PBL Essential Elements Checklist

Names of Group Members:

Project Title:
The Way We Are

Meleny Weber & Yasquel Alvarez

Project Source:
Buck Institute of Education

Grade Level:
The original source is for grades 2-4, and upper elementary grades
5-7. For our project, we will be focusing on second grade.

http://www.epals.com/project-detail.php?
id=5cb10578-efbc-4e49-bcb5-b5e1e172474e

Does the project?

Yes

Focus on Significant Content

At its core, the project is focused on
teaching students important knowledge
and skills, derived from standards and
key concepts at the heart of academic
subjects.

Develop 21st Century Skills

(For 397 Focus on Global Competence)

Students are engaged in rigorous,

extended process of asking questions,
using resources, and developing
answers.

Explain Reasoning and Offer

Possible Modifications

There is some significance to the project as is. It

includes learning about other cultures,
climate/geography, and writing. We will need to add
more standards from the common core to this
project to make it more inclusive and well rounded.
We will add a math lesson about telling time, and
the differences in time zones. We will include a
science lesson on natural resources. They will
explore resources in the United States, as well as
resources in their ePals country. We will also
include a lesson on Music. Students will discover
music from their ePals country, focusing on the
National Anthem of the Country.

This project requires the students to communicate

with other students around the world electronically
by email. This incorporates communication and
collaboration. They must write to one another and
work together to gather information about culture.
The final presentation allows for students to be
creative and choose their own way of sharing what
they learned.

The students are communicating with students in

other countries, and therefore will be inquiring
about that students life and culture. They will be
learning about cultures and countries other than their
own, which shows global competency. Using the
internet and other sources, the students will further
their research about the countries.

Students build skills valuable for

todays world, such as creativity, critical
thinking and problem solving,
collaboration, and communication,
which are taught/practiced and assessed.

Engage Student in In-Depth Inquiry

No

Organize Tasks Around an Essential

Driving Question

There are three essential questions for the project.

The questions are: 1. How is my life similar to and
different from my ePals life? 2. How does the
natural environment where my ePal lives affect his
or her life? 3. What effect does the culture in my
ePals region have on his or her life? For our project
we will use the first essential question listed. Our
essential question is How is my life similar to and
different from my ePals life? We decided that this
question is the most important because it
encompasses the learning experiences and
knowledge we want the students to learn and
present.

The recommended entry event is a discussion with

the students about e-Pals, and creating a resource
center about the various countries. We want to
create an entry event that is more hands on, and can
get the students very excited about the new friend
they are going to make and learn about. This project
is important because it allows students to learn
about another culture they may not have otherwise
learned about. We will hang a large map of the
world on the board in the front of the room. There
will be pins in the countries where the students
ePals live. Above each pin will be a picture of the
student who lives there. We will inform the students
that they are paired with another student on the
board. They will find out who their ePal is, and
where they live in the world. Students will then
complete a KWL chart. We will talk about the
importance of learning about other countries around
the world, and what we can do to help them. Then,
we will introduce the mystery box game. There
will be four boxes with items that UNICEF donates
to countries in need. We will put a water bottle,
rubber gloves, a net, and a granola bar in the boxes.
Students will have to guess what the item in the box
is only by feeling it. After the items have been
guessed, or time is up, students will collaborate and
try to guess what the items have in common. After
several guesses, we will explain that these are all
items that UNICEF gives to other countries to help
them survive. Then we will tell the students that as a
class we will be raising money to donate to UNICEF
in order for them to send goods to countries in need.

Project work is focused by an openended question that students explore or

that capture the task they are
completing.

Establish Need to Know

Students see the need to gain
knowledge, understand concepts, and
apply skills in order to answer the
Driving Question and create project
products, beginning with an ENTRY
EVENT that generates interest and
curiosity.

We will supply the small orange boxes that students

will be raising money in.

Encourage Voice and Choice

The original project has students creating digital

presentations about themselves and their ePals. For
our project we want to include student choice. For
the final presentation we will have students choose
how they want to display what they learned. They
could create a poster, a detailed drawing, a travel
brochure, a diorama, or anything else that is
tangible. The presentations will be displayed around
the local community center.

The original project does not specify if revision is

included. We will include revision and time for
reflection. Throughout the weeks they are
conversing with their ePals, they are completing
journals to record the things they are learning. The
teacher can collect the journals to review the
students answers, and make sure they are on track.
The teacher can offer feedback, and help the
students with any questions they have. Students will
inform the teacher of their ideas before creating the
tangible presentation.

The project is not broadcasted to a larger audience

beyond the classroom. We will have the projects
displayed at the local community center. Students
are also raising funds for UNICEF throughout the
project, so they will be informing their families and
communities about their findings.

Students are allowed to make some

choices about the products to be created,
how they work, and how they use their
time, guided by the teacher and
depending on age level and PBL
experience.
Incorporate Revision and Reflection
The project includes processes for
students to use feedback to consider
additions and changes that lead to highquality projects, and think about what
and how they are learning.

Include a Public Audience

Students present their work to other
people, beyond their classmates and
teacher.

Global Mini-Project Project Overview

Names of Group Members: Meleny Weber & Yasquel Alvarez
Project Title: The Way We Are
Grade level: SECOND
Project Length: THREE WEEKS
Links to Online Resources:
1. HTTP://WWW.EPALS.COM/PROJECT-DETAIL.PHP?ID=5CB10578-EFBC-4E49BCB5-B5E1E172474E
2. HTTP://WWW.UNICEFUSA.ORG/

Projects Essential Driving Question

How is my life similar to and different from my ePals life?

Project Overview
The students will be matched up with their ePal from another country. Throughout the three weeks,
students will be emailing back and forth with their partners. Throughout the three weeks, students will
be conversing with their pals about themselves, their typical day, natural resources in their country,
time differences, and music (National Anthems). They will also be collecting money for UNICEF,
specifically on Halloween. To finish, students will create a project about their ePal that they will present
to the class. There will be a classroom celebration where students present their findings, and inform the
class on how they are similar and different from their ePal. The students will also find out how much
money they raised as a class.

Project Product
THE OVERALL PRODUCT WILL BE A PROJECT (POSTER, TRAVEL BROCHURE, DIORAMA, DETAILED DRAWING, ETC)
SHOWING WHAT THEY LEARNED THROUGHOUT THE THREE WEEKS ABOUT THEIR EPALS. OTHER WORK
THROUGHOUT THE WEEKS INCLUDE:
1. KWL CHART: A CHART DIVIDED INTO THREE SECTIONS (KNOW, WANT TO KNOWN, AND LEARN). THE FIRST
DAY STUDENTS WILL FILL OUT THE FIRST TWO SECTIONS, AND BY THE END THEY WILL FILL OUT THE
ENTIRE CHART.
2. ALL ABOUT ME FACT SHEET: THIS IS A WORKSHEET THAT ASKS 12 QUESTIONS WHERE STUDENTS FILL IN
THE BLANK. (EX: FAVORITE COLOR, NUMBER OF SIBLINGS, FAVORITE BOOK, THREE WORDS THAT DESCRIBE
ME)
3. MOCK E-MAIL: BEFORE THE STUDENTS SEND THEIR FIRST EMAIL, THEY WILL HAVE A MINI LESSON ON

CONSTRUCTING EMAILS.

THEY WILL WRITE A MOCK EMAIL TO THEIR EPAL INCLUDING ALL NECESSARY

PARTS OF A PROPER EMAIL.

4. VENN DIAGRAM: TOWARDS THE END OF THE PROJECT, STUDENTS WILL COMPLETE A VENN DIAGRAM
COMPARING AND CONTRASTING THEIR CULTURE TO THEIR EPALS CULTURE.
5. JOURNALS: THROUGHOUT THE THREE WEEKS, STUDENTS WILL RECORD WHAT THEY LEARN ABOUT THEIR
EPAL, OR WHAT THEY LEARN IN CLASS IN A JOURNAL.

Global Awareness
The United States is a melting pot of culture. While the U.S. is very diverse, there are many cultures that
students may not be exposed to. This project will connect them with a peer in another country. This
allows them to explore and learn through expert eyes. It is important for students, and adults, to know
about the traditions, and ways of life outside of the U.S. By exploring the essential, students will be able
to see similarities and differences between them and another student in another country. Students are
also taking action by participating in this project. They will be raising money for UNICEF. They will
also learn about UNICEF and how helpful the organization is. They are taking what they are learning
about other cultures, and taking action to help better other countries.

Curriculum Alignment Matrix

Projects Essential Driving Question
How is my life similar to and different from my ePals life.

English Language Arts Standards Alignment

Writing(W2ndgrade)
Cluster:TextTypesandPurposes
W2CCRAnchorStandard:Writeinformative/explanatorytextstoexamineandconveycomplexideasand
informationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.
W2:Writeinformative/explanatorytextsinwhichtheyintroduceatopic,usefactsanddefinitionstodevelop
points,andprovideaconcludingstatementorsection.
EssentialSkillsandKnowledge
Applytheprewritingstageofthewritingprocess:
Developandwriteaclearandfocusedintroductorysentencethatidentifiesthetopic.
Gatherfactsanddefinitionsfrombasicprintandmultimediaresourcesinanethicalandappropriatemanner
Organizefactsanddefinitionstowriteaparagraphormultipleparagraphsrelatedtoatopic
Useinformationpresentedandgatheredtowriteaneffectiveconclusion
Applytherevisionandeditingstagesofthewritingprocess
Preparethefinalproductforpresentationand/orpublicationinvarietyofformats

Learning Experiences/Activities:

The students will write emails to their ePals to learn information about their culture, and to share their
own culture. When writing the emails, correctly, they will practice the writing process. They must gather
information, and compile it into a paragraph or two to accurately explain and inform their ePal about
culture. The final product will be a presentation about the students ePals to share with them and the
general public.

Writing(W2ndgrade)
Cluster:ProductionandDistributionofWriting
W6CCRAnchorStandard:Usetechnology,includingtheInternet,toproduceandpublishwritingandtointeract
andcollaboratewithothers.
W6:Withguidanceandsupportfromadults,useavarietyofdigitaltoolstoproduceandpublishwriting,
includingincollaborationwithpeers.
EssentialSkillsandKnowledge
Withguidance,selectprint,online,andmultimediasources
Usetechnologytorecordandorganizedata/information
Withguidance,usetechnologytorepresentfindings/conclusionsinavarietyofformats.
Contributetoalearningcommunity

Learning Experiences/Activities:

The students will be using technology to collaborate with their e-pal through e-mail. The teacher will first
demonstrate how to write a proper e-mail, and help students get started with their introductory message.
Students will then produce their own e-mails to receive information about the country they are
investigating.

Music Standards Alignment

FineArts:Music
Standard2.0Historical,Cultural,andSocialContext
Indicator:Becomeacquaintedwiththerolesofmusicinthelivesofpeople.
Objectives:
Listentoandperformarichrepertoireofmusicthatreflectsdifferentrolesmusicplaysinthelivesofpeople,
suchaspatrioticsongs,spirituals,andsongsofcelebration
Performsongsanddancesfromavarietyofhistoricalperiodsandworldcultures,includingsomeconnectedto
generalclassroomstudies

Learning Experiences/Activities:

Oneofthedaysstudentscommunicatetheywilltalkaboutmusicintheirregion.Theywillsharesome
musicfromtheirculturewithoneanother,andwilllistentomusicfromaroundtheworld.Theywill
discussanyspecialsongs,likeNationalanthems,musicforcertainholidays,parademusic,festival
music,etc.

Social Studies Standards Alignment

Standard2PeoplesoftheNationandWorld
Topic:ElementsofCulture
Indicator:Analyzeelementsoftwodifferentculturesandhoweachmeetstheirhumanneedsandcontributesto
thecommunity
Objectives:
Usefictionandnonfictiontocomparetheelementsoftwodifferentcultures,andhowtheymeettheirhuman
needsforfood,shelter,andothercommonalitiessuchasrecreation,music,andstories
Explainwayspeopleofdifferentagesand/orculturalbackgroundscanrespectandhelptopassontraditions
andcustoms.

Learning Experiences/Activities:

Throughout the communication process, students will converse with their ePals, and learn about their
culture. They will compare and contrast their own culture with that of their ePals. They will also have the

Internet available to do light research to further their knowledge and understanding. The venn diagram
will organize and display the similarities and differences between the students and their ePals. This is
essentially the main purpose of the project. The students will learn about other cultures and will learn to
respect and celebrate them.

Mathematics Standards Alignment

Standard:2.MD.7
Indicator:Workwithtimeandmoney
Objectives:
Knowledgeofandabilitytoapplyskipcountingby5
.Knowledgethatthereare60minutesinahour,60secondsinaminute,24hoursinaday,12hoursina.m.and
12hoursinp.m.,andknowwhena.m.andp.m.occur
.Knowledgeofthedifferencebetweentheminuteandhourhandsandtheirpurposes
.Knowledgethattherearefiveminuteintervalsbetweeneachnumberontheclockface

Learning Experiences/Activities:

Students will be analyzing the time difference of the country they are researching. Students will be able
to tell time from world clocks on the Internet, textbooks or provided by their e-pal. Students can then
incorporate this into their final projects by comparing the present time of the American state they reside
in to the current time in which their e-pal resides. The teacher will then be able to evaluate the student on
their knowledge of telling and writing time from their project presentations.

Science Standards Alignment

Standard6:EnvironmentalScience
Topic:Naturalresourcesandhumanneeds
Indicator:recognizeandexplainhowearthsnaturalresourcesfromthenaturalenvironmentareusedtomeet
humanneeds.
Objectives:
Describenaturalresourcesassomethingfromthenaturalenvironmentthatisusedtomeetone'sneeds.
Identifywater,air,soil,minerals,animals,andplantsasbasicnaturalresources.
Explainthatfood,fuels,andfibersareproducedfrombasicnaturalresources.
IdentifywaysthathumansuseEarth'snaturalresourcestomeettheirneeds.
Explainthatsomenaturalresourcesarelimitedandneedtobeusedwisely.

Learning Experiences/Activities:

The students will talk to their ePals on a planned day about the natural resources in their region. They
will learn about several resources, discuss what they are used for, and explain how the country uses those
resources in their journals.

Projects Essential Driving Question: How is my life similar to and different from
my ePals life?
ENTRY EVENT
Overview: There will be a large map in the front of the classroom with pins indicating
where the ePals live. Above each pin will be a picture of the ePal. The students will find
out who they will be communicating with, and the region in which they live. Then they
will complete a KWL chart. Next, students will participate in a mystery box game. The
boxes contain goods UNICEF donates to countries in need. Students will guess what the
items are in the boxes without looking, and then they will collaborate and brainstorm
ideas of how the items are related. The teacher will introduce UNICEF, and explain that
these are all items that are donated to countries in need. The students will be informed
that they will be raising money together as a class. To close, students will be receiving
their journals for the project. They will write their first entry, a reflection on what they
learned today about the ePal project and UNICEF.
Instructional Materials: Map, pins, pictures, KWL chart, 4 cardboard boxes, water
bottle, net, rubber gloves, granola bar, UNICEF boxes (one per student), scissors
Time Duration: 1 hour and 20 minutes
Technology/Resources: http://www.unicef.org/
http://www.unicefusa.org/mission/usa/trick-or-treat
Instructional Sequence:
Event
Segments

Approximate Time
Per Segment

Detailed Steps/Procedure

Set Up

10 minutes

The teacher will hang a large map of the world on

the board in front of the classroom. The teacher
will place a pin on the map indicating the location
where another student lives. The pins each indicate
a student in the class ePal. The teacher will also
have previously received pictures of the students
from around the world. These pictures will be
placed above the pins on the map.

Launch

10 minutes

Students will see the large map on the board. The

teacher will ask the class to talk to their neighbor
about what they think the map is for. Then, the
teacher will say
This map shows students from all over the world,
who you guys are going to talk to! You are going
to email with another student and learn about his
or her culture. You will also be sharing about the

culture here in the U.S. with your ePal

Now, the teacher will tell each student who his or
her ePal is, and where they live.
Chart

15 minutes

Now that you know who your ePals are and

where they live, we are each going to complete a
KWL chart about our ePals country. In the K
column, we are going to write what we already
know about the country/region where our ePals
are from. The W column is where we will write
what we want to learn during our ePals project.
The L column we are going to leave blank until the
end of the project. This is where we will write what
we learned.

Mystery Box
Game

10 minutes
(Directions and set
up- 5 min, actual
activity-5 min)

The teacher will ask students to get into groups of

7 (or however many necessary to make 4 groups).
In each group, the students will decide you will be
a knower and who will be a feeler. The
teacher will tell the knower what the object inside
of the box is. They will be able to announce when
the group gets the answer correct. The feeler is the
one student who is allowed to touch the object in
the box. The rest of the students in the group will
ask yes or no questions, to determine what the
object is.
The knower will bring the box with the mystery
object over to the group. The feeler will then begin
to feel the object inside of the box, and students
can begin to ask yes or no questions.
When the groups guess the objects correctly, or
when 5 minutes is up, the teacher will tell the class
to remove the object from the box (scissors may be
necessary to make the hole larger).

Discussion

25 minutes

So we see that the four objects in the boxes are

water, a granola bar, a net, and rubber gloves.
What do you guys think these all have in common?
Talk with your groups and try to come up with at
least one way these objects are related.
After allowing several minutes for discussion, the

teacher will ask for volunteers to share what their

group discussed. After a guess is shared, the class
will have a mini discussion.
How do you think these items are related?
What lead you to think that?
Then the teacher will announce that the objects are
all goods that UNICEF donates to countries in
need.
UNICEF is an organization that raises money to
help children in countries all over the world. Some
of the countries your ePals are from benefit from
UNICEF. So throughout this project we are going
to learn about culture in your ePals country,
UNICEF, and we are going to be raising money as
a class to donate to UNICEF
The teacher asks the students to discuss why they
think UNICEF donates these items (water, granola
bar, net, gloves) to people around the world. After
several minutes for group discussion, the teacher
would ask for volunteers to share what they
discussed. After listening and discussing, the
teacher would share why UNICEF donates these
items.
UNICEF gives water to children you do not have
clean drinking water. They donate food to children
who are malnourished. This means that the
children are not getting the nutrients they need.
The gloves represent doctors and nurses who give
children vaccines that could save their lives.
UNICEF donates these vaccines to countries in
need. The net represents a mosquito net. UNICEF
donates nets to countries to protect them from
mosquitoes and disease.
Closure

10 minutes

The teacher hands a journal to each student.

This will be your ePal Project Journal. We are
going to write in it every day about what we are
learning. Today, I want you to write a reflection on
today. What did you learn? Are you excited to talk
to your ePal? Were you surprised about what
UNICEF does? Have you ever heard of UNICEF

before?

EXIT EVENT
Overview: Students will be able to showcase what they have learned from their ePal by
creating a poster, travel brochure, diorama, or a detailed drawing. There will be a
celebration of culture and students will be allowed to bring things in for the class at their
leisure.The students and teacher will do a gallery walk to view and learn about the
different cultures researched in the classroom. Students will present how they are
different or alike from their ePal. Students should write down two facts that they learned
from each presentation of cultural information into their cultural journals. They will also
get to display their projects all around the school so that their peers can see their hard
work. Then everyone will also be able to share out their UNICEF findings connecting it
back to the entry event of how much good they did from the donations they have
collected as a class (http://www.unicefusa.org/mission/usa/trick-or-treat). Students will
also be able to showcase their work and UNICEF findings on a project page for
classrooms around the world to see. From viewing this project base, the community is
invited to donate to UNICEF in hopes of relief.
Instructional Materials: UNICEF boxes, cultural journals, pencils, a chart to display
how much money was raised, Its Scary How Much Good You Can Do
poster,food,decorations(streamers,pictures of different cultures,banner).
Technology: Computers, smart board
Time Duration: 1 hour
Instructional Sequence:
Event
Segments
Set-up

Approximate Time
Per Segment
15 minutes

Detailed Steps/Procedure

Teachers will begin setting up by bringing in

decorations so that the class looks festive. The
teacher will also have finger food, chips and dip,
soda (food choice as culturally diverse as possible)
set up on a table so that students can come up
buffet style. The teacher will also have the
UNICEF chart on the smart board for students to
come up and record their donations. Students will
set up by posting their projects around the room to
showcase. Students will also need to get out their
cultural journals and a pencil to use later on.
Students, I will call each table to come up for
light refreshments. You will then come up to the
smart board to record the donations received from
UNICEF under your name on the chart. If you
need help counting the money, work with your
table and I will come around as well. After you
have recored your UNICEF donations you can
then find a spot around the classroom to display

your projects for your peers to view. Also take out

your cultural journals and a pencil to use later
on.
introduction

10 minutes

The introduction will begin with the teacher

starting the celebration and thanking students for
participating in the UNICEF relief project around
the community. Students will be able to come up
for food and collaborate with their peers to share
their favorite parts about completing the project
and sharing what they learned. After students are
done chatting they will get the chance to gallery
walk around the classroom to look at the different
creations and cultures.
Students, thank you participating in the ePal
project and UNICEF relief program. I hope that is
was rewarding and that you have formed a good
relationship and understanding of your ePals
native country. After you have come up to enjoy
your light refreshments you can talk to a shoulder
partner about your favorite part of the project and
one fact that you find to be the most intriguing
from your ePal and UNICEF experience. You will
then share out your partners fact for the whole
class to hear. After we are done sharing we will
start the gallery walk around the classroom to
look at our peers hard work!

Sharing

35 minutes

Students will introduce their projects to the class

by giving a brief description of their ePal and their
experience learning about a new culture. Students
will also share how they found to be alike and
different from their ePal. After the brief sharing of
each project everyone will be able to do a gallery
walk to see the projects. Students in the class will
have to write two interesting facts that they found
from each project. After the gallery walk students
will come together to discuss the UNICEF project
and count up their donations as a class. Students
will be able to see how well they did as a class by
looking at the donation chart provided by
UNICEF. The class will then present their
contributions to the world around them by posting
their projects to kidsgoglobal.com. Here students
will be able to post their projects on a project page
online so that classrooms from all around the

world can see the contributions from the students.

The website also allows for further contributions
from community members to donate to UNICEF
for further relief. Students will also be able to
display their work around the school so that their
peers can see.
Students, you will first give the class a brief
description of your ePals name and country
where they reside. You will also present one reason
for how you found to be different or alike from
your ePal. After the brief overview you will start
the gallery walk, writing one fact that you find to
be significant in your culture journal to turn in,
Thank you friends for participating in the
UNICEF relief program, you will all make a
difference in the country you researched or in
other countries that are in need. Let us count how
much we have made in total and look at the
UNICEF chart to see what UNICEF will do with
the money. We will also post our projects on a
kidsgoglobal.com page where people from around
the world can see the projects we made. The
community is also invited to donate!