PBL Showcase ~ Fall 2025

DQ:  How can we use our garden as a therapeutic space that promotes social-emotional wellness in our school community? 

Interdisciplinary Studies: ELA, Science, Fine Arts

Instructional Skills Discovered: activate prior knowledge, determine cause & effect, draw conclusions, connect problem & solution, use text evidence, make text connections - to self, text/media, world, develop vocabulary 

Portrait of a Graduate Skills Enhanced: Communication, Collaboration, Creativity, Problem Solving, Critical Thinking, Self and/or Social Awareness, Actively Listen and Speak 

Task: Students were tasked with becoming wellness consultants and designing a therapeutic space in Jackie’s Garden that promotes social-emotional wellness in our school community for “Therapeutic Thursday” during “Start With Hello” week at JFK. Students explored the connection between nature and mental health by investigating the benefits of therapeutic plants like lavender and the science behind aromatherapy. They harvested lavender from the school garden and used the dried buds to create calming lavender sachets and decorative bundles, which were made available for students to sample at the “Therapeutic Thursday: Wellness in the Garden” table. Working in collaborative teams, students researched, designed, and implemented a wellness station that included educational posters, pamphlets, interactive presentations, hands-on demonstrations, and kindness cards. Partnering with the JFK school social workers, Mrs. Guidone and Mrs. Liebling, students shared what they learned with other students who visited their table and helped teach ways to feel calmer and less stressed. 

DQ:  How can we use VR and AR to investigate different regions of the world, then compare and evaluate how geography, culture, and environment influence the ways people live and interact globally? 

Interdisciplinary Studies: Social Studies/History. Science, World Language, Fine Arts 

Instructional Skills Discovered: activate prior knowledge, determine cause & effect, compare & contrast, connect themes, arguments, perspectives, draw conclusions, identify main idea & details, make predictions, use text evidence, make text connections - to self, text/media, world 

Portrait of a Graduate Skills Enhanced: Communication, Collaboration, Creativity, Problem Solving, Critical Thinking, Self and/or Social Awareness, Actively Listen and Speak 

Task: The students were tasked with becoming geographers and historians while using VR and AR to virtually explore diverse regions of the world. They navigated through landscapes, landmarks, and cultural sites as if they were physically present, allowing them to observe geographic features, environmental conditions, and cultural practices firsthand. After immersing themselves in these simulations, they compared regions by analyzing how natural landforms, climate, and resources shaped human settlement patterns, trade, traditions, and daily life. Finally, they evaluated the broader global connections between societies, recognizing how geography and culture influence cooperation, conflict, and interconnectedness across the world. 

DQ: What are the parts of an apple and how can we find them? 

Interdisciplinary Studies: ELA, Math, Science, Fine Arts 

Instructional Skills Discovered: activate prior knowledge, identify main idea & details, make inferences, make predictions, develop vocabulary  

Portrait of a Graduate Skills Enhanced: Communication, Collaboration, Creativity, Critical Thinking, Self and/or Social Awareness, Incorporate and Give Feedback, Actively Listen and Speak 

Task: Students became apple investigators and explored real apples to discover and identify the name of each part: the skin, flesh, core, leaf, seeds and stem. They used their five senses to look, touch, smell and some even tasted the apple while learning each part's name and purpose. Students participated in group learning/exploration, sorting activities and creative crafts that helped students build understanding of the parts of an apple. At the end of our unit, the students helped create and label the parts of an apple showing each part with labels and pictures. The students then shared what they learned by creating their own parts of an apple craft. 

DQ:  How do you evaluate a situation, use information, and apply a decision-making process to make a choice?

Interdisciplinary Studies: Social Studies/History/ELA, 

Instructional Skills Discovered: activate prior knowledge, determine cause & effect, draw conclusions, make inferences, connect problem & solution, make text connections - to self, text/media, world, develop vocabulary 

Portrait of a Graduate Skills Enhanced: Communication, Collaboration, Creativity, Problem Solving, Critical Thinking, Life Management - time, risk, stress, Self and/or Social Awareness, Flexibility, Incorporate and Give Feedback, Actively Listen and Speak 

Task: As part of the social studies unit, students studied geography, map-making, and natural resources available in New York State. The students made a map of NY and labeled it. It included major cities, waterways, mountains, a key, and a compass rose. Using the map features, they determined where activities could occur, like manufacturing, farming, and leisure. By reading the maps, they analyzed different places to relocate. Based on the criteria below, the student selected the role of a farmer who is immigrating (moving) to New York State. The student needed to find a place for their family to live. To be a good farmer, the student needs at least 30 inches of rainfall each year, at least 160 days for a growing season, and to be near a major city or waterway to sell their crops. The students evaluated maps to identify where they would settle. Subsequently, they wrote a letter to their family justifying their decision. In addition, the students created a travel brochure to encourage others to visit their location. The activity helped students determine how to use resources and prior knowledge to make an important life decision. Furthermore, it helped students see the value of saying and supporting their thoughts to persuade family members to relocate. 

DQ:  “Can we use our math skills with decimals to become detectives and find out who stole the hamburger?” 

Interdisciplinary Studies: Math, ELA

Instructional Skills Discovered: activate prior knowledge, draw conclusions, connect problem & solution 

Portrait of a Graduate Skills Enhanced: Communication, Collaboration, Problem Solving, Critical Thinking, Actively Listen and Speak  

Task: Students were tasked with becoming detectives to find the missing hamburger. The students had to solve addition and subtraction decimal problems to gather clues. Students were justifying and explaining reasoning when adding or subtracting decimals, analyzing and correcting errors in multi-step problems, comparing and selecting efficient strategies for solving problems, and applying decimal operations to real-world contexts. Additionally, students were synthesizing math and problem-solving to create or solve a mystery using evidence and reasoning to support conclusions, and designing and evaluating complex, multi-step problems, and reflecting on mathematical patterns and generalizing learning to new situations.  

DQ:  How can we use decimal multiplication to accurately plan and budget for a real-world event like a Taco Tuesday Party? 

Interdisciplinary Studies: Math, ELA, Social Studies/History, CTE 

Instructional Skills Discovered: activate prior knowledge, determine cause & effect, compare & contrast, connect themes, arguments, perspectives, draw conclusions, sequence, use text evidence, make text connections - to self, text/media, world, develop vocabulary 

Portrait of a Graduate Skills Enhanced: Communication, Collaboration, Creativity, Problem Solving, Critical Thinking, Life Management - time, risk, stress, Self and/or Social Awareness, Flexibility, Incorporate and Give Feedback, Actively Listen and Speak 

Task: Students were tasked with becoming restaurant budget planners. They analyzed a real menu, selected items, calculated total costs by multiplying decimals, synthesized all category totals with their peers, and defended whether their final budget made sense in a real-world context. 

DQ:  What keeps an apple from turning brown? 

Interdisciplinary Studies: Science, ELA

Instructional Skills Discovered: activate prior knowledge, determine cause & effect, draw conclusions, make inferences, make predictions, develop vocabulary 

Portrait of a Graduate Skills Enhanced: Communication, Collaboration, Creativity, Problem Solving, Critical Thinking, Actively Listen and Speak 

Task: The students were tasked with becoming scientists and analyzing what substance best prevented oxidation, the process that causes an apple to turn brown. 

DQ:  Does the order of simplifying mathematical problems matter? 

Interdisciplinary Studies: Math, ELA, Fine Arts 

Instructional Skills Discovered: activate prior knowledge, develop vocabulary, problem and solution 

Portrait of a Graduate Skills Enhanced: Communication, Collaboration, Creativity, Problem Solving, Critical Thinking, Incorporate and Give Feedback, Actively Listen and Speak 

Task: Students were tasked with creating G.E.M.D.A.S. anchor charts. The goal of these projects was to help students understand and internalize the order of operations, ultimately making the process more memorable to them. By demonstrating this conceptual understanding, students not only built upon their math vocabulary, but they also practiced their critical thinking, creativity, and communication skills. 

DQ:  How can we explore, research, and share information about items in nature to educate others and celebrate nature?

Interdisciplinary Studies: ELA, Science, Fine Arts 

Instructional Skills Discovered: activate prior knowledge, draw conclusions, demonstrate fact vs. opinion, make inferences, use text evidence, make text connections - to self, text/media, world, develop vocabulary 

Portrait of a Graduate Skills Enhanced: Communication, Creativity, Critical Thinking, Actively Listen and Speak 

Task: In this unit, 6th grade ENL students in the Writing Workshop class were tasked with becoming museum guides. They researched unique natural items, such as a box turtle (shell), white-tailed deer (skull), sundew plant, sora bird (taxidermy bird), conch shell, bonsai tree, oysters (shells), and wasp nests. Students filled in a See, Think, Wonder chart about their item. Then, using skills in research, paraphrasing, and citation, students gathered information about their chosen item and created a poster using Canva to showcase their findings. The unit culminated in a Mini Discovery Museum event held in the school cafeteria. The items were displayed and students became the museum guides, sharing their knowledge with peers, teachers, and administrators. At the end, students wrote a reflection about the event. 

DQ:  Are all pumpkins the same? How can we compare and contrast pumpkins? 

Interdisciplinary Studies: Science, ELA

Instructional Skills Discovered: activate prior knowledge, compare & contrast, draw conclusions, make inferences, make predictions 

Portrait of a Graduate Skills Enhanced: Communication, Collaboration, Creativity, Critical Thinking, Incorporate and Give Feedback, Actively Listen and Speak 

Task: The students were given a brief overview of the life cycle of a pumpkin and were asked the question "Are all pumpkins the same?". The students were tasked with becoming a scientist and comparing and contrasting different types of pumpkins. They viewed pumpkins of different sizes, shapes, textures, and colors. They used their sense of touch, smell, hearing, and sight to investigate the pumpkins. They reported back to the group the similarities and differences in the different types of pumpkins. As a concluding activity, they were asked to write a descriptive sentence about one of the pumpkins they had viewed. 

DQ: How can you create a realistic monthly budget that balances income, expenses, and lifestyle choices to achieve financial stability? 

Interdisciplinary Studies: CTE, Math, Social Studies/History, Fine Arts 

Instructional Skills Discovered: activate prior knowledge, determine cause & effect, compare & contrast, draw conclusions, make inferences, make predictions, connect problem & solution, develop vocabulary 

Portrait of a Graduate Skills Enhanced: Communication, Collaboration, Creativity, Problem Solving, Critical Thinking, Life Management - time, risk, stress, Flexibility, Incorporate and Give Feedback, Actively Listen and Speak 

Task:  Students will step into the shoes of a financial planner managing a household budget. Each student is assigned a “Life Card" detailing their annual household income, marital status, and number of young children. Using this data, they must create a monthly budget using Microsoft Excel that reflects their financial reality. Students will research and input necessary expenses (needs) and optional expenses (wants), monitor their budget balance, and make decisions to avoid overspending. Finally, students will present their findings and budgeting strategies through a creative poster presentation. Students will analyze and evaluate real-world financial data, synthesize information from various sources to make informed decisions, and communicate their budgeting process and results clearly, demonstrating high-level problem solving and critical thinking. 

DQ:  How can we communicate our business idea clearly, confidently, and creatively in our elevator pitch to the judges at LIU Post?  

Interdisciplinary Studies: ELA, CTE

Instructional Skills Discovered: activate prior knowledge, determine cause & effect, compare & contrast, connect themes, arguments, perspectives 

Portrait of a Graduate Skills Enhanced: Communication, Collaboration, Creativity, Critical Thinking, Incorporate and Give Feedback, Actively Listen and Speak 

Task: Students will apply advanced critical thinking, creativity, and real-world communication skills to develop and deliver a professional elevator pitch representing their Virtual Enterprise company at the LIU Post Conference. 

DQ:  How can we plan and research the ultimate educational road trip across the diverse regions of the U.S. that showcases our nation's unique geography, culture, and history? 

Interdisciplinary Studies: Social Studies/History, ELA

Instructional Skills Discovered: activate prior knowledge, compare & contrast, draw conclusions, demonstrate fact vs. opinion, identify main idea & details, make inferences, make predictions, sequence, use text evidence, make text connections - to self, text/media, world, develop vocabulary 

Portrait of a Graduate Skills Enhanced: Communication, Collaboration, Creativity, Problem Solving, Critical Thinking, Life Management - time, risk, stress, Self and/or Social Awareness, Flexibility, Incorporate and Give Feedback, Actively Listen and Speak 

Task: The students were tasked with becoming "travel agents" and planned/researched the 5 diverse regions of the USA along with its geographical features/landmarks in order to put together a road trip itinerary for a "client". 

DQ:  How can we use reference books to better our writing? 

Interdisciplinary Studies: ELA

Instructional Skills Discovered: activate prior knowledge, develop vocabulary, analyze text structure, draw conclusions

Portrait of a Graduate Skills Enhanced: Communication, Creativity, Actively Listen and Speak 

Task: The students were tasked with using dictionaries and thesauruses to better their vocabulary in writing pieces. How did using a dictionary help you choose more precise or effective words in your writing? Why might an author choose to use a synonym instead of repeating the same word? 

DQ:  What role does your tongue play in your dining experiences?

Interdisciplinary Studies: ELA, Science, CTE

Instructional Skills Discovered: activate prior knowledge, develop vocabulary, drawing conclusions, making inferences, making predictions, problem and solution

Portrait of a Graduate Skills Enhanced:  Communication, Collaboration, Critical Thinking, Creativity, Self-Awareness

Task: In our Read 180 Real book, the fifth graders have been learning about Chef Marcus Samuelsson and how having a good palette is important when cooking and tasting food. We did the Taste Like a Chef Tasting, which is done at the CIA upstate. The students had to go through several different flavor combinations to see what part of their tongue and taste buds the different flavors hit. At the end, they filled out an exit ticket to describe their favorite and least favorite combination, and what new information they had learned. 

DQ:  How can forensic scientists (people who investigate crimes) use their knowledge of light waves to determine if a specific pen was used to sign a document? How can you prove if a signature is authentic? 

Interdisciplinary Studies: Science, ELA, Math, Social Studies/History, CTE

Instructional Skills Discovered: activate prior knowledge, determine cause & effect, compare & contrast, draw conclusions, make inferences, make predictions, sequence, use text evidence, develop vocabulary 

Portrait of a Graduate Skills Enhanced: Communication, Collaboration, Creativity, Problem Solving, Critical Thinking, Life Management - time, risk, stress, Self and/or Social Awareness, Flexibility, Incorporate and Give Feedback, Actively Listen and Speak 

Task: As part of our wave unit, students studied light waves. They discovered that light waves are electromagnetic and transverse. Also, people only see the visible part of the light spectrum, and different colors have different wavelengths (ROYGBIV). In addition, they learned that white light reflects a combination of colors, like when looking through a prism or at a rainbow. Just like light, marker colors can be broken into separate parts. The students were forensic scientists who used paper chromatography to separate pen colors. They discovered that even though a pen might write in a singular color, that color may be made up of specific colors. As a result, this would help a forensic scientist determine if a specific pen was used to sign a document. The activity reinforced the concept that some colors of light can be broken into a combination of primary colors. 

DQ:  Can monster slime have the properties of both a solid and a liquid?  

Interdisciplinary Studies: ELA, Science

Instructional Skills Discovered: determine cause & effect, draw conclusions, make predictions, activate prior knowledge, develop vocabulary

Portrait of a Graduate Skills Enhanced: Communication, Problem Solving, Critical Thinking, Actively Listen and Speak 

Task: Students were tasked with creating a "monster slime", determining states of matter, chemical and physical changes and conservation of matter during the process. Students followed the scientific method to make observations and draw conclusions about the process. Students were asked what evidence from their slime experiment supports that slime has properties of both a solid and a liquid? How do the molecules in slime behave differently from those in a regular solid or liquid? When you pull or stretch the slime quickly versus slowly, how does its behavior change, and what does that tell you about its properties? Students designed a new experiment to test how temperature affects whether slime acts more like a solid or a liquid. They made predictions to justify their results. They created a model or visual explanation showing how slime can exhibit properties of both solids and liquids. Students used scientific vocabulary to justify their model. 

DQ:  Can you make 5 little pumpkins sit on a gate? 

Interdisciplinary Studies: ELA, Science, Math, CTE

Instructional Skills Discovered: activate prior knowledge, develop vocabulary, problem and solution

Portrait of a Graduate Skills Enhanced:  Communication, Collaboration, Creativity, Problem Solving, Flexibility, Incorporate and Give Feedback, Actively Listen and Speak 

Task: The students were given materials and worked collaboratively to construct a gate that would hold 5 pumpkins.