This PBL activity is target toward my 2nd grade ESL/phonics class.

1. By Your Name
Project Based Learning using Going Places by Peter &
Paul Reynolds
By: Jordan Gurganus

2. Going Places Synopsis:
Maya’s teacher decides to create a go-cart competition for the class. Students will build a go-
cart, race it and see who wins.
Each kid is given an identical kit to create their go-cart with a picture of an example go-cart.
Everyone but Maya scrambles to copy the picture and build the go-cart. She sure doesn’t
seem to be in a hurry...and her go-cart sure doesn’t look like anybody else’s go-cart!
But who said it had to be a go-cart? And who said there’s only one way to cross the finish line?
This story encourages thinking outside of the box being different from everyone else.

4. Learning Outcomes
● Students will read the book Going Places by Peter and Paul Reynolds
● Students will work in groups to complete a blueprint for their “go-cart/thing”
● Students will create their “go-cart/thing” will their group
● Students will present their “go-cart/thing” to the other groups in class

5. Skills Used
Skimming and reading for gist
● Reading and listening for comprehension
● Using context clues to find meaning
● Collaboration and teamwork skills
Brainstorming skills
Reflection skills
Reading skills:
Social skills:
STEM skills:
● Engineering and designing
● Creativity
● Trial and error

6. Stage 1:
40 minute class
1. Teacher sets the context by having students
look at the cover and pictures to make
predictions about the book.
2. Teacher puts students in pairs. Each pair will be
given a book. They will have 15 minutes to look
through and skim the book.
3. The teacher will bring the class back together
and ask them what they saw in the book.
4. The whole class will gather together in the
reading corner so that they can see and hear the
teacher.
5. The teacher will lead a read aloud of the book.
The teacher will ask comprehension questions
after every 1 or 2 pages to be sure that students
are following the story.
6. The teacher wraps up the book by putting the
students in groups. Each group is asked to
discuss how Maya’s go-cart was from her
classmates. Why was this a good thing?
7. Final wrap-up: The teacher elicits that Maya’s
go-cart was unique and special because she was
creative and used her own ideas. Class discusses

7. 1. Teacher will give each student an identical kit
and a picture of a go-cart. (Kit will include
popsicle sticks, balloons, glue, paper, paperclip,
pencils, rubber bands, and bottle caps. The
instructions will be vague so that students can
be as creative as they want to be
2. Students will be put into groups of 3 and given
the entire period to play around with their
materials. The teacher will encourage students
to draw a blueprint for their “thing” first
3. Before dismissing class, the teacher will point
out that students are allowed to bring in any
extra materials they think they could use in the
next class.
STAGE 2:40 minutes

8. 1. Students have 10 minutes to make any final
touches to their project
2. Each group presents their blueprint and
creation to the class.
3. The whole class has a race with their creations
STAGE 3:40 minutes

9. 1. The teacher presents each group with an award
(fastest, most creative, etc.)
2. Students go back to their groups and have
minutes to reflect on how they did with the
project. They will be given a set of discussion
questions:
a. Did your group do a good job working
together?
b. What was the most difficult part about
this project?
c. How would you change your project if
you did it again?
d. How is your project different from the
other groups’?
STAGE 4:40 minutes

10. Lessons Learned:
● Students will infer deeper meaning from a text and be encouraged to use critical thinking
skills to analyze Maya’s story
● Students will work together to come up with an original and creative idea for a go-cart
● Students will think critically about their own work and discuss what changes they could make
to improve their work

11. Resources:
Mergendoller, J., & Larmer, J. (2010, September). Seven_Essentials_for_Project-Based_Learning. Retrieved
September 4, 2017, from http://www.ascd.org/publications/educational_leadership/
sept10/vol68/num01/Seven_Essentials_for_Project-Based_Learning.aspx