PBL Newsletter

Designed around interdisciplinary work, hands-on experiences, and authentic learning opportunities, the new Waltham High School is primed for Project Based Learning.

According to PBL Works, "project-based learning is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects." Students begin by investigating an essential question, which guides their learning and inquiry throughout the unit. As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills.

There are so many amazing Project Based Learning units happening at Waltham High School. This newsletter is meant to highlight some of the hard work our students and teachers are participating in.

Michelin Star began as a lesson in character development for Ms. Bastarache’s Advanced Acting Class. The students were tasked with creating two characters, crafting their backstories, and exploring their motivations and limitations. Inspired by these characters and their dreams, the students collaborated to write a three-act play that follows Freddy, a football player and aspiring cellist, and Ms. Smith, a baker-turned-English teacher, as they each find the courage to pursue their dreams.

The process included a table read followed by critical feedback and discussion. The class then revised the play and began rehearsals.

This student-driven project was performed for teachers and selected students for an in-school performance on Friday, December 13.

On Saturday, January 4, the Sports Leadership II class, composed of 11 senior student-athletes, all currently captains of their respective programs, held a leadership summit for student-athletes. The summit helped these athletes analyze their team’s culture and examine how to create a team that values both relationships and results.

On the day of the summit, the athletes began by taking a survey that measured the two indicators that are important in every program: the value of relationships and the value of results. 45 student-athletes from every team participated in the summit and all realized the cultures of their athletic programs weren’t at the level of “Championship Culture”, which equally values both relationships and results.

The student leaders then introduced what it means to be in a championship culture and how to get there. The student-athletes rotated through activities created by Leadership II that would help them achieve the championship culture. The summit ended with a group debrief and guest speaker, Mr. Jack Cox.

Mr. Carroll, the Leadership II teacher, said, "Overall, this was a great experience which I hope lights a fire underneath those who were there. We need more leaders in this school and hopefully this is the start!"

November 26th was a special day at the Thomas R. Plympton School as first grade students were treated to a fabulous puppet show presented by Waltham High School art students.

Kathleen Flynn, a Fine Arts teacher at the high school, spearheaded the project. She led her students through the process of creating puppets inspired by popular children's books. The unit started with a collaborative visit to the WHS Library where Ms. Tierney talked to the students about puppets, storytelling, and children’s books. Each group chose a book and characters on which to base their puppet(s). Ms. Tierney reached out to Ms. Halley at Plympton to start the conversations about coordinating the puppet show performance.

From there, Ms. Flynn guided the students in designing and creating their puppets. Then they developed puppet shows specifically geared towards first grade students. The high school students wrote, directed, and practiced performing the shows for weeks before the final presentations in front of the students. The interactive presentations had students calling out answers to questions from the puppets and the thoughtful high school students even brought little treasures to hand out (like “moonstones” and “seeds”) connected to the stories they shared. At the end, the first grade students asked the high school students questions about their process of creating the puppets and the shows.

This program really stands out as an example of leadership and teaching opportunities for our high school students as well as amazing role modelling for our younger students.

Students in the Introduction to Engineering Design Class recently took on an exciting challenge: creating carnival games for an arcade at Waltham High School? Using the Engineering Design Process, they identified problems, brainstormed ideas and refined their designs through tools like a Decision Matrix. Along the way, they learned the science and engineering behind games, starting with simple spoon catapults before advancing to complex VEX-block fling machines.

Through testing and data collection, students iterated their designs and developed creative, functional games that combined engineering principles with engaging gameplay. They worked collaboratively to ensure their games were challenging, with only 5% of players able to win.

The project culminated in a vibrant showcase for an authentic audience of administrators, teachers, parents and peers. Guests tested the students' creativity and hard work. This hands-on experience brought engineering to life and showcased the power of perseverance and innovation.

How can I help my unhoused neighbors? Is there a way to improve passing time at Waltham High School? How can I ease the pain of children with extensive medical issues? How can we decrease pollution in our community?

These are just a few of the questions seniors in the PBL Capstone class tried to answer. Twenty seniors spent the last three months researching issues in the Waltham community and creating a project that would raise funds, create an awareness campaign, or host an event that would ultimately help their community in some way.

Whether it was a community blood drive that collected over 40 units of life-saving blood, the creation of over 30 homemade blankets for the Jimmy fund, creating over 100 blessing bags for a local shelter, or hosting a forum on ways teachers can better support their students with dyslexia students found ways to create meaningful ways to give back. Regardless of the cause or the product, students learned valuable lessons about the process of creating change and advocating for the needs of a community.

Vist the class website to learn more about all of the projects.

Cosmetology students and history students blend theory, science and creativity through hands-on learning, mastering the art of hair design while exploring the rich history behind salon services. One of their recent project based learning experiences challenged them to connect historical trends with modern techniques, fostering both artistic expression and deeper academic engagement.

For this project, students researched the cultural significance of historical hairstyles and used that knowledge to design contemporary interpretations. They explained their creative process, from the tools and techniques they employed to the products that brought their visions to life. This innovative approach not only honed their technical skills but also encouraged critical thinking and an appreciation of cosmetology's evolution.

This project culminated in an exciting gallery walk, where history teachers and peers explored the students' work. The event was an exciting celebration of creativity and learning, allowing students to showcase their artistic talents while reflecting on the connections between history and modern styling. This PBL initiative exemplified the power of integrating hands-on learning with interdisciplinary exploration, leaving a lasting impression on all involved.

After reading Lorraine Hansberry’s play, A Raisin in the Sun, students in Ms. Bourgeois's sophomore English classes wrote their updated versions of what happens to a dream deferred. After compiling a thorough analysis of what the current American Dream looks like, they then began researching various obstacles to those dreams. In groups, they then brainstormed, wrote, and performed the plays.

Students explored immigration and citizenship, access to college and navigating financial aid, and “keeping up with the Kardashian” lifestyle and the dangers of credit card debt. Through these plays, students were able to analyze and empathize with what it means to dream in America in 2025. View samples of student projects.

Students in the Work Place 2 class recently got to dive deep into the world of real estate, specifically what it means to buy and manage a multi-family house in the Boston area. These students, who are in ESL 1 and 2, were tasked with finding a profitable multi-family house to renovate and then rent.

The students, many of whom are in ESL 1 and 2 classes, had to learn financial terms for saving and borrowing, renovation words for improving the house, and marketing strategies to rent each apartment. Their teacher, Mr. Lex Matthews, invited local landlords and entrepreneurs to share their stories and give the students tips.

The project culminated in a formal presentation to all class members as well as Mr. Braggs, Mr. Teo, Ms. Perna, Ms. Tierney and Mr. LeBeau. Check out their great presentations: Student 1,

Student 2, Student 3

“I’ve been taking ceramics since I was 8 through a summer camp. This year I was able to dive into a lot more technical skills because of Ceramics class and club. I am inspired by my childhood toys, they communicate the feelings of growing up.”

-Clara Laughman, Class of 2027