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Project Based Learning Activities for Elementary Schools
Project Based Learning Activities for Elementary Schools
Project-based learning (PBL) is an inquiry-based and learner-centered instructional approach that immerses young learners in authentic learning and real-world projects that foster critical thinking skills. Project-based learning curriculum in elementary can be focused on one subject area or it can be implemented across multiple content areas, grade levels, or even school-wide.
While beneficial in k-12 learning environments, implementing project-based learning in elementary schools is particularly effective because it leverages the natural desire for young minds to learn through inquiry, play, and hands-on exploration.
What is Project-Based Learning? An Overview
Project-based learning (PBL) is a teaching method that is an inquiry-based and learner-centered instructional approach that immerses students in challenging, real-world problems that involve their community with the application of content knowledge. Instead of rote memorization of information and direct instruction in traditional learning, PBL helps increase student engagement, and the development skills and knowledge of a lifelong learner. For more details on PBL, read The Comprehensive Guide to Project-Based Learning.
Why is Project-Based Learning Beneficial for Elementary Students?
High-quality, relevant project-based learning is the best way for students to experience deep, contextual, and shared learning. PBL offers elementary students the opportunity to actively participate in their learning, collaborate with their peers, and practice problem-solving skills.
This video from Katherine Smith Elementary, school that worked with New Tech Network provides an overview of an Elementary Project from start to finish.
By integrating project-based learning into the classroom, educators can unlock many benefits for students. The research evidence overwhelmingly supports the positive impact of PBL on students, teachers, and school communities. According to numerous studies (see Deutscher et al, 2021; Duke et al, 2020; Krajick et al, 2022; Harris et al, 2015) students in PBL classrooms not only outperform non-PBL classrooms academically, but also the benefits of PBL extend beyond academic achievement, as students develop essential skills, including creativity, collaboration, communication, and critical thinking. Additional studies documenting the impact of PBL on K-12 learning are available in the PBL research annotated bibliography on the New Tech Network website.
5 Engaging Examples of Project Based Learning for Elementary Schools
Kindergarten:
For project-based learning ideas for Kindergarten, read the article: Project Based Learning in Kindergarten: Inspiring Young Minds Through Hands-On Projects and Activities.
Grade 1: How can we help the rainforest? (Science and Social Studies)
- Driving Question: Why is the rainforest so special and amazing, and how can we help protect it?
- Project Scenario: Students become community rainforest activists, learning about why the rainforest is so special, unique, and endangered, with a focus on unique animal/plant families and how they survive in the rainforest.
- Activities: Rainforest basics concept map: what, where, why it is endangered, excursion to the zoo, reading stories about rainforest animals/families
- Final Product: Student Presentations at a community fair presentation of the habitat and life of a unique rainforest plant or animal
Grade 2: Change Makers Project
- Driving Question: How can we as second graders make a difference in the world?
- Project Scenario: Food drive for victims of natural disasters
- Activities: research on natural disasters, field trip to a donation center, drafting food drive flyers, peer critique, project reflection
- Final Product: Project Night Presentation to parents and final log book
- The video below is a glimpse into the Change Makers Project from Amanda Hager at Winton Woods City Schools which includes an outline of the PBL process and essential project design elements for elementary, field trip highlights, and student interviews.
Grade 3: Honoring Unsung Heroes (Social Studies and Language Arts)
- Driving Question: How can we honor the unsung voices in our community?
- Project Scenario: Students will explore their diverse local community. Using historical texts, students will learn about the people, places, and events that have shaped the history and culture of their community. Using models of historical narrative stories, students will individually write a narrative story about a person in their community who inspires them or has influenced their life.
- Activities: Students take a community walk and/or fieldwork to a local history museum to learn about the history of the community they live in. Read a variety of historical texts about individuals and groups who have shaped historical events, and student interviews with community members
- Final Product: Interviews, along with photographs of the community members and students’ individual narratives will be curated and exhibited within their classroom for presentations or in a local history museum.
Grade 4: Sustaining Our Tomorrow (SS, Math, Science and ELA)
- Driving Question: Who is really in control of the changes to our Earth’s environment- humans or the environment?
- Project Scenario: Students will explore changes to the Earth’s environment due to both natural events and human activity (and the interconnectivity of nature and humans) and make predictions about what Earth might look like in the future. They will research the use of natural resources and sustainable solutions in order to plan and implement an awareness campaign to help inform others of small changes they can make for a better tomorrow, drawing on evidence from their research and investigations.
- Activities: analysis of sea level change data, Clothesline Math activity: compare and order numbers from “Our World in Data: Plastic Waste Generation”, workshop on energy sources
- Final Product: Presentation at community awareness event – Stop Motion Animation Environmental Awareness Campaign and supporting evidence (infographics, maps, data, research)
Grade 5: We The People (History and ELA)
- Driving Question: How can we best govern ourselves?
- Project Scenario: Students will explore various forms of government and how they influenced the design of the US government. They’ll learn about each other and consider how to balance the rights and responsibilities of being a 5th grader and learner. Students will then hold a constitutional convention to design a new government for their 5th-grade classroom.
- Activities: Lessons and guided research on different types of government and the US Constitution, draft of a class government proposal, peer critique on proposals, class constitutional convention
- Final Product: A proposed government for their 5th grade classroom and historical research paper
Tips for Implementing Project-Based Learning in the Elementary Classroom
Tips for Implementing Project-Based Learning in the Elementary ClassroomProject-based learning implementation starts with strong design and lesson plans. The outline below will help in designing a quality project that will keep students on track, allow for differentiation and knowledge retention, provide support for skill building, and include student and teacher feedback and reflection:
- The first step in creating a PBL plan is to map out the standards that need to be addressed in the project. Educators should identify key power standards, knowledge, and skills required to solve the real-world problem students will tackle in the project.
- Second, develop the Driving Question that will invoke the big ideas or themes addressed by the project. Design an engaging Entry Event and launch to the project that will give students an authentic connection to the project and hook them into the work of problem-solving over the duration of the project.
- Next, establish clear benchmarks that check for understanding and learners’ skill development. Benchmarks also allow educators to give feedback on student work and progress and gives students an opportunity to reflect. Benchmarks are designed to build on each other to support teams toward the culminating product at the end of the project. Consider the scaffolding or learning activities needed to meet each benchmark.
- Scaffolding should be differentiated to meet students’ needs, support them in skills they have yet to develop, and allow for a rich learning experience within the project.
- Lastly, remember the foundational literacy and math skills that can be taught “alongside” the project. These skills are introduced separately and then concepts are connected back to project topics whenever possible.
For more details and support on planning a quality project, read Guide to Project-Based Learning Lesson Plan.
Collaboration is a key element of PBL, and incorporating collaborative practices helps students stay actively engaged. Some effective strategies include:
Group Roles: Establish real-world roles that scaffold equitable participation in project work like documentarian and time manager.
Discussion Protocols: Establishing guidelines for productive conversations.
- Peer Feedback Sessions: Encouraging students to critique and support each other’s work.
By integrating project-based learning into elementary classrooms, educators can create authentic engaging learning that fosters young learners in creativity, critical thinking, and collaboration. The hands-on projects in this article, not only enhance academic achievement but also help students develop essential life skills that prepare them for future success. With thoughtful planning and implementation, PBL can transform the way young learners engage in school, making student learning more meaningful and impactful long into their educational journeys.
New Tech Network (NTN) is a national nonprofit dedicated to systemic change in education. We center K-12 schools as the units of change, working closely with district leaders, school principals, and classroom educators, to co-design an approach to change that is specific to their context. With more than 25 years of change-making, NTN has the ability to recognize common patterns across systems and what is unique about each school and district community.
