PBL Showcase ~ Winter 2026

DQ:  How can we use persuasive writing and descriptive details to convince a local bakery to create and sell a new winter/holiday-themed cookie?  

Interdisciplinary Studies: ELA, CTE, Fine Arts

Instructional Skills Discovered: activate prior knowledge, find author's purpose, determine cause & effect, draw conclusions, demonstrate fact vs. opinion, identify main idea & details, determine point of view, 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, Flexibility, Incorporate and Give Feedback, Actively Listen and Speak 

Task: Working collaboratively in small groups, students designed a holiday or winter-themed cookie, sketched a visual prototype, and wrote a persuasive letter to a local bakery using opinion statements, multiple reasons, descriptive details, and a call to action. As a real-world outcome, three local bakeries (For Goodness Cakes Co., Mojo's Treats, and Bare Naked Bakery) selected student designs and created the cookies, allowing students to see the impact of their persuasive writing. 

DQ:  How can we use digital storytelling to show that every student’s lived experience has value? 

Interdisciplinary Studies: ELA, CTE

Instructional Skills Discovered: activate prior knowledge, find author's purpose, analyze text structure, demonstrate fact vs. opinion, identify main idea & details, determine point of view, connect problem & solution, 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 in Mrs. Calandrino/Mrs.McGee/Dr. McMullan's 6th grade ELA class partnered with Mrs. Esser's Life Skills class to work with JFK's Library Media Specialist, Ms. McDermott in writing digital non-fiction texts in conjunction with their non-fiction reading unit of study. Students worked in small groups, interviewing students from Mrs. Esser's class to identify non-fiction topics students were interested in sharing. Students met regularly to write collaboratively, editing, revising and rewriting based upon student feedback using Canva. With final approvals from their "bosses" in Mrs. Esser's class, students presented their final publications! 

DQ: How can learning about other holidays help us understand the world? 

Interdisciplinary Studies: ELA, Social Studies/History, Fine Arts 

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

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

Task: As part of completing a social studies unit on world communities, our class researched different holidays and festivals that are celebrated around the world and compared them to the holidays celebrated in our own communities. Whether it’s learning about Hanukkah, Ramadan, Diwali, Kwanzaa, or Chinese New Year, the students learned that communities share cultural similarities and differences across the world. While conducting their research, the students were able to: identify and describe major holidays and festivals celebrated in diverse communities worldwide; analyze the historical, religious, and cultural significance of selected celebrations; Compare and contrast holidays across different cultures and communities; recognize common themes and values expressed through different cultural celebrations; and reflect on how their own community's celebrations reflect cultural identity and values. After completing their research on the different holidays, the students were assigned a culminating activity where they created a Google Slide presentation to share their knowledge of the different holidays that they've researched. They've also reflected on why it's important to learn about different cultures. 

DQ:  How do brand perception, packaging design, and marketing influence consumer preferences when product differences are unknown?  

Interdisciplinary Studies: ELA, CTE, Fine Arts

Instructional Skills Discovered: activate prior knowledge, compare & contrast, make predictions, determine point of view 

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

Task: Students will participate in a blind taste test focus group to explore how marketing and branding shape consumer decision-making. Each student will sample three different fruit snacks: Welch’s, Mott’s, and a generic store brand (without knowing which is which). They will rate each snack on flavor, texture, and overall satisfaction while blind to brand identity. After the taste test, students will examine the actual packaging of each product, analyzing differences in design, color, labeling, imagery, and perceived quality. The brands and prices will then be revealed, and students will compare whether their preferences changed after learning that information. Finally, students will reflect and discuss how factors such as packaging appeal, brand reputation, and price point influence consumer perception, connecting their observations to marketing concepts like consumer behavior, product positioning, and brand loyalty. 

DQ:  “How can we plan a fun and affordable Fall Festival for our friends and family and create an invitation that makes everyone excited to come?” 

Interdisciplinary Studies: Math, ELA

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

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: The students were asked to plan a fall festival by selecting food, decorations, and activities within a given budget, calculate their total expenses, and create an invitation that includes relevant details using proper sentence structure. 

DQ: “How can we synthesize information from a variety of historical sources to design a comprehensive survival guide that not only helps newcomers adapt to the challenges of the three colonial regions, but also justifies and evaluates the strategies in light of economic, social, and environmental impacts experienced by settlers over time?” 

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

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

Portrait of a Graduate Skills Enhanced: Communication, Collaboration, Creativity, Problem Solving, Critical Thinking 

Task: The students were tasked with becoming historical survival experts who synthesize information from a variety of primary and secondary historical sources (profession) to design a comprehensive survival guide (DOK 4). They analyzed and evaluated the economic, social, and environmental challenges faced by settlers in the New England, Middle, and Southern colonies. Using this complex inquiry, students collaboratively created well-justified strategies that addressed how newcomers could adapt successfully to each region's unique conditions, considering trade-offs and long-term impacts. This required them to integrate research, plan their survival guide content, and critically assess the effectiveness of their recommendations in light of historical realities, demonstrating sustained higher-order thinking and problem-solving skills. 

DQ:  How can we redesign this neighborhood to make it safer, cleaner, and more enjoyable for everyone? 

Interdisciplinary Studies: ELA, Social Studies/History, CTE 

Instructional Skills Discovered: activate prior knowledge, connect problem & solution, 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 urban planners with the job of analyzing the problems of an urban neighborhood and coming up with solutions using Tier 2 vocabulary words in their plan. 

DQ:  How can we use math and art together to show the value of each digit in a number? 

Interdisciplinary Studies: Math, ELA, Science

Instructional Skills Discovered: activate prior knowledge, make predictions, sequence 

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

Task: This project connected math to art and language arts. Students were able to create visual representations of their items, integrating artistic elements while practicing descriptive language in their presentations. Additionally, they used measurement concepts, connecting math to science when discussing the dimensions of their chosen objects.

DQ: As an ensemble, how do we perform the rhythmic pattens found in various folk songs? 

Interdisciplinary Studies: ELA, Math, Physical Education/Health, Fine Arts

Instructional Skills Discovered: activate prior knowledge, analyze text structure, compare & contrast, sequence, develop vocabulary 

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

Task: Students were tasked to perform the collaborative circle dance of folk song "Bluebells" while singing the lyrics and participating in the corresponding game. After this performance, students were tasked to collaboratively analyze the rhythmic patterns found in "Bluebells." Once the pattern was interpreted, students were tasked to perform the song by speaking the Kodály rhythm syllables and performing with rhythm sticks. The students were given various levels of difficulty and were tasked to stay together, perform accurately, and appraise their performance as well as evaluate what they successfully accomplished and suggest ways to improve parts of the performance in the future with time and practice. This will help students analyze future rhythms as well as allow us to move on to new rhythms found in pieces of music. 

DQ:  How can we work together to unlock the secrets of Día de los Muertos and ensure loved ones are properly remembered? 

Interdisciplinary Studies: Math, Social Studies/History, World Language

Instructional Skills Discovered: activate prior knowledge, connect themes, arguments, perspectives, 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, Actively Listen and Speak 

Task: In this activity, students and their group became cultural detectives, working together to solve a series of interconnected challenges that explore the meaning, traditions, and symbolism of Día de los Muertos. Their goal was to unlock all the clues that reveal how this celebration honors life, memory, and heritage. Each clue they solved brought them closer to completing their final challenge: creating a comprehensive explanation that connects the values of Día de los Muertos to the universal human experience of remembrance and celebration. 

DQ:  How can we work together to decode CVC words? 

Interdisciplinary Studies: Social Studies/History, Fine Arts, ELA

Instructional Skills Discovered: activate prior knowledge, identify main idea & details, make inferences, make predictions, 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, Flexibility, Incorporate and Give Feedback, Actively Listen and Speak 

Task: Students were tasked with working together in groups to decode various Thanksgiving stories and complete How-to-Thanksgiving drawings. 

DQ: How can ornithologists (people who study birds) use data collected from dissecting owl pellets to evaluate food chains and webs of which the owl is a member? 

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: As part of our Structure, Function, and Information Unit, students studied animal structures, food chains, and food webs. They discovered that the food chain is the path that energy and nutrients follow in an ecosystem, and it begins with the sun. Energy flows in one direction in food chains. Once energy is used by an organism, it exits the organism's body and turns into heat. In a food chain, you find producers, consumers (carnivores, omnivores, and herbivores), predators, and prey. The students were ornithologists looking to determine the pecking order of raptors in a food chain and which animals lived in a particular area. The students utilized the scientific method to identify an owl’s prey. By measuring, weighing, and dissecting the owl’s pellet, the students were able to sort the bones and identify the animals that were eaten. In addition, they were able to estimate how many grams of prey an owl will consume in an entire year. By studying the sorted bones, the students were able to determine an owl’s diet and prey populations, without having to capture small mammals. Finally, it helped to ascertain each animal's place in the food chain as compared to the owl. 

DQ:  How can we honor the heroes in our community? 

Interdisciplinary Studies: Social Studies/Histroy, ELA, Math, Science,World Language, Fine Arts, CTE 

Instructional Skills Discovered: activate prior knowledge, determine cause & effect, compare & contrast, connect themes, arguments, perspectives, draw conclusions, demonstrate fact vs. opinion, make inferences, make predictions, determine point of view, connect problem & solution, 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: This year's event was a massive collaborative effort among students across all three grade levels, faculty, staff and administration, as well as the local organization, Rise, and Miller Place Bagels & Deli. This could not have transpired without the following JFK teachers participating with their students: Mrs. Boris, Mrs. Calandrino, Mrs. DeAmicis, Mrs. Esser, Mr. Hurley, Mrs. Jaklitsch, Ms. McDermott, Mrs. Dimino, Mr. Maxwell, Mrs. McGee, Mrs. Rand, Ms. Rubenstein, Mrs. Scaglione, Mrs. Stacy, Mrs. Surdi and Mrs. Tufo. Our students were tasked breakfast and thanking veterans from their families and our community the day after Veterans’ Day. Researching, planning, preparing for and executing this breakfast was not only a rich experience for students in and of itself, but it created a fertile landscape for further critical analysis. At the end of the day, the collaborative expressions of research and gratitude were taken to our local Long Island Veterans Home to share with more local heroes. In essence, the students are acting as consultants who use the breakfast as a case study to develop a generalizable, original solution for future community engagement within the school. This requires extended time, multi-step analysis, and the creation of a new cognitive product (on which we are working). 

DQ:  How can we work together to design, build, test, and improve a pulley system that can lift a small pumpkin or gourd? 

Interdisciplinary Studies: Science, Math, CTE

Instructional Skills Discovered: activate prior knowledge, determine cause & effect, draw conclusions, make inferences, make predictions, connect problem & solution, sequence, 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 mechanical engineers and designing a functional pulley system using only recycled materials. Their goal was to apply scientific principles of force and motion to create a device capable of lifting a small pumpkin or gourd, demonstrating innovation, problem solving, and teamwork. 

DQ: How can we help other students overcome common reading challenges by sharing effective strategies in an engaging way? 

Interdisciplinary Studies: ELA, CTE

Instructional Skills Discovered: activate prior knowledge, find author's purpose, analyze text structure, determine cause & effect, compare & contrast, connect themes, arguments, perspectives, identify main idea & details, make inferences, make predictions, determine point of view, connect problem & solution, 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, Self and/or Social Awareness, Flexibility, Incorporate and Give Feedback, Actively Listen and Speak 

Task: Our 5th grade students were tasked with becoming podcasters and media designers. They brainstormed common reading challenges, collaboratively wrote scripts, recorded podcast episodes, and designed original logos using Canva. Their goal was to produce engaging and informative podcasts that highlight some reading strategies we’ve practiced together in class, with the hope that these strategies could help other readers! 

DQ:  How do we bring a story to life from the pages of a script with accuracy, creativity, and success?  

Interdisciplinary Studies: ELA, Physical Education/Health,Fine Arts

Instructional Skills Discovered: analyze text structure, identify main idea & details, use text evidence, develop vocabulary 

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

Task: Students spent time in General Music class learning, watching, and analyzing the 5 Elements of Drama (Dialogue, Setting, Cast of Characters, Stage Directions, & Acts and Scenes) in various musicals and examples. After doing so as audience members, it was their turn to perform and analyze each other's performances! In groups of two, students were tasked to read and analyze a scene in a script, select a setting and a prop that work in their story, and work together to bring the scene to life for an audience of their peers! Students learned collaboration skills, communication skills, and used their creativity and critical thinking skills to portray the performance as well as bring their own unique spin to it. The students in the audience shared their positive feedback on the performances and made connections to the actors' use of the 5 Elements of Drama. 

DQ:  How can we visually represent patterns and relationships using both math and art? 

Interdisciplinary Studies: Math, ELA, Fine Arts

Instructional Skills Discovered: activate prior knowledge, make inferences, connect problem & solution, sequence 

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 a group students were tasked with completing the following: Plot and graph coordinates provided. Combine multiple graphs to create a picture. Each group must decide on jobs for each individual, jobs include: Group leader, Secretary, Checker, Assembler and Artistic design coordinator. On completion of the project, the completed work is displayed in the lobby. JFK 8th grade student body will vote using google forms to provide a winner from each class. 

DQ: How does an apple go from a seed to something we can eat? 

Interdisciplinary Studies: Science, ELA, Math, Science, Physical Education/Health, Fine Arts 

Instructional Skills Discovered: activate prior knowledge, determine cause & effect, compare & contrast, draw conclusions, make predictions, sequence, 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, Flexibility, Incorporate and Give Feedback, Actively Listen and Speak 

Task: Kindergarten students became scientists and chefs as they explored the life cycle of an apple — from seed to tree to fruit! Through observation, discussion, and discovery, students investigated how apples grow and change. Putting on their chef hats, they followed step-by-step directions to measure, mix, and create their own no-cook applesauce. Along the way, they practiced important skills like counting, measuring, sequencing, and teamwork, while connecting science and cooking in a fun, hands-on way. The project helped students see where food comes from, understand the growth process of plants, and experience the joy of making something delicious together! 

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

Interdisciplinary Studies: ELA, Science, Fine Arts

Instructional Skills Discovered: activate prior knowledge, determine cause & effect, draw conclusions, connect problem & solution,  determine facts and opinions, 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: As citizens of the Port Jefferson Station community, the students have a hard choice to make. A company wants to cut down 200 acres of trees (forest) to build a factory in the neighborhood. It is the forest preserve adjacent to Walmart on Route 347. The forest is very important to the community, and many animals live there. The company says it will create jobs for hundreds of people who need them. It will also pay taxes that could be used to build the new school your town really needs. Initially, the students collaborated and worked in groups to decide if the town should let the factory be built, if the trees should remain, or if there was another solution. They employed the problem-solving process to render a decision. The results were presented to the class. Subsequently, the students wrote a newspaper column explaining their individual decision. They used information from the group discussion to help formulate their opinion. The students described what the community was like. Why do they think it is a good or bad choice to build a factory? Why people would like or dislike a factory in the community. (Showing the opposite side of your view.) The activity helped students determine how to evaluate real-life problems and work in a collaborative environment. In addition, through their newspaper article, students practiced civic responsibilities to make their voices heard in a constructive manner. 

DQ:  How does space, movement and performance help bring Romeo and Juliet to life? 

Interdisciplinary Studies: ELA, Fine Arts 

Instructional Skills Discovered: activate prior knowledge, find author's purpose, analyze text structure, connect themes, arguments, perspectives, draw conclusions, identify main idea & details, make inferences, make predictions, make text connections - to self, text/media, world 

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

Task: The students were tasked with becoming theatre professionals, collaboratively performing and analyzing act three, scenes four and five of Romeo and Juliet. Through this interactive experience in the auditorium, each student was assigned a specific role from the scene and participated in a guided read through on the stage. While reading, students followed and experimented with stage directions to better understand how the physical space and movement can impact meaning, tone and character relationships. After the read through, students discussed the scenes in depth and examined how different staging choices might change the audience's understanding of the play. We also covered the way the stage is set up as well as the roles of a director and stage manager. These topics gave further insight to the way a performance is organized and reaches success. 

DQ: How can we use main idea and details to make a change in our school? 

Interdisciplinary Studies: ELA, Fine Arts 

Instructional Skills Discovered: activate prior knowledge, find author's purpose, draw conclusions, identify main idea & details, 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, Self and/or Social Awareness 

Task: Students were tasked with becoming graphic designers by making a poster on Canva about a change their principal would like to see in their school. Students used nonfiction passages to help provide the information on their poster.