Certainly! Below is a comprehensive Educational Project Plan for the 2nd-grade students, based on the Problem-Based Learning (PBL) methodology, aligned with the specified content, values, and educational axes.
Educational Project Plan: "My World"
| Component | Details |
|---|
| Project Name | My World |
| Grade | 2nd Grade (Primary) |
| Main Issue/Problem | Students deepen their role as citizens, share experiences, and develop critical thinking. |
| Learning Objective | Students analyze significant events from their lives, organize them coherently in a narration, and incorporate vocabulary and grammar related to possession and nationality. |
| Valuable Concept | Make friends |
| Duration | 2 sessions x 60 minutes each (via Zoom) |
| Tools & Resources | YouTube videos, songs, digital platforms (Wordwall), pages 11-15 of the textbook, digital worksheets, virtual games |
| Ejes Articuladores | Critical interculturality, thinking skills, cultural appreciation through reading and writing |
Methodology Structure: Problem-Based Learning (PBL)
| Phase | Time | Activities | Details & Adaptations |
|---|
| Present | 10 min | Reflective Question | Pose the initial question: "What are some special moments in your life that you want to share with your friends?" <br> Use simple language and visual aids to stimulate thinking. <br> Adaptation: Use pictures or emojis to help understand the question. |
| Collect | 10 min | Prior Knowledge Sharing | Students share brief stories or experiences related to their favorite activities or events. <br> Use round-robin sharing; encourage use of simple sentences. <br> Adaptation: Students can draw or use images if speaking is challenging. |
| Formulate | 10 min | Defining the Problem | Guide students to recognize that they will create a story based on their experiences. <br> Introduce the task: "Today, you will think about and tell your own story about something special in your life." <br> Use visuals and modeling. |
| Organize | 10 min | Team & Task Planning | Since class has 4 students, organize into one small group or work individually, depending on the activity. <br> Use a simple graphic organizer (e.g., story map) to plan the story: <br> - Significant event <br> - Who was there <br> - What happened <br> - How you felt | Strategy: Use digital templates or shared documents. |
| Build | 15 min | Execution & Creation | Students create their stories, incorporating vocabulary (roller skate, tablet, guitar, etc.) and grammar (possessive adjectives, nationality). <br> Use videos and songs from YouTube to reinforce vocabulary and pronunciation. <br> Adaptation: Students record their stories or write them in simple sentences. |
| Verify & Analyze | 10 min | Review & Feedback | Peer and teacher review: <br> - Does the story make sense? <br> - Are vocabulary and grammar correct? <br> Use checklists or rubrics adapted for 2nd grade. <br> Adaptation: Provide sentence starters or sentence frames. |
| Share | 5 min | Presentation & Reflection | Students share their stories with the class via Zoom, using visuals or recordings. <br> Encourage positive comments and questions to foster intercultural understanding. <br> Reflect on what they learned about themselves and others. |
Supporting Activities & Resources
| Activities | Description | Duration | Adaptation |
|---|
| Vocabulary Video & Song | Use YouTube videos to introduce vocabulary (e.g., "My Body and My School" song, or vocabulary clips). | 5 min | Visuals aid understanding; repeat for reinforcement. |
| Interactive Game (Wordwall) | Match vocabulary words with images or fill-in-the-blank exercises. | 10 min | Simplify instructions; provide visual cues. |
| Storytelling Practice | Practice telling simple stories using sentence frames. | 10 min | Use images or prompts for support. |
| Cultural Connection | Brief discussion about different countries and nationalities, using "I am from..." sentences. | 10 min | Use pictures, maps, and simplified language. |
Key Vocabulary & Grammar Focus
| Vocabulary | Grammar |
|---|
| roller skate, tablet, laptop, game console, cell phone, guitar, computer, mp3 player, skateboard | Possessive adjectives: my, your, his, her, its, our, their |
| Indicating possession: Alicia's, Sergio's |
| Nationalities: I am/He is/She is from Mexico |
Educational Axes & Values Integration
Critical Interculturality: Students recognize and appreciate cultural differences and similarities by sharing personal stories and learning about others’ backgrounds.
Thinking Skills: Organizing ideas, analyzing significant moments, and reflecting on experiences develop critical thinking.
Cultural Appreciation: Through reading, writing, and sharing, students deepen their understanding of diverse cultures.
Assessment & Reflection
| Type | Criteria | Method | Adaptation |
|---|
| Formative | Participation, vocabulary use, grammar correctness | Observation, checklist | Use simple rubrics and visual cues |
| Summative | Completed story, presentation | Digital submission, oral presentation | Provide sentence starters, allow drawings or recordings |
This plan ensures engaging, meaningful, and culturally rich learning experiences for 2nd-grade students, fostering their development as critical, intercultural citizens through the Problem-Based Learning approach.
Would you like me to prepare detailed lesson plans for each session, including specific scripts, visuals, or digital resources?