At Oakridge International School,

we’re committed to fostering real-world learning experiences that help our students become confident, knowledgeable, and adaptable problem-solvers.

Through Project-Based Learning (PBL), students develop critical skills by exploring challenges and issues they are likely to face beyond the classroom. Our aim is to nurture lifelong learners who are resilient, reflective, and unafraid to take on challenges.

Project Theme: “Who We Are” For our recent PBL unit, we engaged our young learners in an inquiry project centered on the question: “How can we make ourselves and those around us healthier?” Through hands-on research and collaborative projects, students worked on finding practical, scientifically-informed solutions to improve well-being within the school community.

Framework for Inquiry through PBL
Defining the Project with a “Big Question”

The project began with students exploring the question, “How can we make ourselves and people around us healthy?” This overarching inquiry set the stage for a meaningful and immersive learning journey.
Brainstorming and Prior Knowledge Assessment

Students shared their initial thoughts and experiences around healthy lifestyles, which led to a brainstorming session on the different components of health: physical, emotional, environmental, spiritual, social, and intellectual. This activity helped them make connections and build a foundational understanding of holistic well-being.
Diving Deeper into Inquiry

Formulating Questions: To expand their understanding, students formulated questions about each aspect of health and discussed common health-related phrases they often hear from family and community members.
Math Integration through Data Collection: Over one week, students conducted surveys within the school community to collect data on health habits, which they then analyzed to gain insights into lifestyle choices.
Expert Sessions: Health professionals, including nutritionists, dentists, and fitness trainers, were invited to speak with students, providing expert perspectives on physical and mental well-being.
Group Collaboration: Students grouped themselves by interest into six areas—physical, emotional, intellectual, social, environmental, and spiritual health—and each group developed a unique project proposal aimed at promoting health in the school community.
Research and Project Development

Physical Well-being Group: Created food pyramid models and held a fireless cooking session to demonstrate the importance of balanced nutrition.
Emotional Well-being Group: Developed a “Do’s and Don’ts” chart, identifying “bucket fillers” and “bucket dippers” to promote positive interactions.
Spiritual Health Group: Researched common phrases and presented scientific insights behind them using Q cards.
Intellectual Well-being Group: Showcased yoga poses known to boost cognitive health.
Social Well-being Group: Presented researched insights on phrases and social practices that enhance community bonds.
Environmental Well-being Group: Created an organic farming model to illustrate sustainable, nutritive food production using natural resources.
Presentation and Reflection

Showcase: Students presented their findings and projects to the school community in a “Learning Celebration,” sharing the importance of balanced choices for a healthy lifestyle.
Reflection Session: Students discussed their learning experiences, reflecting on the skills they developed, challenges they overcame, and how the project encouraged them to be risk-takers and lifelong learners.
Through this inquiry-driven approach, students at Oakridge International School actively engage with their learning, gaining insights that prepare them to contribute positively to society and face the world with confidence.

By Kalyani Talluri, Grade 2 Homeroom Teacher