Project Based Learning: Community HelpersEllene Hartounian

Age Group and Subject This project is aimed towards 4th grade

students and focuses on the subject of English Language Arts with elements of Social Studies

Project Overview: Part 1 Students will research specific issues in the community (social,

environmental, educational, etc.) From their initial research, they will pick an issue that they find

particularly interesting, and produce a driving question related to this topic

Students will form small groups based on similarities among chosen issues

Project Overview: Part 2 In these groups, students will produce possible

solutions to combat the community issue They will do research, including but not limited to:

historical context, interviews with individuals in the community such as parents/teachers/other community workers

When students have collected all their data, they will peer review and provide feedback on data collected by other groups

Final product should be a paper including all data (interviews, photos, etc.), and a poster presenting the community issue and solution. Students will give a presentation in front of the class presenting what they have learned

How does this relate to ELA/Social Studies? ELA:

Shows students how to produce a piece of writing that includes data, interviews, opinions, and reflections. They essentially learn how to create a simple research paper.

Teaches students to write for a specific audience.

Social Studies: Encourages students to come up with solutions to real

world problems. Lets students research the history (local or at a larger

level) behind a specific issue.

My Job as the Teacher Assist students in the brainstorming process Provide a list of local community organizations that students

can communicate with Assign small groups Do my best to get parents involved. Send home a flyer at the

beginning of this assignment so that parents are aware of the project and can assist their kids

Reflection/Assessment At the end of the project, students will write a reflection

paper, including the following: How they feel like they helped their community What they specifically contributed to the group project What they were most proud of What they could have done differently How the group worked together as a whole

Why? 1. Promotes awareness regarding community

issues 2. Gives students a chance to come up with

their own solutions to help solve these issues; thus providing a real world application of information learned in class

3. Teaches students that they can make a difference and their voices can be heard. It is possible for even a young learner to come up with a realistic solution to a community issue and to do their part to help!

Elements of PBL: 21st Century Skills Collaboration: Students will get into small groups

based on similarities in community issues. They will complete the entire project in these small groups

Use of Technology: Students will have to make use of technological tools in order to record, take photos, print, or scan data collected.

Critical Thinking: Students have to be creative and think about a problem they see in their community. They must come up with an original solution to this problem

Communication: Students must communicate with individuals in the community involved in the particular issue they have chosen to research

Elements of PBL: Sustained Inquiry Students will have to come up with a “driving

question” through research and critical thinking. They will then have to find relevant resources, collect useful information, and then apply that information to their project in a logical manner

Elements of PBL: Voice and Choice Students are free to choose their own

community issue. This allows them to be autonomous in their project and to research an issue they are interested in or feel passionate about. These factors all contribute to an increase in motivation.

Elements of PBL: Critique/Revision Allowing students to revise and provide

feedback regarding other groups’ work prepares the children to respond appropriately to constructive criticism and praise

References Larmer J., Mergendoller, J. (2010). Seven

Essentials for Project-Based Learning. Retrieved from: http://www.ascd.org/publications/educational_leadership/sept10/vol68/num01/Seven_Essentials_for_Project-Based_Learning.aspx