Certainly! Below is a comprehensive educational project plan for "My World" for 2nd-grade students, based on the Problem-Based Learning (PBL) methodology, structured to address the main issue of deepening their role as citizens, sharing experiences, and developing critical thinking. The plan incorporates digital tools, vocabulary, grammar, and intercultural axes as requested.
| PBL Phase | Time | Activities | Adaptation & Notes | Tools / Resources |
|---|---|---|---|---|
| Present | 10 minutes | Reflect on personal belongings and experiences. Pose questions: "What do I have? What makes me feel happy or proud?" | Use simple language; encourage sharing from their personal experiences. Visual prompts and pictures. | Video, pictures, Zoom chat, personal objects |
| Collect | 10 minutes | Share prior knowledge about personal possessions and cultural backgrounds. | Students share what they know about gadgets, belongings, and cultural items. | Student sharing, guided questions, videos |
| Formulate | 10 minutes | Define the problem: "How can we tell others about our important belongings and where we come from?" | Guide students to understand the task: narrate a story about their possessions and origins. | Visual aids, sample stories, question prompts |
| Organize | 15 minutes | Form teams, assign roles, plan the narration. | Since students are few, work in pairs or individually; assign roles (speaker, writer, illustrator). | Digital whiteboard, planning sheets, Wordwall |
| Build | 15 minutes | Create short narrations or presentations about their possessions and cultural background. | Use vocabulary and grammar structures; incorporate digital tools like slides or drawings. | Google Slides, drawing tools, videos, images |
| Verify and Analyze | 10 minutes | Review and reflect on their stories. Discuss what they learned about themselves and others. | Use guiding questions; encourage critical thinking about cultural diversity and ownership. | Reflection questions, Zoom discussion |
| Share | 10 minutes | Present stories to the group. Share experiences, listen, and give feedback. | Foster respect, intercultural understanding, and friendship. Use digital presentation formats. | Zoom screen sharing, chat, feedback forms |
| PBL Phase | Activity Description | Time | Methodology Components | Digital Tools / Resources |
|---|---|---|---|---|
| Present | Initial Reflection: Show a picture of different personal belongings (tablet, guitar, skateboard). Ask: "What do you have? What makes you special?" | 10 min | Reflection, prior knowledge, personal connection | Video, images, Zoom chat |
| Collect | Share what gadgets or cultural items they know, and discuss their significance. | 10 min | Gathering prior knowledge, cultural awareness | Student sharing, guided questions |
| Formulate | Pose the problem: "How can we tell stories about our belongings and where we come from?" | 10 min | Clear problem statement, context setting | Visual prompts, sample stories |
| Organize | Assign roles: speaker, writer, illustrator; plan the content of their stories. | 15 min | Teamwork, planning, strategy development | Digital whiteboard, planning sheets |
| Build | Create individual or paired narrations, using vocabulary and possessive adjectives. Incorporate images or drawings. | 15 min | Production, vocabulary and grammar application | Google Slides, drawing apps, videos |
| Verify & Analyze | Students review their stories, reflect on what they learned about themselves and others. | 10 min | Critical thinking, intercultural reflection | Reflection questions, discussion prompts |
| Share | Present stories via Zoom. Classmates give positive feedback and discuss similarities/differences. | 10 min | Socialization, intercultural appreciation, citizenship development | Screen sharing, chat, feedback forms |
| Content Area | Activities & Adaptations | Resources |
|---|---|---|
| Vocabulary | Introduce and practice: Tablet, laptop, game console, cell phone, guitar, computer, mp3 player, skateboard | Songs, flashcards, matching games on Wordwall |
| Grammar | Use possessive adjectives (my, your, his, her, its, our, their) and indicate possession (Alicia’s, Sergio’s). Practice describing belongings and nationalities. | Worksheets, sentence construction exercises, videos |
| Tool / Platform | Purpose | Usage in Activities |
|---|---|---|
| YouTube | Videos to introduce vocabulary, cultural content | Short clips about gadgets, cultural items |
| Wordwall | Interactive vocabulary games | Matching, quizzes on possessions and adjectives |
| Google Slides | Students create stories and presentations | Narratives about possessions and origins |
| Zoom | Virtual classroom and presentation platform | Live interaction, sharing stories |
| Drawing Apps | Illustrate possessions or cultural background | Enhance storytelling visually |
This plan ensures an engaging, meaningful, and culturally rich learning experience aligned with the problem-based approach and intercultural axes.