Educational Project Plan: "My School!"
Grade: 1st Grade (Primary)
Main Issue: Strengthen students’ ability to recognize objects in their environment and understand their functions.
Scenario: Classroom
Methodology: Inquiry-Based Learning with a STEAM approach
Focus: Critical Thinking
Duration: 2 classes of 60 minutes each (via Zoom)
Class Size: 2 students
| Objective | Description |
|---|---|
| Vocabulary | Learn and recognize "Board, book, chair, desk, door, pen, pencil, pencil case, rubber, window" |
| Grammar | Use "How many (chairs)?", "Stand up please", "Sit down please", "Open/close your book" |
| Skills | Explore, manipulate objects, ask questions, collaborate, think critically |
| Social | Make friends, participate actively, communicate in English |
| Phase | Time | Activities | Objectives | Adaptation for 1st Grade |
|---|---|---|---|---|
| 1. Introduction, Prior Knowledge, Problem Identification | 10 min | - Welcome and greeting<br>- Show familiar classroom objects (e.g., a real pen, book, or a picture)<br>- Ask: "What is this?" "Where do we see this?" | Activate prior knowledge and set the context<br>- Introduce the main issue: recognizing objects around us | Use simple language, visuals, real objects or pictures to engage young learners. Keep the tone friendly and encouraging. |
| 2. Inquiry Questions, Initial Explanation | 15 min | - Present the question: "How many chairs do you see?" with pictures or objects<br>- Demonstrate counting objects<br>- Introduce vocabulary with visual aids<br>- Use gestures for commands ("Stand up", "Sit down", "Open your book") | Encourage curiosity and initial exploration of objects and their quantities | Use engaging gestures, flashcards, and physical movement to reinforce understanding. Keep explanations short and clear. |
| 3. Conclusions related to the general problem | 15 min | - Students observe their environment (virtual or real, if applicable)<br>- Count objects around them<br>- Share observations<br>- Discuss the functions of objects (e.g., "We sit on chairs") | Develop critical thinking by making connections between objects and their uses | Use guiding questions: "What do you see?", "How many?", "What do we do with this?" to promote active participation. |
| 4. Design and Construction of a Proposal, Evaluation, and Dissemination | 15 min | - Students create a simple "Object Chart" with drawings or physical objects<br>- Practice asking and answering questions about objects ("How many...?")<br>- Peer share: Describe their objects and counts<br>- Teacher provides feedback | Foster creativity, communication, and self-assessment | Keep activities hands-on, using drawings or actual objects; encourage verbal descriptions and questions in English. |
| Complementary Activities | 5 min | - Reflection: "What new words did you learn?"<br>- Sing a simple vocabulary song or rhyme<br>- Connect to daily life: "Where do you see these objects at home?" | Reinforce vocabulary and critical thinking skills; connect learning to daily life | Use familiar contexts, songs, and repetition to ensure retention and confidence. |
| Content Focus | Activities | Methodological Adaptation |
|---|---|---|
| Recognize objects and their names | View illustrations, match objects with words | Use visual aids, real objects, or drawings to facilitate recognition |
| Count objects | Count items in pictures, physical objects | Use counting games, physical movement, and manipulatives |
| Practice commands | Follow instructions: "Open your book", "Sit down" | Incorporate gestures, role-play, and repetition |
| Skill | Activity | Rationale |
|---|---|---|
| Communication | Describe objects and counts | Builds vocabulary and expressive skills |
| Collaboration | Peer sharing, group counting | Promotes teamwork and social skills |
| Creativity | Drawing or modeling objects | Encourages imagination and problem-solving |
| Critical Thinking | Asking questions about objects' functions | Develops curiosity and reasoning |
| Type | Description | Adaptation for 1st Grade |
|---|---|---|
| Formative | Observation during activities, participation, responses | Use checklists, simple questions, and visual cues |
| Summative | Short quiz or game ("What object is this? How many?") | Use pictures, physical objects, or digital tools suitable for young learners |
| Activity | Description | |
|---|---|---|
| Object Hunt | Students find objects at home that match vocabulary | Reinforces recognition and practical application |
| Usage in Home | Discuss where objects are used (e.g., "We write with a pen") | Connects classroom learning to real-world experiences |
| Class | Activities & Focus | Key Vocabulary/Grammar | Materials |
|---|---|---|---|
| Class 1 | Introduction, Exploration, Counting | "Board, book, chair...", "How many...?" | Visuals, real objects, book pages 13-16 |
| Class 2 | Practice, Peer sharing, Creative expression | Commands: "Stand up", "Open your book" | Drawing materials, objects, pages 17-19 |
This project promotes active inquiry, critical thinking, social interaction, and language development tailored to 1st-grade learners, fostering a fun and meaningful learning experience about their environment.