Educational Project Plan: "Around Town" — 4th Grade (Primary)
Main Issue: Developing critical reflection on skills, gender equality, and cultural richness through learning about places in the city, vocabulary, and safety values.
Scenario: Virtual classroom via Zoom, 3 sessions of 60 minutes, 3 students.
Methodology: Problem-Based Learning (PBL)
Articulating Axes: Critical Interculturality
| Phase | Time | Activities / Description | Adaptation for 4th Grade |
|---|---|---|---|
| Present | 10 min | Pose initial reflection about city places and safety. | Use simple questions and visuals to stimulate initial thoughts. |
| Collect | 10 min | Gather students’ prior knowledge about city places and safety rules. | Use digital brainstorming, pictures, or chat responses. |
| Formulate | 10 min | Define the main problem: How can we navigate and learn about our city safely? | Encourage students to articulate what they want to explore or understand. |
| Organize | 10 min | Create teams, assign roles, plan activities. | Since it's small, plan individual or paired tasks with clear instructions. |
| Build | 15 min | Execute strategies: vocabulary activities, map exercises, role-plays. | Use online games, interactive quizzes, and virtual tours. |
| Verify and Analyze | 10 min | Reflect on what was learned, check understanding, discuss safety. | Use simple reflection questions and share insights via chat or verbally. |
| Share | 5 min | Present findings, discuss cultural and gender perspectives, values. | Share via screen or chat, emphasizing respect and intercultural respect. |
| Session | Content Focus | Pages from Book | Activities | Digital Tools & Songs | Time (min) |
|---|---|---|---|---|---|
| 1 | Vocabulary & Basic Questions | Pages 20-23 | - Introduce vocabulary: shopping mall, square, subway station, hotel, restaurant | - Interactive vocabulary games (Kahoot!) | 20 |
| - Practice: "Where is the (museum)?" activity | - Song: "City Places" (custom or available online) | 20 | |||
| - Discuss safety: cycle safely, be careful, helmet | 20 | ||||
| 2 | Using Prepositions & Directions | Pages 24-26 | - Grammar practice: "It’s near/far from..." | - Virtual map activities (Google My Maps) | 20 |
| - Role-play: ask and answer about city locations | - Song: "Safe and Sound" (adapted for safety messages) | 20 | |||
| - Cultural reflection: gender roles in city navigation | 20 | ||||
| 3 | Cultural Reflection & Critical Thinking | Pages 27-29 | - Group discussion: How do different cultures navigate cities? | - Online discussion boards or shared docs | 20 |
| - Final project: Create a mini city map highlighting safe routes and landmarks | - Presentations, digital posters | 40 |
| Phase | Time | Activities / Tasks | Methodological Moments | Adaptation for 4th Grade |
|---|---|---|---|---|
| Present | 10 min | Show pictures of city places, ask: "Where is the museum?" "Is the bank near?" | Pose reflection question: Why is it important to know the city? | Use visual aids, simple language, and encourage students to express ideas verbally or through drawings. |
| Collect | 10 min | Students share what they already know about city places and safety rules. | Brainstorming, sharing prior knowledge via chat or speaking. | Use prompts like "Have you been to a park or a mall? What did you see?" |
| Formulate | 10 min | Define the problem: How can we learn about the city and stay safe? | Clarify the challenge: Navigating the city, respecting rules, understanding culture. | Encourage students to articulate their questions or what they want to discover. |
| Organize | 10 min | Assign roles (if group work), plan activities (map, vocabulary, safety). | Planning collaborative or individual tasks with clear goals. | Since only three students, assign different focuses or rotate roles. |
| Build | 15 min | Conduct activities: quizzes, map exercises, role-plays, online games. | Strategies: interactive, visual, kinesthetic. Use educational platforms. | Use digital tools like Google Jamboard, Kahoot!, virtual tours, or online puzzles. |
| Verify and Analyze | 10 min | Reflect on learning: What did we learn? How can we stay safe? | Self-assessment, group discussion, questioning. | Use simple reflection questions, encourage sharing ideas aloud or in chat. |
| Share | 5 min | Present mini projects: city maps, safety tips, cultural insights. | Final presentations, feedback sessions. | Share screens, images, or oral summaries emphasizing intercultural respect. |
| Value | Activities | Purpose |
|---|---|---|
| Cycle safely | Discuss safety gear (helmets), traffic signals, safe crossing. | Promote awareness of safety and responsible behavior. |
| Be careful | Role-play crossing streets, following traffic lights, respecting pedestrians. | Foster cautious attitude in urban environments. |
| Safe | Use the safety vocabulary in context, relate to cultural differences in safety practices. | Emphasize respect for cultural differences and safety norms. |
| Helmet | Highlight the importance of helmets when biking or skating, linking to safety and health. | Connect to health, safety, and cultural practices. |
This comprehensive plan ensures active engagement, critical reflection, and intercultural awareness aligned with the PBL methodology, tailored for 4th-grade students learning English virtually.