A description of a project based learning activity for preschool ESL learners.

1. Neighborhood Project Based Learning Activity
Teach-Now Module 3: Unit 4: Activity 2
Patricia Keister

2. Neighborhood Activity: Learning Outcomes
 Students will learn about the community/neighborhood and
occupations.
 Students will gain an understanding of how a neighborhood is
interconnected and why each member is important.
 Students will discuss ways to alleviate traffic issues in the
neighborhood around their school and present these ideas to
the School Manager.

3. Project Description: 1. Construction
Students will use recycled materials to build a
neighborhood
• In groups of three or four students will work
together to design their chosen or assigned place
in a neighborhood
• Students will design, build, paint, and decorate
their place
• As a class students will paint a large mapped
area of the neighborhood including green land
space and blue water area; some students can
be given the task of engineer and construct
bridges where necessary

4. Example of what the neighborhood may look like when finished

5. Project Description: 2. Play Based
Learning
Students will use occupation dolls (made from toilet
paper rolls) to play with their neighborhood.
• Students can create their occupation dolls to
either match their constructed place in the
neighborhood, or to match what they want to be
when they grow up
• Students can practice the vocabulary of the
location and occupation while playing
• Students can gain a better understanding of how
a community or neighborhood relies on other
members through their play

6. Example of what the occupation dolls may look like when finished

7. Neighborhood Locations and Occupations
Location
• Hospital
• School
• Supermarket
• Airport
• Library
• Fire Station
• Restaurant
Occupation
• Doctor, Nurse
• Teacher, Custodian
• Cashier
• Pilot
• Librarian, Author
• Firefighter
• Server, Chef
Possible Ideas:

8. Project Description: 3. Presentation
Students will present their place in the
neighborhood to the class
• Students will work with their group to present
their place in the neighborhood
• Students will tell about their place and who
works there (occupation)
• Students will describe where it is located on
the map using both geographical descriptions
(i.e. ‘near the river’) and/or in relation to the
rest of the neighborhood (i.e. ‘to the left of the
library’)
• Lastly, students will tell about what they
learned during the project

9. Project Extension: 4. Problem Solving
Students will be presented with the problem that is very familiar to
them in Ho Chi Minh City-traffic. Students will be asked to look at
their neighborhood and find solutions to the traffic problems that
we can apply to their own neighborhood around the school.
• Students will work with their group to think up solutions using
the model neighborhood they built, as well as toy cars
• Students will draw out their solutions on provided templates of
the neighborhood
• Finally, student groups will present their solutions to the class
• Once all groups have presented, the class as a whole will
reflect on the solutions and think how those solutions could be
applied to the neighborhood around the school that deals with
traffic jams everyday when students are dropped off at school
• Teachers and students can choose one solution to apply to the
school and practice to present this idea to the School Manager

10. • Activity is designed for Preschool ESL learners in Ho Chi Minh
City but can easily be adapted for Kindergarten and Early
Elementary students or ESL students anywhere
• Activity can be used to teach community or neighborhood
themes/vocabulary, maps, direction, architecture and design,
occupations
• Uses 21st century skills: collaboration, communication,
creativity, problem solving
Neighborhood Activity

11. This activity will lead to deeper understanding of community and
occupations because students are designing the places and
reenacting the roles in the neighborhood.
With role playing, students are learning a concept by doing. It is
engaging, interesting, and helps students practice their speaking
skills using the new vocabulary.
By working to solve a real problem that students face everyday,
they feel more engaged in the activity and can see the
importance of their classwork.
Deeper Understanding

12. References
Bender, William N. (2012) Project-Based Learning: Differentiating Instruction for the
21st Century. Thousand Oaks, California: Corwin.
Ford, Paula. (2016) Project-Based Learning Gives Kindergarteners Agency. Retrieved
from http://www.personalizelearning.com/2016/03/project-based-learning-
gives.html
Marzilli, Angela. (2016) Creating Authentic Kindergarten PBL. Retrieved from
https://www.bie.org/blog/creating_authentic_kindergarten_pbl