Did you know at Project Pals we're always adding new projects to our Project Catalog?
We've seen some amazing student projects—like these outstanding examples from our partners in India—that were created using pre-made projects right from our Project Catalog.
If you're looking to begin implementing project-based learning (PBL) in your classroom, one of these awesome new additions is a great place to start!
These five projects cover a wide range of topics, from plant care and ant research, to designing a park and taking a stance on the Constitution.
No matter what grade or subject you teach, chances are there's a perfect pre-made project already waiting for you in our Catalog of over 200 projects.
Scroll down to see snapshots of the topics, grade levels, and subjects covered in these five new projects, as well as brief descriptions of project activities and supporting screenshots.
What's Wrong with My Plant, and How Can I Fix It?
Topics: Parts of a Plant, Plant Care, Creating Plans for Experiments and Evaluating Outcomes
Grade Level(s): 1st through 12th
Subjects: Science, Informational Technology, Writing
Completed Sample Project and Video Implementation Guide
What Is Wrong with My Plant and How Can I Treat It Back to Health? is an original project created by our founder available now in the Project Catalog.
This project begins with students identifying symptoms of poor plant health of their classroom plant. From there, they must decide what information is essential to solving their problem, like the basics of plant care and how plants function.
After analyzing all the parts of a plant using rich vocabulary and different requirements for plant health, students formulate their own routine for nursing the plant back to health.
Using these plans, students must troubleshoot and test their treatments, analyzing results along the way in order to produce a step-by-step recommendation for plant care.
This project is a perfect starting point for teachers that are new to project-based learning (PBL), and is supported by a Completed Sample Project and Video Implementation Guide.
Using symptoms from Step 1, students decide what information they'll need next
Students describe different parts of plants and their purposes
Using a table, students troubleshoot the likelihood of common plant problems
Should Ants Be Protected or Controlled?
Topics: Ant Life Cycle, Anatomy, Social Structures, and Experiments; Protected/Invasive Species, Persuasive Writing
Grade Level: 2nd or Lower Elementary
Subjects: Reading, Writing, Science, Informational Technology
TPSP Adapted Project
Should Ants Be Protected or Have Their Population Controlled? is an adaptation of the Texas Performance Standards Project (TPSP) Grade 2 Science Project "Hey, Little Ant."
In this project, students explore many aspects of an ants life through watching a short video, listening to the text "Hey, Little Ant" by Phillip Hoose, researching ant life (like their life cycle and social structures), and conducting their own experiments.
The project culminates in the students writing a persuasive letter arguing if their species of ant should be protected or controlled based on their population and whether or not they are a harmful or invasive species.
Students answer guiding questions and connect with the text "Hey, Little Ant"
After selecting an ant species, students fill in details about their lifestyle
Using guiding questions and components, students analyze ant social life
Design a Park That Supports Local Plant Life
Topics: Design Every Aspect of a Park (Location, Landscaping, Attractions, etc.); Assess Community and Accessibility Needs
Grade Level(s): 4th through 12th
Subjects: Science, Engineering and Design, Geography, Writing, Information Technology
How to Design a New Park That Supports Local Plant Life is a cross-discipline, community-informed project that challenges students to consider a variety of factors when creating a local park.
For instance, students make decisions about the ideal location, landscaping, activities and attractions that would meet the needs of park-goers in their community. To do so, they engage in brainstorming sessions and send out multiple surveys to the public.
Their park design must be safe and accessible, and even have enough character to boost attendance. Students also identify key players necessary to make their design a reality, like public officials and other community leaders.
The final result is a detailed drawing of their park design that's supported by research.
Students assess two possible park locations and survey the public for feedback
Students assess different park activities and structures to include in their design
At the end, students create a detailed labeled drawing of their park's design
How to Use and Control Thermal Energy (4 Parts)
Topics: Thermal Energy, Working Systems, Particles, Temperature, Transfer, Insulators, Conductors
Grade Level(s): 6th through 12th
Subjects: Science, Math, Writing, Engineering, Technology
Adapted from Lucas Education and Stanford University
How Do We Use and Control Thermal Energy in a System? is a 4-part project adapted from Stanford University's Learning Through Performance curriculum funded by Lucas Education Research (creators of Edutopia).
In this engaging series, students learn about thermal energy through designing devices, completing labs, and conducting experiments, before debriefing and forming claims with supporting evidence.
In Part 4, students design their own innovative thermal device from four different prompts and even explore the patent application process. Their design must be supported by research, receive feedback through public surveys, and pass multiple tests and revisions.
- How Do We Use and Control Thermal Energy in a System? Part 1
- How Do We Use and Control Thermal Energy in a System? Part 2
- How Do We Use and Control Thermal Energy in a System? Part 3
- How Do We Use and Control Thermal Energy in a System? Part 4
In Part 1, students build a flashlight as an example of a working system
In Part 2, students complete 6 different lab stations that illustrate thermal energy
In Part 4, students design, test, and revise their very own innovative thermal device
Should We Be Faithful to the Founders Intentions?
Topics: The Constitution, Federalists, Anti-Federalists
Grade Level: 9th through 12th
Subjects: Social Studies, Writing, Debate
AP US Government and Politics; Adapted from Lucas Education and the University of Washington
To What Extent Should We Be Faithful to the Founder's Intentions? (Part 1) is an AP US Government and Politics project adapted from Lucas Education Research and the University of Washington.
In this project, students examine the intentions of the founders of the Constitution and take on the role of a Federalist or Anti-Federalist state delegate, before engaging in a class-wide debate on which viewpoint is better.
Through selected sources and videos, students get inside the heads of their assigned delegate to uncover their motivations and thinking behind their stance.
In the final debate, they must work as a team of either Federalists or Anti-Federalists to formulate several strong arguments for their stance backed by evidence and reasoning.
Each student takes on the role of a Federalist or Anti-Federalist state delegate
As their assigned delegate, they must develop a rationale behind their stance
Federalists and Anti-Federalists deliver detailed arguments in a class debate
Give these 5 new projects a try, and keep an eye on the Project Catalog for more additions!
Ready to harness the power of PBL in your school or district?
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