In this era, where technology is at our fingertips, students can easily find great resume examples, resume-building software or websites, and resume templates. So teaching resume writing to your high school students is the easy part, in my opinion. 

The tricky part isn't the writing itself; it is having something to put on student resumes with no work experience to speak of.  

As high schoolers, they likely don't have a robust portfolio of experiences to add to their resumes, and that is where you come in. That is where they need you the most.​

How to Teach Resume Writing: 

1. Provide a resume template for students to work with. You can certainly ask your CTE students to build a resume template from scratch, but I don't personally feel it's necessary. I would rather they focus their energy on acquiring skills and experiences that will stand out on their resumes, so having a ready-made template is helpful.

2. Teach resume writing guidelines. Have students learn about resume sections, fonts, structure, length, etc. Teach them how to highlight their biggest accomplishments and leave out unnecessary information.

• After reviewing resume-writing guidelines, I like to have my students find examples of resumes and evaluate or rate them in small groups.
• Then I have my students look for a job posting in one field of interest, identify the job requirements, and write a hypothetical resume as if they are an applicant who is highly qualified for the position. 

3. Facilitate resume builders. This step is where my high school students and I spend most of our time.  Your students will realize, as they write mock resumes for positions they aren't qualified for, that they don't have much to add to their resumes beyond work experience. Some may not even have that.

It's perfectly normal for high school students to have flimsy resumes that lack substance. However, you can help their resumes stand out by providing opportunities for them to gain valuable skills and experiences, turning their ordinary resumes into something super impressive. 

There are some features of resumes that are more obvious and expected than others, such as work experience or GPA. But my favorite resume builders aren't so obvious. They relate more to skill- and character-building.

I've done a lot of hiring in my career, and I look for more than just work experience in an ideal employee. I want to see that they care, work well with others, have proven leadership experience if it's a leadership role, have the specific hard skills required for the role, such as digital literacy, and more.

With the onset of the information age, career landscapes are constantly evolving. Grades and work experience alone aren't enough to stand out. Employers are looking for employees who are versatile and multifaceted. 

Help your students get that advantage! How? I've listed my favorite high school resume builders for students, all of which can be done by students independently (such as over the summer break) or together as a class with your guidance. 

As I said above, having something to show for yourself other than the fact that you can get a decent GPA is critical. A GPA demonstrates limited capabilities and isn't always an accurate representation of performance or potential.

Employers of today are looking for employees who can creatively problem-solve, work well with others, work independently, navigate technology, effectively communicate, collaborate, and are adaptable, and other soft skills that reflect 21st-century life and careers.

I like to have my students build 21st-century skills portfolios.

Essentially, students make plans for building specific skills, such as resourcefulness or collaboration skills, and act on those plans. They showcase evidence of skills growth within their portfolios. 

I require my students to add a minimum of 8 skill-building experiences and outcomes to their portfolios per quarter. I build work time into the schedule for students to develop skill-building plans, reflect on the skill-building experiences, and add outcomes to their portfolios. 

All of the suggested resume builders for students included in this blog post are skill-building activities by nature and could be added to this portfolio in addition to resumes.

At the end of the quarter, students share their portfolios with their caregivers at conferences. 

The portfolios could even be shared with potential employers and/or college admissions counselors to demonstrate skills and experiences. 

Resource Suggestion:

The 21st-Century Skills Portfolio Template that my students use is super user-friendly and saves everyone a ton of time. Go check it out.

Community Action Projects are project-based learning experiences where students explore community issues (locally, nationally, or globally) that they find personally meaningful or relevant.

Students research the issue, make an action plan, and take action. 

This resume builder is not as simple as a community service activity or volunteer experience. Community action projects require research, commitment to the issue, and dedication to making a long-term change in the community.

Raising money, advocating for legislation, giving time, and raising awareness are some ways to approach community action projects.

What is cool about this high school resume builder compared to the others listed here is that community action projects are student-directed and community-based.

Aside from the fact that CTE students give their time to an important cause, the students lead the projects from start to finish. This allows them to build career-ready skills such as leadership, time management, creative problem-solving, task management, planning, decision-making, and more.
​
Resource Suggestion:

I have a few community action resources that are theme-specific, all of which focus on an assigned issue.

The community action project resource that I recommend, however, is my community action project tool kit. This resource includes guiding materials that help students independently and productively design and lead community action projects of interest.

There are so many free online courses today, many of them from highly reputable colleges and universities, that high school students can and should take huge advantage of.
​
Not only does this high school resume builder increase content knowledge, but it also demonstrates initiative. Students are showing that they independently identified and participated in growth opportunities. 

Udemy, Coursera, and edX are some options among many others. The COVID-19 pandemic has led many digital course organizations to provide historically expensive online courses for free.

This resume builder is great for professional development and CEUs for educators as well. 

Another one of my favorite ways to build student resumes with no work experience is entrepreneurship.

I love to have my high school students develop AND run their own businesses.

The experience can be as elaborate or basic as you'd like. The businesses could be as simple as lawn mowing or dog walking, or as elaborate as starting a skateboard clothing brand. I have had students do both.

There is so much to be gained from starting a business. Students learn about marketing, how to balance a budget, how to create and use spreadsheets, how to write a real business plan, how to ask for funding, and more.

This high school resume booster also offers them the opportunity to show off a variety of soft skills, including leadership skills, organization, planning, collaboration, creativity, problem-solving, and more.

It also kills two birds with one stone! While students are building their resumes through entrepreneurship, they're also making money to fund future college endeavors, career training programs, or just general adulting, such as paying their own rent.

Resource Suggestion:

My students use my High School Entrepreneurship Tool Kit: Start a Business resource.

This resource is 26 pages of templates that seamlessly guide students through brainstorming business ideas, conducting market research, writing a business plan, building a business website, keeping a logistics spreadsheet, and more. 

Strong student resumes with no work experience should almost certainly include a volunteer or community service element.  While community service is great, I like to, again, kill two birds with one stone, or in the case of service learning, kill many birds with one stone.

I like to have my students take a service-learning approach to the "volunteer work" aspect of a student's resume.

Service-learning isn't just signing up for volunteer hours. Service-learning encourages students to identify community needs and develop creative ways to fill those needs. 

Students practice problem-solving, demonstrate empathy, build self-direction and leadership skills, and, by immersing themselves in real community issues, gain a much deeper understanding of all of the factors at play.

I would love to see a self-directed service-learning project on a resume if I were hiring for all of those reasons. That would certainly make an applicant stand out, especially one of high school age.

Suggested Resource:

Similar to my community action toolkit, I also offer a student-led service-learning tool kit.

This resource guides my students through observing community issues, identifying community needs related to the issues, and creatively meeting the needs associated with the issues.

Shadowing and interning are great high school resume builders for students, especially when paired with career exploration experiences.

Not only that, internships and shadowing both give students a clear understanding of whether their "career path" of interest is really what they want.

​I thought I wanted to be a doctor my entire young life. I even went through almost two years of pre-med in undergraduate school, only to discover later that I was not only uninterested in the field but extremely uncomfortable with many of the tasks that would have been required of me.

I could have saved myself a lot of time, energy, and resources had I volunteered in a hospital during high school or shadowed a nurse or doctor before committing to a career that made me feel uneasy. 

Suggested Resource:

My Complete Job Shadow Experience Tool Kit (Teacher and Student Guides) helps make this process meaningful and organized by walking students through an actual job shadow experience from start to finish.

​Students explore realistic career options, prepare thoughtful questions, document their experience, reflect on what they learned, and create a professional career summary that can support future resume-building and career readiness.

Work experience is an essential high school resume builder for students and one of many great ways for teens to discover their passions and interests, especially if their resumes have no work experience.

I am consistently surprised by how many of my high school seniors have never held a job in their lives, not even mowing lawns in their neighborhoods.

​Employment helps students practice teamwork, punctuality, work ethic, personal finance, and other employability and life skills.

Not only that, but it gives students a sense of accomplishment and pride.

The most notable difference between this resume builder and the others in this blog post is that work experience is unavoidable on a resume long-term. Any template out there is going to have a section dedicated to job experience. 

If your teens don't have jobs, have never had jobs, and you don't want them to prioritize jobs, they can certainly add the other resume builders in this post to their resumes. But in order to gain job experience to add to a resume, eventually your students are going to have to work.

Employers are going to want evidence from applicants that they can effectively obtain, do, and keep a job.

Suggested Resource:

My students use a Real Work Experience Workbook, which helps students go beyond simply having a job by intentionally learning from it.

Students track their work, reflect on real experiences, build employability skills, and update their resume based on actual responsibilities and growth.

​Instead of wondering what to put on a resume, students leave with meaningful experience, stronger self-awareness, and concrete examples they can add to their resumes.

Have students identify something that interests them, such as art, music, history, social issues, education, etc., that they can develop a blog or podcast around. 

The blog or podcast should be based on a topic that they wish to display on their resumes.

For example, if they are interested in music production as a potential career, starting a blog about the local music scene would make sense.

Creating a blog or podcast is an experience in itself and is one of my favorite high school resume builders for students. There's a huge learning curve. I know from experience.

Blogging and podcasting are also multi-disciplinary and help students build 21st-century skills.

Another cool thing about creating a blog or podcast is that they are available to the public, so potential employers or clients could access them to get an idea of the student's personal character, skill set, and knowledge on the subject matter. 

I like to have my students learn new skills related to their career interests or jobs that they would like to apply for. 

In this case, when I say “skill”, I am not referring to soft skills such as collaboration and problem-solving. Your students should build those skills for resumes as well, using the portfolio that I’ve already mentioned. 

But students should also build hard skills or technical skills that might give them a leg up or a competitive edge in the application pool. 

For example, if a student is interested in project management as a career option, they might want to learn how to create and format a spreadsheet or how to use a specific project management software.

If a student wants to get into marketing, they might want to learn how to conduct a marketing audit. If they want to get a summer job doing alterations, they could learn how to use a sewing machine.

The "Skills" section on a resume is where students can list abilities such as using a sewing machine, creating spreadsheets, conducting marketing audits, or utilizing complex project management software.

I like the concept of learning a new skill for a variety of reasons, other than the fact that it is one of my favorite high school resume builders for students.

Suggested Resource:

I take a project-based learning approach to learning new skills with my students. Because the PBL experience is more about skill-building than it is about deep diving into complicated content, it makes for a great introductory self-directed project-based learning experience.

Check out my Build a New Skill PBL, which guides students through this high school resume builder from start to finish.​

I love having my students launch their own clubs to build stronger student resumes with no work experience.

The experience and ability to coordinate and maintain a club look outstanding on resumes.

Starting and running a club takes organizational skills, follow-through, commitment, creativity, leadership skills, time management skills, and more. It also shows initiative, which many employers and recruiters look for.

Summer reading groups, a community clean-up group, a wildlife club, and a skateboard club are all great examples of clubs that students could start, and they are fun and build relationships to boot!

Suggested Resource:

I have a resource that walks students through the process of creating, launching, and managing a club. Similar to the Learn a New Skill resource, this Start a Club resource is also project-based. 

I wanted to add one more resume builder! It came to my attention recently that a fundraiser that one of my students planned and hosted a while back got him a job!

His employer told him after he was hired that this fundraiser was what stood out on this student's resume. It was different than his competitors. 

Organizing fundraisers can be a challenge, so taking the challenge on shows an ability to organize, plan, manage tasks, and work together with others, among other skills. It also shows care and compassion.

​I highly recommend encouraging your kids or students to choose a community issue that is important to them and organize a way to raise money for the cause.

Suggested Resource:

Need a helpful resource? Check out this high school fundraiser planning guide and workbook for students. 

I love the idea of a mentorship experience, and this could go in a couple of ways. The first is for the student to find a mentor of their own. This is a great way to get great references for resumes.

But another unique and fun way to build resumes is for high school students to mentor others. Maybe it's mentoring a younger student, being a tutor, or teaching someone else a skill.

I love student-led project-based learning as a skill-building activity, so much in fact, that I base my high school curriculum on it. PBL is the entire curriculum. 

Your teen can take this PBL starter kit and use it as a step-by-step guide for designing and leading their own project-based learning experiences this summer.

If you’re unfamiliar with student-led project-based learning, it is the deep exploration of a topic of interest. Let's go over some PBL components:

Teens explore a topic or problem of interest, collaborate with community experts, create innovative final products, and share their product, new skills, and knowledge with a relevant and public audience. 

Here is an example:

Last summer, one of my students who is interested in cooking wanted to learn how to make an entire meal from scratch.

She learned how to make homemade pasta, mozzarella cheese, her own tomato sauce, and more. She learned the science behind each recipe. This was the sustained inquiry piece of the experience.

She visited an organic dairy farm, interviewed the farmer, and learned about the role that sustainable farming practices play in the future of certain ingredients, such as milk for the student’s mozzarella cheese. 

She then organized a neighborhood spaghetti dinner. She cooked pasta for the entire block from scratch, used homemade mozzarella cheese as the main ingredient in her caprese salad, made ricotta cheese from scratch and homemade shells for cannolis, and then served her friends and family.

This PBL experience was based on this student’s interests and deep and sustained inquiry, experimentation, a community expert (dairy farmer), an innovative final product (meal from scratch), and an authentic presentation (serving the dinner to her neighbors). 
​
If you are a homeschool parent or teacher, I highly recommend student-led PBL for kids of all ages. Reach out anytime with questions. 

In the meantime, check out my free PBL mini-course to get inspired.

Let's get social!

Let's be friends! Follow Experiential Learning Depot on TPT for new resource alerts and on Pinterest & Instagram for more on experiential education.  

Did you know that there is an experiential learning Facebook group? 
​
Experiential Learning Community for K12 Teachers and Homeschoolers 

It doesn't matter what subject you teach, whether you're a classroom teacher or a home educator, or whether you're a rural or urban educator. My answer would be the same across the board. No question. Run a project-based summer school for your highschoolers.

​In my experience, which is 14 years in high school education, students are engaged when learning is personal. Personalized project-based learning takes students' interests, strengths, challenges, goals, and more into consideration when planning learning experiences over the course of a session.

In other words, it is customized learning; interest-led and self-directed.

This concept is easily captured with project-based learning. I have tried a variety of teaching approaches, and find PBL to be best suited for my high school students, especially during the summer months!

Each student designs, develops, and leads their own project-based learning experiences. 

But why take the project-based summer school route with your high school class? In short, because students are engaged, it's fun, they develop content knowledge across disciplines, and gain essential 21st-century skills in the process.

The biggest bonus? It's also fun for you.

​Let's get into some specifics. This post outlines the reasons for a self-directed project-based summer school class in a way that will make it easy to pitch the concept to whoever needs convincing (your director, partner, or parents, for example).  

Project-based learning, when self-directed, is highly engaging because students drive the experiences based on personal interests, skills, strengths, challenges, community connections, and more.

Students choose the topic (or subtopic around an assigned theme or set of standards) based on interests and personal relevance. Students choose how they will demonstrate learning, using their skills and aspirations to drive their final product choice.

Students design their PBLs by making a series of choices all based on who they are as unique individuals. Every project and all outcomes vary between students for this reason.

This ownership of learning promotes personal investment and the desire to learn. Students take interest in the experience, and, therefore, the content that comes along with it. ​

A project-based summer school class or program offers authentic, real-world, relevant, and place-based learning experiences.

​Students study meaningful topics, those that students can connect with on an authentic level, and, therefore, the content is understood and retained on a deeper level than it would be from a lecture, textbook reading, or worksheet. 

I love a project-based summer school program for many reasons, but the fact that PBL is cross-disciplinary is high up on my list of reasons to make summer school programs (or any other program) project-based. Project-based learning, student- and teacher-directed, brings in a variety of subjects and skills.

Let's look at an example:

A student might choose predator/prey relationships as the focus of their PBL experience (life science).

The student connects with an ecologist who is studying local predator/prey relationships (field ecology), learns about GPS tagging and telemetry to track the movement and migration of local populations (geography and technology), conducts a point count with their expert (math), and their final product is a map of the predator/prey demographics using ArcGIS (math, geography, tech).

​You get the picture.

Students can design their projects around specific required standards, gain a deep understanding of those concepts through authentic learning, and acquire a variety of other skills and knowledge in the process.

In life, learning doesn't happen in discrete units. It's a great idea to prepare students for that now. ​

Character building is such an important benefit of a project-based summer school class, especially for teenagers. Because project-based learning is authentic and community-based, students are immersed in character-building opportunities such as integrity, empathy, compassion, and more.

On top of that, PBL promotes the development of a healthy self-concept. Students analyze their priorities, desires, values, and more because of exposure to the world around them.

Self-directed project-based learning promotes relationship building on so many levels because it is so collaborative. I become very close with my students because the learning experience is personalized, and even more so in the summer when class sizes are smaller and more intimate.

In order for me to guide students in the process of designing and leading their own project-based learning experiences, I need to get to know who they are as individuals.

Students also get to know themselves through PBL and use that insight to make informed and guided decisions about their own learning journeys.

Project-based learning is also community-based and highly collaborative, so students build relationships and network with community members.

Finally, students build relationships with each other.

​Peer relationship-building is especially pertinent for summer school program students because they are in their own little cohort having these pretty profound and meaningful experiences together. ​

It can be a challenge for teachers to sign on for a summer school program or session. It is time-consuming, limits your opportunity for self-care before the next school year begins, and is often not very exciting.

​Your students likely don't want to be there either, which makes it even harder to want to be a part of it.

BUT, self-directed project-based learning made summer school enjoyable for me. I sign on for summer school every single year because I love it. I love walking into work every day imagining what my students would teach me that day. 

Okay, I know your summer school students shouldn't be treated like guinea pigs, BUT, your summer school class could be a great opportunity to introduce project-based learning into your curriculum or make it your curriculum.

Use your project-based summer school as practice for the upcoming school year. Maybe you've always wanted to try project-based learning but when the school year starts it gets away from you. 

Summer school can be your practice round. Try it this summer, learn from the experience, and apply lessons learned when you launch project-based learning in your classroom or homeschool this fall. 

And an added bonus? One tip I give to beginner project-based teachers is for them to pick students out from the class that have a knack for PBL and ask them to mentor the other students that are struggling to catch on. 

Your summer school class students could be those mentors for the upcoming year!

A project-based summer school class or session is a great way to make summer learning fun and engaging while helping you develop the tools to continue on with project-based learning this fall and for years to come. 

If you have any questions, please email me anytime! I also encourage you to check out the following project-based resources to help you launch your project-based summer school program with ease so that you and your students can enjoy the experience rather than feel overwhelmed by it.

How do you engage students at the end of the year? Ahhhh…one of teaching’s biggest questions.

At this point in the year - after testing, with finals around the corner - students need something different. That’s where these fun end-of-the-year activities for high school come in. They’re reflective, celebratory, and genuinely fun, while still building real skills and meaningful learning experiences.

The end of the school year is upon us, and everyone is tired (me 🙋‍♀️). You're tired, your students are tired. 

Testing season is wrapping up, and some students are studying for finals or completing big projects. Others are helping prepare for end-of-the-year events such as prom or graduation.

Let's face it. It's a lot. Implementing experiential learning activities in your classroom these last few weeks leading up to the last day of school may be the answer you're looking for.

Why not let down your hair a bit and give your students a little freedom and autonomy to choose their own adventure?

Letting them choose from some experiential learning options boosts that intrinsic motivation you're looking for during this wild time of year. They have fun and learn at the same time! 

I've compiled a list of some fun end-of-the-year activities for students that are experiential, reflective, and celebratory!​

Those listed in this post are not necessarily easy. They are interesting, fun, hands-on, reflective, powerful, interest-led, personalized, relevant, and all of the other characteristics of experiential learning.

They are meaningful ways to end the year strong! So let's take a look!

1. Interest-Based Project-Based Learning 

Think of interest-based project-based learning as a passion project. Giving students the chance to explore topics and questions of interest is a great way to move away from end-of-year stressors such as testing.

Project-based learning is a sustained inquiry approach to learning that addresses a problem or makes an impact on the community.

Here's an interest-based project-based learning example:

One of my students is interested in and super involved in road biking. He could design a project-based learning experience around this interest that is impactful and subject-integrated.

• He could design and implement a community-wide road-biking safety campaign, producing informative materials and organizing workshops to educate cyclists, motorists, and pedestrians on responsible road sharing.
• He could collaborate with local government officials and urban planners to advocate for the development of cyclist-friendly infrastructure such as bike lanes, designated routes, and bike parking facilities.
• This student could research and compile a comprehensive guidebook or online resource highlighting the best road biking routes in the region with maps, elevation profiles, points of interest, safety tips, etc.

See where I'm going with this? 

Students are following their passions while learning, while having fun, while building skills, while making an impact. It doesn't get better than that! What a great and engaging way to end the school year, am I right?

One of my favorite aspects of interest-based PBL is the exhibition event that we host to showcase projects.

My students lead their own interest-based PBLs all year round, but if you only have one opportunity to do it, the end of the year is a great time!

2. Citizen Science

I like to engage my students by getting them outside at the end of the year.

In temperate regions, it is finally getting warm enough to do so. It helps students relax from a stressful season. Citizen science is a great way to do this. 

Citizen science projects get students involved in gathering data for scientists on a variety of research studies.

The experiences integrate disciplines such as math, mapping, economics, literacy, writing, science, and so much more.

Option 1: 

There are loads of citizen science projects already established by reputable organizations online that students can easily participate in. Those experiences are powerful and engaging in themselves.

Option 2: 

If you'd like to enhance the experience, consider adding a student-led PBL element into the mix (as mentioned in activity #1 of this post). 

For example, there is a citizen science project called Bumble Bee Watch. My high school students AND my own young kids at home have all actively participated in this citizen science project, which basically consists of spotting bees in the community, identifying them, and reporting their locations using the app. 

As an extension of this, my kids designed a PBL to design and build their own bee pollinator garden.

Option 3: 

As a fun end of the year activity for students, they can start their own citizen science project! Many of the established citizen science programs online have options for students to develop their own, such as Citizenscience.gov. 

Many of my students develop testable questions, design experiments to investigate them, and use that process as the foundation for their citizen science projects.
​
Citizen science projects can be as lengthy or brief as you would like. Just hop online and browse some options to determine what could work for you and your students.​

3. Community Action Projects

Community action projects are similar to self-directed project-based learning activities, but there is an additional community and problem-solving element, which makes it another favorite end of the year activity for students.

It's a cool mix of project-based learning, problem-based learning, and service-learning. Students choose a community issue of interest, explore that issue, brainstorm solutions, develop an action plan, and take action. 

Here is a community action project example: 

A group of students came together to form an Environmental Science Club, dedicated to raising awareness about environmental issues and promoting sustainable practices within our community.

They scheduled weekly meetings, organized activities, and the club members explored various topics such as climate change, biodiversity conservation, waste reduction, and renewable energy.

They organized educational workshops, community clean-up events, and tree planting initiatives to actively contribute to environmental conservation efforts.

This community action project successfully engaged the community in discussions and actions around protecting the environment.

At the end of the year, community action projects give students a chance to do something meaningful with what they’ve learned. They're not just finishing the year, but making an impact.​

4. Multi-Cultural Fair

My students love to study culture and heritage, whether it be their own or another heritage of interest.

I say this is a great end of the year activity for students because it's fun and has a celebratory element. My students LOVE it.

I like to have each student or small groups study heritage, looking at ancestry, traditions, language, food, and so much more.

They then develop an interactive exhibit with information about their heritage as well as artifacts, food samples, recipes, performances, etc. to share with visitors.

We then host an exhibition night for students to share their projects with friends, family, and the community.

It is always a lively event to help celebrate the diversity of cultures in our community AND the end of the year. 

6. Learn a New Skill

Learning a new skill is a great foundational theme for a personalized project-based learning experience.

I like this one because it helps students who have never done project-based learning before ease into it. Rather than dump an advanced PBL activity on students at the end of the year, this is a good way to test the water.

It is also personalized and very interest-led, so students find it entertaining. 

I also like this new skill project for the end of the year because it inspires older students to start looking at resume builders and planning for some resume building over summer break.

​Giving students the nudge to develop new skills will get them on track to start thinking and getting serious about college and career readiness.

But really, let's be honest. This is just a fun filler activity for the last couple of days of school when students are getting squirrely and need something meaningful to do, so they don't drive you nuts!

7. Hometown Tour

My students create their own hometown tours every year. I like to do this at the end of the school year for a couple of reasons:

1. It is a fun and casual experience that is badly needed after returning from spring break and the chaos that tends to be this time of year.
2. I also like to do it this time of year because where I live, the weather is better. I have the flexibility to allow my students to check out some of the stops before they add them to their tours. Plus, if any of the stops are nearby, such as an overlook or mural, we will walk to some of their tour spots together as a class. It's a great chance to step away from the classroom.
3. Students will have the final product at their disposal just in time for summer visitors! Grandma's coming in July? Great! They'll know exactly how to entertain her!

We often use Google Maps to create final products. This is a great way to promote tech literacy skills. I put together a video tutorial a while ago that walks you through the steps of creating tours on Google Maps. Don't forget to check that out!

8. End of the School Year Learning Reflection Slideshow

An important characteristic of experiential learning is reflection. My students reflect after every learning experience, project, quarter, and more.

At the end of the school year, I have my students do a more comprehensive reflection by looking back over the entire year or semester. They create a reflection slideshow.

Students answer writing prompts, insert videos and/or images, share quotes representative of their experiences over the course of the year, and more.

When they have completed their slideshows, they share them with the class, parents and caretakers, or the whole school, depending on the situation. 

Such an important part of learning, and life for that matter, is looking back over experiences, goals, and growth to take pride in accomplishments and better plan for the future. This is a great way to end the year.

Something I have started doing in May, just within the last couple of years, is having my students develop businesses. They spend all of May brainstorming ideas, writing a business plan, developing a budget, creating marketing materials, and more, and I am there to facilitate the process.

The purpose of this experience is to prepare them to launch their own businesses in the summer to make a little extra cash and build important life skills.

Going through the steps of starting a business is super valuable. If a student chooses a career path in entrepreneurship, they will have already been through the process and will know exactly what to do.

I've had students start businesses related to food, babysitting, dog-walking, landscaping, t-shirt selling, skateboard coaching, swim lessons, and so much more.

They don't have to develop a multi-million dollar company for this experience to be worthwhile. As I said, it's to lay the foundation.

My students love a good fundraiser. Spring is a great time, around here anyway, for fundraisers. It's finally warmed up, and people are excited to get out and about. There's an energy stemming from nice weather and the school year wrapping up.

I like to have my students take advantage of this buzz by planning and hosting their own fundraisers.

Make it experiential by making it student-led. Give students choice in fundraiser type, marketing efforts, tools used for planning, and even how to use the funds raised. 

They can determine if they'd like to donate earnings to an important community cause, use the money for an end-of-the-year party or experience, put the money back into the school, and so on. They decide! 

All of these choices increase motivation and make the experience that much more meaningful.  

A “dinner party on a budget” is a simple but powerful way to wrap up the school year, especially when you’re looking for something that feels both meaningful and celebratory.

At its core, this can be a hypothetical budgeting exercise, where students plan a full menu within a set budget.

But at the end of the year, it becomes something more. Instead of just planning, students can bring their ideas to life. They can collaborate to create a menu, prepare the food, and share it together as part of a final class celebration.
​
It’s hands-on, practical, and naturally brings students together. More importantly, it gives them a chance to apply real-world skills while ending the year with a shared experience they’ll actually remember.

Get your students into a super hands-on, design thinking activity this year!

​I like to have my students design and create their own party games that students actually play at our school's end-of-the-year party. 

They've made carnival-type games, competitive sports games, card games, and more. Some have hosted tournaments, and ALL students donate their physical games to the school or local youth programs.

This is a great activity for team-building and creative problem-solving, and is a student favorite!

A real work experience project is a highly practical way to wrap up the school year, especially as students start thinking about summer and what comes next.

In this experience, students look for real work, typically summer jobs, during those final weeks of school. If they already have a job, they shift their focus to planning how they’ll intentionally use that experience for growth.

The end-of-year focus is on preparing. Students search for jobs, build applications, and make a plan. Then, as summer begins, students carry that experience forward by reflecting, journaling, and problem-solving in real time while they work.
​
It’s a natural transition from school to real life, giving students something meaningful to step into this summer rather than simply checking out at the end of the year.

A pop-up market is a fun, high-energy way to wrap up the school year—especially when students are ready for something hands-on and creative.

In this experience, students design and create their own products to sell at a class or school pop-up market. At this time of year, I like to lean into a spring or summer theme, things like beach bags, camping kits, or summer tumblers. A theme isn’t required, but it adds excitement and makes the market feel more real for both sellers and buyers.
​
It’s the perfect end-of-year blend of creativity, collaboration, and real-world application, giving students a chance to build something, share it, and celebrate their work in a meaningful way.

Legacy letters are a simple but meaningful way to close out the school year.

In this activity, outgoing students share tips, advice, encouragement, and honest insights for future students, but instead of traditional letters, I like to have them create a full slideshow.

Each student contributes their “letter” within a shared slideshow template (link below), making it more engaging and easier to revisit.

At the start of the next school year, incoming students explore these slideshows and use them as a guide as they step into the class.

It’s reflective, purposeful, and creates a sense of continuity, giving students a voice that extends beyond the classroom and into the next group.

What are some of your favorite ways to celebrate and end the school year in your classroom or home learning environment? Throw your ideas in the comments! 

Good luck to you all and have a fabulous last few weeks of school.

If you’ve been searching for experiential projects that actually work in real classrooms, not just ideas that sound good on paper, you’re not alone, and I've got you! 

Most teachers want learning to feel meaningful, relevant, and engaging, but what they often end up with are disconnected activities, create-and-toss poster boards, or lessons that students complete and quickly forget about. The intention is there, but impact doesn’t always follow.

That’s where experiential learning projects and activities come in, but not in the way they’re often presented.

Experiential learning isn’t about adding something “fun” to your curriculum. It's about shifting how learning happens altogether.

At its core, experiential learning is simple. Students learn by doing, applying, reflecting, and revising.

In practice, though, strong experiential projects and learning activities go beyond just being “hands-on.” Real experiential learning involves:

• Connection to real-world situations
• Giving students ownership over decisions
• Outcomes that feel meaningful beyond the classroom
• Building skills through action, not just exposure

What experiential learning is NOT:

• Just crafts or activities
• Just “engaging” lessons
• Unstructured or chaotic

The difference comes down to intention and structure. Well-designed experiential projects give students freedom within a framework, which is where most teachers get stuck.

​There’s a reason more educators are looking for experiential projects instead of traditional lesson formats.

Experiential learning solves problems teachers are already facing:

1. Engagement Without Constant Management:

When students are working on something that feels real, behavior issues tend to drop, and not because the work is easier, but because it matters more.

2. Real Skill Development:

Communication, collaboration, problem-solving, and self-direction aren’t learned through worksheets or other isolated exercises. Experiential projects create situations where students actually have to use these skills. More often than not, they don't even realize they're building these skills. 

3. Built-In Differentiation:

When students have choice, different entry points, and varied outcomes, differentiation happens more naturally, without requiring you to create five versions of the same lesson.

4. Increased Ownership:

​Students are more likely to follow through when they’ve had a hand in shaping what they’re doing. Experiential learning gives them that role.

Here’s the thing about experiential learning:

Most teachers don’t need more ideas. They need a way to use experiential learning consistently without starting from scratch all the time.

That’s where a project library approach comes in.

Instead of building one unit at a time, you create a system where students can:

• Choose from a set of experiential projects
• Work through them independently or in groups
• Rotate through different types of experiences over time

This works especially well for:

• Advisory classes
• Independent study
• Project-based learning environments
• Senior classes
• Summer programs
• Flexible or mixed-level settings

Once you have a bank of strong experiential projects, everything becomes easier to manage and more sustainable long-term.

Below are experiential learning examples that consistently work across different settings. These aren’t just random ideas; they’re the kinds of experiences that build skills, increase engagement, and create meaningful outcomes.

Not all experiential projects need to be tied to careers or large-scale outcomes. Some of the most effective experiences are simple, flexible, and easy to implement while still building meaningful skills. Let's take a look!

Students create a real business, from idea to plan to branding, with the option to actually launch.

Why choose this project:
​
This is one of the most motivating experiential projects you can offer because the outcome is real. Students aren’t just completing an assignment; they’re building something that can exist beyond the classroom. It naturally builds ownership, persistence, and pride (and extra cash in their pockets). 

Students connect with a professional and complete a structured job shadow.
​
Why choose this project:
​
This gives students a real look at what a career actually involves day-to-day. They’re not researching or guessing. They’re observing, asking questions, and seeing the work firsthand so they can decide what fits them and what doesn’t.

With a community action project, students identify real issues that matter to them personally and design and lead a plan to take meaningful action.

Why choose this project:
​
This shifts students from passive learners to contributors. It’s one of the most powerful experiential projects for building purpose, initiative, and real-world awareness.

Students organize and run a real fundraising event.

Why choose this project:

There’s a clear goal, real stakes, and a natural need for teamwork. If you’re trying to improve group work without forcing it, this is a strong option. Students also love fundraising! It's a tried-and-true favorite.

Photo: Student-Led Community Cook-Off

Students design a realistic travel experience with a budget and logistics.
​
Why choose this project:

This is a great entry point into experiential projects. It feels creative and engaging while still building practical planning and decision-making skills. It's also a great geography and mapping skill-builder!

Students choose a skill they want to learn and document the process.

Why choose this project:

This naturally differentiates. Every student is doing something different, entirely based on their interests and challenges, and the focus shifts to effort, growth, and follow-through. It's also a GREAT place to start with project-based learning if that is something you're interested in.

Students create a personalized plan for managing stress and habits.

Why choose this project:
​
This is one of the most immediately useful experiential projects. I like to have my students do this FIRST, so they have a mental health accountability plan before they even start into these other experiential projects.

And, beyond school, students walk away with something they can actually apply in their daily and future lives.

Students investigate real, timely current events and related issues and explore their impact from multiple perspectives.

Why choose this project:
​
This keeps learning relevant. Instead of studying topics in isolation, students engage with what’s happening right now and develop critical thinking skills that apply far beyond the classroom. This is a great experiential project for any learning environment because it's so subject-integrated. 

Students choose a book that interests them and engage with it through a student-driven, project-based approach that includes reading, writing, and creative expression.

Why choose this project:

This is a strong option for bringing experiential projects into more traditional academic areas without losing rigor. Students still analyze and think critically, but they have ownership over what they read and how they demonstrate their understanding.

​It’s especially useful if you want to move away from whole-class novels while still maintaining meaningful literacy work.

Students identify a local event and get involved by supporting setup, logistics, outreach, or operations.

Why choose this project:
​
This is one of the simplest ways to connect students to their community in a real way. It requires minimal setup compared to something like job shadowing, but still gives students a hands-on, real-world experience where their contribution matters.

The projects above are just a few of the many incredible experiential learning examples and options. A well-built system includes a wide range of experiential projects that students and teachers can pull from depending on their goals, schedule, and setting.

​Here’s what that can look like in practice:

Experiential projects that help students prepare for life after high school:

• Career pathway exploration
• Job shadowing
• Goal-setting systems
• Budgeting and planning experiences
• Personal learning plans

Projects that connect students to real issues:

• Mental health awareness
• Anti-bullying campaigns
• Community health initiatives
• Human rights and social justice
• Local and global impact projects

Projects focused on creating and building:

• Business development
• Pop-up markets
• Fundraisers
• Student-led clubs
• Branding and marketing 

Experiential projects that center student voice:

• Personal storytelling
• Art-based identity work
• Generational and heritage exploration
• Media and creative expression 

Some experiential projects include content themes (science, social studies, etc.), but they are structured as flexible frameworks.
​
These can be adapted for:

• Research and communication
• Awareness campaigns
• Cross-curricular projects

Not every experiential project needs to be long.

Shorter experiences can include:

• Problem-solving challenges
• Teamwork exercises
• Reflection activities
• Quick real-world scenarios

​These are especially useful for:

• Advisory
• Bell ringers
• Transition days
• Sub plans

There's one part that a lot of people overlook:

Strong experiential projects require structure.

That includes:

• Planning tools
• Reflection systems
• Student-led frameworks
• Implementation guides

Without these, even great ideas fall apart, especially if you're asking your students to self-direct, which is the hope over time.

This is where most teachers get stuck, not with ideas, but with implementation.

Here are a few ways to realistically use experiential projects without overhauling everything:

Option 1: One Project at a Time

Replace a unit with a single experiential project. This is best for:

• First-time implementation
• Testing the approach 

Option 2: Project Rotation System

​Students rotate through different experiential projects over time. This is best for:

• Advisory
• PBL classes
• Flexible schedules

Students choose from a list of experiential projects based on interests. This is best for:

• Mixed-level groups
• Alternative education
• Personalized learning environments

Group experiential projects around a theme (career, community, identity, etc.). Students can work through all of them sequentially, or select experiential projects from that theme that they're interested in. This is best for:

• Short-term programs
• Summer learning
• End-of-year experiences 

If you’re not sure where to start, use this quick guide:

• Low engagement? Start with business, podcasting, or skill-based projects
• Short on time? Use short-form problem-solving or inquiry-based experiences
• Want real-world impact? Choose community action or fundraising projects
• Need structure? Start with more guided experiential projects before moving into open-ended, student-designed ones

If you're interested in ready-made resources for any of these experiential projects, head over to Experiential Learning Depot and browse using the categories and filters.

If you’ve been searching for experiential learning examples or specific experiential projects, chances are you’re looking for something more than just another activity.

You’re looking for:

• Meaningful learning
• Student ownership
• Real-world relevance
• A better way to structure your classroom

The reality is, you don’t need dozens of disconnected ideas. You need a system you can rely on.

Using experiential projects regularly is much easier when everything is already built and organized in one place. I’ve put that together in a full project library.

It includes:

• 80+ experiential projects and activities
• Reusable frameworks for student-led experiences
• Planning and reflection tools
• Flexible implementation options

So instead of starting from scratch every time, you have a system you can pull from all year, every year.

Still not sure? Have questions? Add your question to the comments, or please email me sara@experientiallearingdepot.com!

Let's get social!

Let's be friends! Follow Experiential Learning Depot on TPT for new resource alerts and on Pinterest & Instagram for more on experiential education.  

Did you know that there is an experiential learning Facebook group? 
​
Experiential Learning Community for K12 Teachers and Homeschoolers ​

Awareness around mental health has grown significantly over the past few years. The stigma is not what it used to be when I was a child. Conversations are happening more openly now. But even with that progress, there’s still important work to do, especially when it comes to supporting teen mental health.​

That’s why I created this post of 20 mental health awareness project ideas. These ideas extend beyond surface-level activities, providing students with the opportunity to create work that holds real meaning and impact.

May is Mental Health Awareness Month. Although mental health awareness can be addressed at any time of year, this is as good a time as any for students to not only learn about mental health but also to play an active role in raising awareness and reducing stigma.

I like to get my students directly involved in raising awareness about mental health by implementing project-based learning. 

Project-based learning is a real-world, solutions-based teaching approach where students make an impact on real community issues or topics. 

Students solve a problem, use the community as a resource, develop innovative final products that impact, and share that final product with a relevant audience. 

This blog post, then, is essentially a list of driving question ideas that you and your students can develop project-based learning experiences around.

The overarching theme across every driving question in this post is raising awareness, educating, and reducing the stigma related to mental health issues. 

Every driving question empowers learners to actively work toward positive change in the community, whether that be locally, nationally, or globally. 

Project-based learning allows students the opportunity to learn about mental health on a deeper level, help out in the community, and build essential 21st-century skills in the process. Students build critical thinking, problem-solving, creativity, information literacy, research, team-building, and networking skills, among many others.

That's the beauty of project-based learning. Take a peek at 20 Mental Health Awareness Month activities below and copy them directly or use them as inspiration and make them your own!

Let's get social!

Let's be friends! Follow Experiential Learning Depot on TPT for new resource alerts and on Pinterest & Instagram for more on experiential education.  

Did you know that there is an experiential learning Facebook group? 
​
Experiential Learning Community for K12 Teachers and Homeschoolers ​

Earth Day is just around the corner, and it’s time to start thinking about how your students can not only learn about Earth Day and the Earth itself but also examine and act upon the role that they play in keeping a clean and healthy planet.

Project-based learning is a great way to do that. This post offers 10 Earth Day project idea driving questions that challenge your students to protect, conserve, and preserve the Earth for generations to come.

Earth Day is one of my favorite days of the year to develop experiential science learning activities around! I have a background in science, yes, but Earth Day is not just about ecology, geology, or the environment itself. It involves economics, psychology, history, law, politics, and so much more.

It is cross-disciplinary to the highest degree!

Earth Day is also highly relevant and meaningful to students. The health and well-being of this planet affect us all, which makes Earth Day the perfect focus for any experiential learning activity. 

With that said, Earth Day is not the only time to think about and play a role in the protection of the planet. Consider using some of the Earth Day project idea driving questions here, any time of the year!

Experiential learning is real-world, community-based, personalized, and authentic, making project-based learning a great approach. Take a look at the example Earth Day project ideas here, get some inspiration, and modify them as you wish! Good luck!

“How can I create a free and accessible guide for homeowners and business owners that will help them confidently transition their homes or businesses to include renewable energy?"
​
This is a fantastic Earth Day project idea because it is subject-integrated and really gets students examining their role in protecting the Earth and looking at what tangible actions citizens can take.

My students research specific renewable energy options, locate and map sites for that renewable energy option, create an animation that teaches about renewable energy, and develop a renewable energy transition guide for home and business owners.

Renewable Energy Guided PBL Resource

"How can we design conservation tool kits that educate and empower our community to take action on local environmental issues?"

​This Earth Day project moves students from awareness to real-world action. Students identify a local environmental issue, such as water conservation, habitat loss, or pollution, and research its causes and impacts.

They then design interactive conservation tool kits that educate and inspire action. These might include informational materials, interactive elements like games or quizzes, and practical tools such as seed bombs or reusable items.
​
The project culminates in an authentic presentation, such as an Earth Day conservation fair, where students share their tool kits with peers, families, or the community to actually use out in the world.

Students build skills in research, critical thinking, collaboration, and communication, while creating something that makes a real impact beyond the classroom.

Student-Created Conservation Kits for Earth Day

Spring is the perfect time of year for citizen science! It's warming up outside, students are getting antsy and exhausted, testing is underway, and breaks are badly needed.

​On top of that, things start to get active in the world of wildlife, especially in temperate regions like Minnesota. Animals emerge from hibernation, migrating species begin their long journeys to their summer sanctuaries, and it's breeding season for many organisms. ​

Citizen science is when citizens, like your students, have the opportunity to play an active role in wildlife studies or projects going on around the world that benefit from participation by citizens.

Hawk Watch International, for example, hosts hawk counting events at their migration sites that anyone can participate in. Volunteers count passing hawks and record their counts to an online database. ​

Citizen science is a great learning tool for many reasons. One is the application of scientific concepts to the real world, an element of experiential learning.

Participating in citizen science also shows students that they can play a role in improving the community and the world around them. They are active citizens, an important 21st-century skill. 

One way to approach citizen science experiences is through project-based learning.  It is easy to turn citizen science projects into PBL experiences because many of the elements of PBL are organically there.

​Students connect with and collaborate with the community, and the experience is authentic, as are the learning outcomes. 

5. Project Squirrel

This citizen science project seems a bit dull. I mean, squirrels? They're so ubiquitous and kind of a nuisance. Squirrels, however, can tell us a lot about the health of the surrounding environment. Students can get involved in this project by recording squirrel observations and photos. It's a more interesting and hands-on way to learn about ecosystems. 

Note: Almost all citizen science projects that my students get involved with are in connection with a project-based learning experience. Students participate in collecting data and use the data collected as a form of authentic inquiry.

​For help getting started and/or managing self-directed project-based learning, grab these free tools!

6. Zooniverse

This resource is incredible. What's different about Zooniverse compared to the other citizen science options mentioned so far is that this one project crosses many disciplines. There are projects on climate, history, literature, medicine, and even art, not just natural science.

One of the projects is called "Anti-Slavery Manuscripts". This project was added by the Boston Public Library to include citizens in transcribing their collection of letters written by anti-slavery activists.

I think the best feature of this website is that students can create their own citizen science projects to add to the site, which citizens from all over the world can then contribute to. That's another cool opportunity for self-directed PBL or large group/class PBL. 

7. SciStarter

SciStarter is similar to Zooniverse in that there are a variety of citizen science projects available to choose from AND students can create their own.

It is essentially a massive catalog of citizen science projects, which includes far more than natural science projects. Students can find projects around human behavior, literature, language, and history.

One of my favorite things about this website is its blog. The blog articles illuminate the impact of citizen science on our understanding of the world.

8. Citizenscience.gov

This is a super black and white, straightforward catalog of citizen science projects in the U.S. It is not fancy and does not have a special section for educators like many of the websites mentioned so far. However, the catalog is exhaustive.

If you are having your learners do student-directed PBL projects, this website is a great place to start.

They can search for ideas relevant to their interests. They can build their own citizen science projects here and crowdsource any number of documents or data points.

There is also a step-by-step guide included on this website to help guide users through the process of developing their own citizen science projects.

9. EarthEcho Water Challenge

This project is fantastic for raising awareness and educating students on water issues across the globe. Students monitor their local waterways by performing water quality tests.

​Students who are especially passionate about this issue and want to get more involved can apply to be ambassadors on this website.

The downside to this citizen science project is that it is not free. Specific water quality kits need to be purchased to participate. One upside (of many) is that it's global. 

This particular citizen science project idea is great for March, which has World Water Day, and May for Water Awareness Month.

10. The Great Backyard Bird Count

This citizen science project is only open for participation for a few days per year. There are four designated days for citizens from all over the world to count birds. Those days often fall in February, so if you missed it this year, get it on your calendar for next year! Students count birds, submit observations, and explore the data.

​There is also a photo contest that students can take part in! Your students will need access to smartphones and the eBird app to participate in the Great Backyard Bird Count.

​Hawk Watch International, which I mentioned at the top of this post, is a similar program, but specific to hawks. 

11. Journey North

Journey North is a citizen science option that specifically focuses on migrating species such as the monarch butterfly and whooping cranes. There are many organisms to choose from, as well as specific projects.

​The Symbolic Migration project is one example where students from around the world create paper butterflies and send them to students in Mexico. Those students then care for them through the winter and return them in the spring, symbolizing butterfly migration.

This is a cool way to integrate art, geography, science, history, and culture, as well as to encourage global learning and collaboration.

​My kids and I participate in the loon program each spring, which is the MN state bird (my place of residence). 

12. Butterflies and Moths of North America

As the title of this citizen science option suggests, this particular project is specific to butterfly and moth sightings across North America. Students can take photographs and record sighting locations of butterflies, moths, and/or caterpillars in the database. Students can open and analyze data maps.

Migrating moths and butterflies use the north as a summer sanctuary and the south as a winter sanctuary. They can be found in most environments, from urban gardens to national parks. My students and children take part in this project every spring.

14. Nature's Notebook

This website is geared toward educators. Nature's Notebook focuses heavily on phenology monitoring, but what's cool is that you can create your own phenology monitoring program with your students, relevant to your community.

​Your students could consider starting a citizen science program as an upper-level project-based learning experience. 

15. The Wildlab Bird

The Wildlab Bird is another citizen science opportunity offered by Cornell Lab of Ornithology. Students observe birds near their learning spaces and report sightings of GPS-tagged birds to Wildlab.

One thing that is unique to this citizen science option is that they promote STEM. They put such a strong emphasis on integrating technology that they will provide iPhones to your students for this project. They will also visit your school or another learning environment free of cost to help you get started. 

If you're looking for an effective but reasonably priced monocular telescope for your students to use, I recommend the Zukakii mini monocular telescope. I bought this particular scope for my own children because it's compact. We travel a lot, so it must be small enough to pack up.

16. Celebrate Urban Birds

This project encourages urbanites to observe their surroundings and appreciate wildlife.

You don't have to be in the middle of a national park to find wildlife. This is a great project for urban students who don't live or go to school in urban communities with easy access to natural areas. 

17. Project FeederWatch

I love this project! There are so many learning opportunities built into it. It is not simply a matter of counting birds in your schoolyard. You could take advantage of design thinking by having your students build their own bird feeders. The shape, structure, size, color, and food included will all be dependent on the bird they're hoping to attract and count.

​In order to find this information, students will have to do some research on the natural history of birds in their community. You could split your students up into groups, have each team determine a bird of focus, design a bird feeder specific to the species of their choice, and then observe and count the birds to report to Project FeederWatch.

This would be a great PBL experience. Use my PBL tool kit to help organize this experience. You can also check out my design thinking PBL project "Design and Build a Wildlife Shelter."

18. School of Ants

The purpose of this program is for citizens to help create a thorough map of ant species and their ranges across North America.

This is a great supplemental activity or could be a PBL project in itself. Students would learn about the natural history of ants in North America, what they eat, their behaviors, distribution, and more, while contributing to real science. This website has many resources for educators as well. 

​19. The Lost Ladybug Project

Another one on insects! The Lost Ladybug Project asks citizens to help them collect ladybugs, photograph them, and submit the images along with some basic information, such as location, date, habitat, etc, to their database.

This could be a great supplemental activity to a larger discussion or unit on topics like invasive species, habitats, competition, evolution, genetics, and more. Be creative, or let your students get creative by having them conduct student-led scientific inquiry investigations. 

20. The Great Sunflower Project

The Great Sunflower Project emphasizes pollinators, a hugely important topic and one that has been in the spotlight for quite some time, as our pollinators are at risk. There are a few ways to get students involved in this program. Peruse the website for options.

Students can learn about important habitats for pollinators by literally designing and/or creating their own pollinator habitat, such as a bee or butterfly garden. Check out my pollinator garden PBL project to pair up with this citizen science project for a deep, engaging, and authentic learning experience.

I discovered Roots and Shoots on the Jane Goodall Institute website when doing a little research during Women's History Month.

Roots and Shoots is a little different from the others in that its aim is to empower young people to make a difference through direct action. My high school students self-direct community action projects, and Roots and Shoots is a fantastic resource for those learning experiences.

Roots and Shoots has a variety of projects that students can hop on board with, or students can create their own projects through Roots and Shoots.

This citizen science project, Exoplanet Watch, is all the rage right now! So get on board.

Here is the gist: your kids learn about the solar system while observing planets that orbit stars.

Exoplanet Watch is set up in a way where students can turn photographs of a star in transit into a light curve using a free computer program called Exotic.

The light curves that students produce give astronomers insight into exoplanets, so students play an important role in the research as citizen scientists.

As you have likely discovered from this blog post, I am a project-based educator. I like citizen science projects in general, but I love them as authentic learning experiences to go along with PBLs. 

Students can certainly learn about the solar system through books, articles, documentaries, etc., but adding a citizen science element like Exoplanet Watch is a fantastic learning activity that brings authenticity to the learning experiences!

What I love about this one for students is that it naturally leads somewhere. My kids went from submitting photos to building a bee hotel to planting a full bee garden in our boulevard.

For students, that progression from data collection to real-world action is exactly the kind of learning that experiential learning is all about.

The NASA Citizen Science website is less of a single project and more of a launchpad, and that's exactly what makes it worth bookmarking.

Students can browse and filter projects by topic, so there's a real entry point for kids interested in space, weather, ecology, Earth science, and more.

Projects range from tracking clouds on Mars to classifying coral reefs to searching for exoplanets using real telescope data. More than 410 NASA citizen scientists have been named co-authors on actual published scientific papers, which is a pretty good answer for the skeptical teenager asking why this matters.

For high schoolers, this site is a great starting point for a self-directed PBL experience built around something they're genuinely curious about.

If you're looking for something completely different from the environmental projects on this list, Stall Catchers is it.

Stall Catchers is an online game where players watch short videos of blood flowing through mouse brains and identify vessels that are "stalled", not flowing properly. That data goes directly to Alzheimer's disease researchers at Cornell University.

The science behind it is real, the need is urgent, and the task itself is something humans are surprisingly good at. What would take researchers years to analyze on their own can be done in a fraction of the time with enough citizen scientists contributing.

This one is a natural fit for health science, psychology, or any class exploring aging, disease, or neuroscience, but honestly, the concept alone is compelling enough to grab almost any student's attention.

If you're working with high school students who would like to use this citizen science project as a part of a bigger impact project, check out this public health community action project resource.

If you don't have a weather-focused citizen science project in your lineup yet, CoCoRaHS is the one to add.

CoCoRaHS stands for Community Collaborative Rain, Hail, and Snow Network. It's a grassroots volunteer network of backyard weather observers of all ages working together to measure and map precipitation in their local communities.

Participants use a simple rain gauge to record precipitation data and submit it daily. That data is then used by meteorologists, water resource managers, and researchers across the country.

It's low-barrier to entry, works anywhere in the U.S., and is a great fit for weather and climate, earth science, geography, or environmental classes. It's also one of those projects that rewards consistency, making it a natural fit for a longer-term classroom commitment rather than a one-and-done activity.

If you're teaching weather and climate change, consider incorporating this citizen science project into your broader unit or course.

All of my courses come with:

• Video Lessons
• Supplemental Materials
• Lifetime Access
• Unparalleled Support (live chat feature) from yours truly (Sara Segar)

​Follow Experiential Learning Depot on Pinterest, Facebook, Youtube, and Instagram for more on experiential education, and check out my TpT store for experiential learning resources. ​

• These nutrition project ideas are built around project-based learning. Students go deeper than a poster or a report.
• Each project includes a driving question to anchor student inquiry and shape meaningful outcomes.
• These ideas are a natural fit for National Nutrition Month but work just as well any time of year.
• Every project is multidisciplinary by design. Health, science, math, writing, and real-world problem solving are all in the mix.
• These nutrition project ideas work for nutrition, health and wellness, advisory, and independent study classes.
• Designed for high school but adaptable for middle school and upper elementary.
• Ready-made resources are available to help you implement these nutrition project ideas without building everything from scratch.

Whether you're planning for National Nutrition Month or just looking for a more meaningful way to teach health concepts, these nutrition and health project ideas give you a real starting point.​

***Are you new to project-based learning? Start with this FREE digital course to help you ready your PBL classroom.*** 

For this Women's History Month project, students identify a local business run by women. Then they coordinate an immersion experience with the business owner. Students might shadow, intern, and interview the business owner, to name a few options. 

The idea is to learn from and get inspired by female entrepreneurs. If students feel so inclined, they can expand on this experience by developing and starting their own businesses, all genders alike!