This document provides guidance on using project-based inquiry (PBI) to build a global lesson plan on water. PBI is a student-centered approach that emphasizes hands-on learning and creative product development. Key aspects of PBI include asking compelling questions, activating prior knowledge, investigating resources, synthesizing and sharing learning, and reflecting. The document provides examples of how to structure a PBI lesson on water that examines access to clean water globally and potential solutions. Students would research issues, debate solutions, and create advocacy campaigns or demonstrations of their knowledge to share with others.

1. A How-to Guide
for Building
Global Lesson Plans
Topic: The World’s Water
Using project-based inquiry to help students learn

2. A peek inside…
Introduction to
project-based inquiry (PBI)
How PBI improves
student learning
Using PBI to build a
global lesson plan to examine
the world’s water

3. Years of educational research demonstrate
that students learn best by manipulating and
exploring content directly

4. Years of educational research demonstrate
that students learn best by manipulating and
exploring content directly
in order to create learning products
based on their investigations.

5. Project-based inquiry (PBI)
is a student-centered, pedagogical approach to
teaching and learning based on such research.

6. Project-based inquiry (PBI)
is a student-centered, pedagogical approach to
teaching and learning based on such research.
PBI approaches emphasize student-led and
hands-on learning opportunities along with creative
and challenging product development to
instill knowledge.

7. The steps of project-based inquiry lessons:
Ask a compelling
question and activate
prior knowledge.

8. The steps of project-based inquiry lessons:
Ask a compelling
question and activate
prior knowledge.
Investigate and analyze
resources, information
and knowledge.

9. The steps of project-based inquiry lessons:
Ask a compelling
question and activate
prior knowledge.
Investigate and analyze
resources, information
and knowledge.
Synthesize what was learned
and create products of learning.

10. The steps of project-based inquiry lessons:
Ask a compelling
question and activate
prior knowledge.
Investigate and analyze
resources, information
and knowledge.
Synthesize what was learned
and create products of learning.
Share learning
products with others.

11. The steps of project-based inquiry lessons:
Ask a compelling
question and activate
prior knowledge.
Investigate and analyze
resources, information
and knowledge.
Synthesize what was learned
and create products of learning.
Share learning
products with others.
Reflect on the
learning experience
and revise products
of learning.

12. Promotes deeper levels
of thinking and analysis
and pushes the inquiry
process to the next level.
Why is project-based inquiry effective?

13. Structures reflection
and self-monitoring
triggers.
Promotes deeper levels
of thinking and analysis
and pushes for inquiry
process to the next level.
Why is project-based inquiry effective?

14. Promotes deeper levels
of thinking and analysis
and pushes for inquiry
process to the next level.
Structures reflection
and self-monitoring
triggers
Empowers students to take
control of their learning and
making self-directed
learning the norm.
Why is project-based inquiry effective?

15. Why is project-based inquiry effective?
Promotes deeper levels
of thinking and analysis
and pushes for inquiry
process to the next level.
Structures reflection
and self-monitoring
triggers
Empowers students to take
control of their learning and
making self-directed
learning the norm.
Transforms information into
usable create-to-learn
opportunities.

16. Let’s build a global PBI lesson!
Begin with inspiration from any issue or topic,
great or small, simple of complex.
Let’s consider the world’s water as a topic for
creating a student-led investigation.

17. Compelling questions:
• Open up possibilities for many
interdisciplinary connections.
• Use open-ended questions and don’t
begin with “who” or “when.”
• Prompt answers that build on
students’ prior knowledge.
• Lead to more questions.
Activate
Activating strategies and activities introduce the
topic and gauge students’ prior knowledge.
Ask a compelling question

18. Examples for a
global lesson on water
 How does access to clean water
differ depending on which region of
the world you live in?
 How do water and sanitation impact
the health of people in different world
regions?
 What solutions are available for
providing communities with sanitized
water?
 What are the relationships between
water and agriculture?
 How does access to clean water
impact wildlife differently than
humans?
Questions to ASK
Watch videos and access resources
from sites like water.org.
Assign infographics with facts on
water, children, women, disease,
sanitation and economics to small
groups of students. Have groups
discuss their assigned infographics
and report to the class on the most
interesting, surprising or
important findings.
ACTIVATE prior knowledge

19. Allow students to
investigate the
compelling question
and explore the topic
using a variety of
print, online and
interactive resources.
Investigate and Analyze

20. Examples for a
global lesson on water
 Conduct an investigation on where your local water comes from.
 Invite a local water official to visit or Skype with the class to talk
about your community’s process for providing clean water.
 Research and identify places in the world (including those close to
home) that lack access to clean and safe water.
 Explore connections between women and water around the world.
 Research the effects of not having access to safe water.
 Think about issues that landlocked countries face with regard to
accessing clean water.
 Brainstorm possible solutions to water issues around the world.
 Learn ways to be an advocate for clean water in your community
and beyond.

21. Encourage students
to demonstrate their
knowledge of the
topic by creating
products of their
learning.
Synthesize and Create

22. Examples for a
global lesson on water
 Video presentations, posters or pamphlets on specific
water issues.
 Persuasive letters to a government official about water-
related concerns.
 A water filter built by the class.
 Voice threads sharing research on safe water in your
community.
 Creation of advocacy campaigns via social media. (Use
live social media or our templates.)
 An organized debate on a specific water issue.

23. Allow students to share
their learning products
with others, including:
• Your school community.
• Families, community
guests or local groups.
• The world (via a class
blog, Skype or
Facetime).
Share and Summarize

24. Reflections provide
opportunities for students to
absorb their learning
experiences and revise learning
products.
 What else would students like to learn?
 Have students’ thoughts and opinions on the
topic changed?
 What suggestions do they have for other
students who may study the same topic?
 Reflections also allow you to consider what went
well and what you might do differently when you
teach the lesson again.
 Peer evaluations
 Assessment rubrics
Reflect and Revise
Evaluate student learning through formative and summative assessments.
Possibilities include:
 Journal or blog entries
 Group discussions

25. Interested in learning more about PBI or
on building global lesson plans?
VIF’s Global Gateway shows teachers
how to incorporate global aspects into
everyday instruction.
Learn more: www.viflearn.com/waterdaytpt

26. Sign up for VIF today!
Sign up for free at
www.viflearn.com
Join a community of global-minded educators who share
ideas, success stories, and lesson plans.