Educational Project

Educational Project Plan: INTRODUCING NEW VOCABULARIES FOR THE VERB TO BE
Grade: 1st Grade (Primary)
Scenario: School
Main Issue: Students will learn different vocabularies to use with the verb to be in sentences.
Methodology: Problem-Based Learning (PBL)
Articulating Axis: Inclusion

1. Project Overview Table

Component	Details
Project Title	Introducing New Vocabularies for the Verb To Be
Duration	2 weeks (10 sessions, 30-40 minutes each)
Main Goal	Students will understand and use new vocabulary words with to be in simple sentences.
Key Skills	Vocabulary development, sentence formation, teamwork, inclusion, critical thinking.
Inclusion Focus	Activities adapted for all learning styles and abilities, promoting participation for everyone.

2. PBL Methodology Structure

Stage	Time	Activities	Purpose & Adaptations
Present	5 minutes	Question: "What words can we use with to be to describe things at school?"	Stimulate curiosity, activate prior knowledge, inclusive discussion. Use visual aids for diverse learners.
Collect	10 minutes	Share known words related to to be. Use pictures and gestures.	Gather students' existing vocabulary, respecting different language levels. Visuals support understanding.
Formulate	10 minutes	Define the problem: "We want to learn new words to tell about ourselves and friends."	Clarify the activity's goal, making it concrete and understandable. Use simple language and examples.
Organize	15 minutes	Form small diverse teams; assign roles (e.g., speaker, recorder, artist).	Encourage teamwork, inclusion, and leadership. Tasks tailored to abilities, promoting participation.
Build	20 minutes	Each team creates a "Vocabulary Poster" with new words (e.g., happy, sad, big, small). Use drawings, labels, and sentences.	Hands-on activity to reinforce vocabulary. Visual arts support diverse learners.
Verify & Analyze	10 minutes	Teams present their posters; classmates give positive feedback. Practice sentences with to be.	Develop communication skills, peer learning, and self-assessment. Inclusive feedback methods.
Share	10 minutes	Whole class creates a "Vocabulary Song" or chant using the new words.	Social reinforcement, fun, and memory aid. Involves all learners in a group activity.

3. Detailed Activities by Stage

Stage	Activity	Duration	Description & Adaptations
Present	Reflection Circle: "What words do we know with to be?"	5 min	Use pictures of students and objects. Encourage responses; provide visual cues for language support.
Collect	Word Brainstorm & Drawing: Students share and draw words.	10 min	Use visual cards, gestures, and assistive devices if needed. Respect all language and ability levels.
Formulate	Problem Definition: "We want to learn new words to describe things."	10 min	Simplify explanation; use concrete examples. Clarify that they will make posters with words and drawings.
Organize	Team Formation & Role Assignment	15 min	Mix abilities; roles based on strengths. Ensure everyone participates actively.
Build	Poster Creation & Sentence Practice	20 min	Provide materials (paper, markers). Allow children to draw and write or verbally describe. Support with templates and peer assistance.
Verify & Analyze	Present Posters & Share Sentences	10 min	Students present; classmates give positive comments. Use sentence frames to support expression.
Share	Create & Perform Vocabulary Song	10 min	All students participate, singing or reciting words. Use gestures or movements for inclusion.

4. Inclusion Strategies

Strategy	Implementation
Use visual aids (pictures, flashcards)	Supports visual and auditory learners, including children with language difficulties.
Differentiated roles in teams	Assign roles based on strengths; encourage peer support for all students.
Multiple modes of expression (drawing, speaking, gesturing)	Cater to diverse learning preferences and abilities.
Clear, simple instructions	Use visuals, demonstrations, and repetition to ensure understanding.
Positive reinforcement and feedback	Foster confidence and inclusion through praise and encouragement.

5. Assessment and Evaluation

Type	Method	Purpose & Adaptations
Observation	Monitor participation, teamwork, and understanding.	Use checklists; provide support for shy or hesitant students.
Student Self-Assessment	Simple reflection: "Did I learn new words?"	Use smiley faces or thumbs up/down for young children.
Product Evaluation	Posters and sentences created by students.	Review for vocabulary use, creativity, and inclusion of all learners.

6. Articulating Axis: Inclusion

Ensure all activities are accessible through visual, auditory, and kinesthetic methods.

Differentiate tasks to suit individual needs.

Foster a classroom environment where all students feel valued, heard, and capable.

Promote peer support and collaborative learning.

Summary

This educational project employs a problem-based learning approach to introduce 1st-grade students to new vocabularies associated with the verb to be. Through engaging, inclusive, and hands-on activities, students will activate prior knowledge, collaborate in teams, create visual and oral products, and reflect on their learning, fostering a supportive environment aligned with modern educational principles and inclusion.