likes and dislijes

Project Name

Likes and Dislikes

Grade Level

Middle School

Main Issue

Hobbies

Scenario

Community

Methodology

Problem-Based Learning (PBL)

Axis

Inclusion

Duration

4 weeks (approx. 16 sessions, 1-2 sessions per week)

Present

1 session (45 min)

• Show images/videos of hobbies in a community.
• Ask: "What hobbies do you know?"
• Discuss why hobbies are important and how they differ among people, emphasizing inclusion.

• Encourage all students to share their hobbies or interests.

Collect

1 session (45 min)

• Brainstorm: "What hobbies do you and your friends have?"
• Create a class mind map of hobbies.
• Discuss diversity and inclusion in hobbies.

• Use language appropriate for middle school.

Formulate

1 session (45 min)

• Present a scenario: "In our community, some hobbies are popular, but others are not well known."
• Question: "How can we learn about everyone's hobbies and preferences?"

Guide students to frame the problem in inclusive terms, considering different interests and abilities.

Organize

1-2 sessions (45 min each)

• Divide class into diverse groups (ensure inclusion regarding gender, ability, interests).
• Assign roles (researcher, interviewer, presenter).
• Plan activities (interviews, surveys).

Emphasize respectful collaboration and valuing diverse perspectives. Use buddy systems if needed.

Build

2-3 sessions (45 min each)

• Conduct interviews or surveys within the community.
• Collect data about hobbies and preferences.
• Create posters, digital presentations, or videos showcasing findings.

Adapt activities for different needs (e.g., written, visual, oral presentations). Ensure inclusive participation.

Verify and Analyze

1 session (45 min)

• Analyze data collected.
• Discuss: Which hobbies are most common? Which are less known?
• Reflect on the diversity of hobbies and what it teaches us about our community.

Use visual data displays (charts, graphs). Encourage all students to contribute insights.

Share

1 session (45 min)

• Present findings to classmates, teachers, or community members.
• Reflect on what was learned about hobbies and inclusion.
• Discuss how understanding hobbies promotes community inclusion.

Use accessible presentation formats. Foster an environment of respect and appreciation for diversity.

Language Support

Use clear, simple language; visual aids; bilingual resources if needed.

Participation

Multiple ways to contribute (talking, drawing, writing). Use peer support and scaffolding.

Materials

Accessible materials (large print, audio-visual).

Group Dynamics

Diverse teams promoting inclusion; assign roles respecting individual strengths and needs.

Assessment

Inclusive evaluation (self-assessment, peer assessment, teacher observation).

Week 1

Present, Collect, Formulate

Week 2

Organize (teams and planning), Build (interviews/surveys)

Week 3

Build (continue), Verify and Analyze

Week 4

Share findings, reflect on learning, assess the project