The 6 STEP PROCESS OF PBL is a Problem Solving Process that allows you to break down and organize the structure of a PBL Unit into six different stages: 1. Define the Problem, 2. Solution Criteria, 3. Solution Research, 4. Pick a Solution, 5. Create, Run, and Inspect Solution, and 6. Reflect on Solution.

This terrific resource has a FREE PDF file of this process and how to run each step. The site also includes many resources, blog articles, examples of the process in elementary, middle and high schools, rubrics, videos and more at each step of the process. A great one-stop shop!

Students engage in hands-on, true-to-life research experiences on air quality topics chosen for personal interest through a unit composed of one lesson and five associated activities. Using a project-based learning approach suitable for secondary science classrooms and low-cost air quality monitors, students gain the background and skills needed to conduct their own air quality research projects. The curriculum provides: 1) an introduction to air quality science, 2) data collection practice, 3) data analysis practice, 4) help planning and conducting a research project and 5) guidance in interpreting data and presenting research in professional poster format. The comprehensive curriculum requires no pre-requisite knowledge of air quality science or engineering. This curriculum takes advantage of low-cost, next-generation, open-source air quality monitors called Pods. These monitors were developed in a mechanical engineering lab at the University of Colorado Boulder and are used for academic research as well as education and outreach. The monitors are made available for use with this curriculum through AQ-IQ Kits that may be rented from the university by teachers. Alternatively, nearly the entire unit, including the student-directed projects, could also be completed without an air quality monitor. For example, students can design research projects that utilize existing air quality data instead of collecting their own, which is highly feasible since much data is publically available. In addition, other low-cost monitors could be used instead of the Pods. Also, the curriculum is intentionally flexible, so that the lesson and its activities can be used individually. See the Other section for details about the Pods and ideas for alternative equipment, usage without air quality monitors, and adjustments to individually teach the lesson and activities.

The culminating art and writing projects for each of the Comox Valley Schools (SD71, B.C.) middle-grade Core French units (also searchable on the Resource Bank). All would be adaptable for younger and older students. These could also been done as separate assignments, but are best scaffolded by the activities in each unit!
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Ces projets d'art et de rédaction sont destinés aux élèves de Core French, mais pourraient également être utiles dans des cours d'Immersion!

UNIT THEMES (those with art/writing projects, searchable on the Resource Bank):

-Greetings & letters (saluer & alphabet)
-Numbers & calendar (chiffres & calendrier)
-Who are you? (Qui es-tu?)
-Body parts & monsters (le corps & les monstres)
-Clothing (les vêtements)
-Sports (les sports)
-Hobbies (les passe-temps)
-Animals (les animaux)
-High-frequency words (Les mots de haute fréquence)
-Food (la nourriture) - unit 2/2e unité

Card and board game kits for many of the Comox Valley Schools (SD71, B.C.) middle-grade Core French units (also searchable on the Resource Bank). All would be adaptable for younger and older students. There are also flash card sets with the units themselves.
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Ces jeux sont destinés aux élèves de Core French, mais seraient également très utiles pour susciter la participation à l'oral dans les cours d'Immersion! Des cartes flash sont aussi disponibles avec chaque unité (recherchables dans la Banque de Ressource).

UNIT THEMES (those with flash cards and games, searchable on the Resource Bank):

-Greetings & letters (saluer & alphabet)
-Numbers & calendar (chiffres & calendrier)
-Who are you? (Qui es-tu?)
-Body parts & monsters (le corps & les monstres)
-Clothing (les vêtements)
-Sports (les sports)
-Hobbies (les passe-temps)
-Animals (les animaux)
-High-frequency words (Les mots de haute fréquence)
-Food (la nourriture) - unit 2/2e unité

Choice boards are a great way to provide voice and choice to your students in their PeBL learning journey. Please see the PowerPoint presentation attached for more information.

Choice boards are a great way to provide voice and choice to your students in their PeBL learning journey. Please see the PowerPoint presentation attached for more information.

Summary:
In partners, students researched schools and critically decided how they learn best and designed a school to meet their needs.

Lesson Plan: Creating the School of Your Dreams!

Introduction:The Saskatchewan Government has pledged to build 18 new schools in Saskatchewan. You have been selected to be a part of the design process for one of these schools. You must consider that everyone learns differently and has their own opinion on what the best parts of the school are. Your task is to come up with a proposal for the design team of a school that meets your needs and would allow you to learn to your full potential. Your school must still fulfill the requirements for a proper education to take place. You have an unlimited budget. What would you include in your school? Everyone learns differently and has their own opinion on what the best parts of the school are. Your task is to design a school that meets your needs and would allow you to learn to your full potential. You have an unlimited budget. What would you include in your school?

This themed project from Comox Valley Schools (SD71) in B.C. is aimed at Grade 7 Core French students, but is suitable and/or adaptable for both younger and older grades.  Content Authors: Beth Peddle, Comox Valley Schools, Learn71 

This themed project from Comox Valley Schools (SD71) in B.C. is aimed at Grade 6 Core French students, but is suitable for younger grades and would be easily adaptable for older ones. Content Authors: Comox Valley Schools, Learn71 

This themed project from Comox Valley Schools (SD71) in B.C. is aimed at Grade 5 Core French students, but is suitable for younger grades and would be easily adaptable for older ones. Content Authors: Noah Burdett, Comox Valley Schools, Learn71 

Follow the link to download the free guide!

Here's a guide for teachers getting started on their Project Based Learning professional learning journey. It's based on educational research and the experience of more than 100,000 educators.

The following areas are explored:
Discover
Learn
Implement
Reflect
Share & Lead

This Super Lesson utilizes Project Based Learning to assist learners with designing, building, and testing flying contraptions as an introduction to Engineering. The goal of this project is to engage students in collaborative team work and to introduce students to the Science and Engineering Practices: Asking Questions and Defining Problems, Planning and Carrying Out Investigations, and Constructing Explanations and Designing Solutions.

We have offered this Super Lesson as an 8-week elective course, developing and strengthening student interest in applied Math and Science topics. It could also be offered within upper elementary or middle school Science and Math courses. In addition, each week’s topic could be used as a stand alone mini-lesson if time is limited. We have worked to include multiple options within this unit to make it accessible to both general education and special education programs, including recommendations for modifications and extensions.

In a multi-grade class of fourth, fifth, and sixth graders, students learn to work and communicate in teams. Through projects and a class structure that supports differentiation, Ms. Ehrke is able to keep students challenged and engaged. Her strategies for differentiation and communication can be used in any classroom.

More and more educators around the world, both in and out of the classroom, believe that Project Based Learning (PBL) is an important instructional approach that enables students to master academic skills and content knowledge, develop skills necessary for future success, and build the personal agency needed to tackle life’s and the world’s challenges. All students, no matter where they live or what their background, deserve access to high quality Project Based Learning.

This framework progresses through 6 criteria: INTELLECTUAL CHALLENGE AND ACCOMPLISHMENT, AUTHENTICITY, PUBLIC PRODUCT, COLLABORATION, PROJECT MANAGEMENT, REFLECTION

On June 10, 2024, the Sun West School Division Grade-Alike Planning Team hosted a Share Out Day in which they presented their collaborative projects and provided links to all resources explored throughout the year. The teacher recommended resources for Grades 7, 8, and 9 are available in the GAP Hub. This participant handout contains information about each of the learning topics and includes learning outcomes and links to informative websites as recommeded by the guest presenters. 

This project is a year long in-depth inquiry project into the Pacific Rim Region and is fully based on the grade seven social studies curriculum. It does not function as a curriculum replacement but as a "vehicle" to learn the suggested concepts and strategies. The difference is that in this type of approach, you have an individual connection to a region. The project will connect to real-world issues by exploring how geographical features, climate, and available resources influence different Pacific Rim countries, both historically and now. Throughout the entire year it is always easy for you to see the importance and practicality of learning such skills.

"In this e-mail based course, you will explore essential aspects of project-based learning design while also considering strategies for creating accessible and equitable online project-based learning experiences.

This course culminates in you creating an outline and planner to design and facilitate PBL in online spaces and for distance-learning."

This course is free and email based.
It should take teachers 4-10 hours to complete.

Come out ready to get your PBL rolling!

The 5-Step Process for Authentic Learning Experiences That Hit Standards and Your Curriculum

"This high quality PBL unit – designed for English, math, and science – invites students and teachers to explore solutions for hunger and malnutrition around the world. For every piece of artwork submitted from the project, the Bezos Family Foundation will donate $3 (up to $700,000) to youth-focused nutrition programs."

You will have to provide your information to download the project.

You could use this project to participate in the Hunger Challenge. https://www.studentsrebuild.org/challenges/hunger