaking in sentences; model correct structures |
| Defining the Problem | Clarify what information is needed | Question words; future tense | Problem statement poster | Scaffold with sentence starters ("We need to find out...") |
| Group Planning | Assign roles and plan steps | Organizational language; problem-solving phrases | Task cards | Use graphic organizers; direct questioning to stimulate critical thinking |
| Creating the Schedule | Research, organize info, and prepare presentation | Present continuous for future ("I am going to...") | Sample sentences, schedule templates | Provide sentence frames; use visuals to support language production |
| Presentation & Feedback | Share schedules and discuss | Critical thinking questions; language for opinions | Feedback forms | Encourage respectful critique; guide questions to deepen analysis |
| Reflection | Discuss what was learned and challenges | Past tense; expressions of opinion | Reflection worksheet | Use sentence starters; promote peer evaluation |
| Criteria | Indicators | Activities to Assess |
|---|---|---|
| Understanding of Schedule | Correctly identifies class times and rooms | Group schedules; teacher observations |
| Use of Present Continuous (Future) | Correct sentence structures ("I am going to...") | Oral presentations; written schedules |
| Critical Thinking | Analyzes the best way to gather and organize information | Reflection discussions; peer feedback |
| Collaboration | Effective teamwork, role fulfillment | Observation and self-assessment |
This project uses Problem-Based Learning to actively engage 5th-grade students in solving the real-world problem of understanding their school schedule. It promotes critical thinking by encouraging analysis, evaluation, and reflection, while also integrating language learning through the use of present continuous tense for future plans. The activities are adapted to their developmental level with visual supports, scaffolding, and collaborative work to ensure an effective and enjoyable learning experience.