Our project was called ‘Dream Earth’ and it was spread across one month. Students learned about the causes of pollution in the environment, specific problems prevailing in the environment in relation to air, land and water pollution, the impact/effect of different pollutants and the solutions to help resolve the problems. The project’s driving question, which guided our work, was “What would your dream earth look like?”. The driving questions helped students stay focused on the goal sought to be achieved. Students were involved in various activities such as using google chrome books to research on the Internet, answering a survey with their parents, creating a book which showcased all their hard work, educating their peers about their learnings, planting samplings and learning about plants, waste segregation, using technology, etc. At the end of the project, students shared their work publicly with their parents and other teachers. This was an important stage in the PBL journey. When students display their work to an audience beyond the classroom, their level of confidence increases and by creating a product (in this project – the book, waste paper bags, planting of sampling and different dustbins for waste segregation), students made what they have learned tangible and thus when shared publicly, discussable. Students were assessed individually in the project, based on the knowledge they gained and the skills they demonstrated.
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