Abstract:
A method for planning a project including accessing a worksheet with a list area and instruction indicia. The instruction indicia cues a user to write project-related information in the list area for at least two phases of a project, and the project-related information includes at least one of a time interval or a finish date for each project phase. The method includes writing project-related information in the list area of the worksheet and accessing a plurality of labels that each include project-related indicia. A label is selected that pertains to at least one phase of the project, and the label is secured to a date-range document at a location on the date-range document that correlates with the time interval or the finish date of the respective phase of the project.

Description:
REFERENCE TO RELATED APPLICATIONS 
       [0001]    This application is a divisional of application Ser. No. 13/181,795, filed Jul. 13, 2011, which in turn claims the benefit of priority under 35 U.S.C. §119(e) of U.S. provisional application Ser. No. 61/364,262, filed Jul. 14, 2010. The entire contents of both of these applications are hereby incorporated by reference. 
     
    
     BACKGROUND 
       [0002]    The present disclosure is directed to a method for project planning, and more particularly, to a worksheet, planner book and calendar for developing project planning skills. 
         [0003]    Educational curriculums are increasingly using projects/project-based learning in teaching situations. As children and other users learn to undertake projects that last for extended periods of time (e.g. days or weeks), teachers are making increased use of project planning methods. It can be difficult for students to make the transition from short term assignments to the longer-term tasks involved in most project work. It would therefore be useful to have learning tools which help teach project planning to students. 
         [0004]    Current planning items may list assignments and/or activities for a given day. Available planning tools for students do not address the scheduling challenges for project assignments that may be broader, longer, and involve more teamwork than assignments for the same grade levels of a few years ago. In a similar manner, available planning tools may not address students&#39; needs in higher grades where projects become more complicated than in earlier grades. 
       SUMMARY 
       [0005]    Project planning aids are disclosed herein to help students plan for projects involving multiple steps/activities that span extended time periods, for example projects that last longer than a week. In one embodiment the invention is a project planning system including a worksheet, a planner book, and a calendar. 
         [0006]    The system may include multiple product formats, tools and content. Product formats may include planners, wall calendars, and desk pad calendars. Tools may include worksheets, stickers, and moveable template holders. System content may include prescriptive guidelines and templates, and instructions for defining projects and breaking them into manageable steps. 
         [0007]    The disclosed system takes a systematic approach to planning with the goal of helping students to understand the “big picture” long term perspective of a project. To support this objective, the system of components, content, and tools may be used interactively such as planners and calendars whose contents are readily interchanged, worksheets, stickers and bookmarks that help quantify and track activities/tasks, and focused content that helps students plan and manage milestones as well as the tasks/activities/time needed to successfully complete them. The system may be implemented to address the planning needs of various levels of education including elementary school, middle school, high school and college. 
         [0008]    Terms such as elementary school, grade school, middle school, high school and college are used herein to designate planners, calendars, worksheets etc. that may be suitable for particular grade levels. However, these terms are not meant to be limiting in any way. Instead of being used for school-related projects or activities, the planners, calendars and worksheets herein may be used for family-related projects and activities, for example planning a vacation, family reunion, home renovation project, household chores, and the like. 
         [0009]    In one aspect, a method for planning a project is disclosed. The method includes accessing a worksheet, the worksheet including a list area and instruction indicia. The instruction indicia cues a user to write project-related information in the list area of the worksheet for at least two phases of a project, and the project-related information includes at least one of a time interval or a finish date for each of the at least two phases of the project. The method further includes writing project-related information in the list area of the worksheet and accessing a plurality of labels that each include project-related indicia thereon. The method includes selecting at least one of the plurality of labels that pertains to at least one of the at least two phases of the project, accessing a date-range document that corresponds to a date range that includes at least a portion of the time interval or the finish date for the at least one of the at least two phases of the project. The selected at least one of the plurality of labels to the date-range document is secured at a location on the date-range document that correlates with the time interval or the finish date of the respective phase of the project. 
         [0010]    In another aspect, another method of project planning is disclosed. The method includes accessing a worksheet including pre-printed information and indicia cuing a user to input information pertaining to at least two phases of a project. The worksheet has a list area to receive the user-inputted information. The user inputs information pertaining to at least two phases of the project in the list area of the worksheet. The user-inputted information includes at least one of a time interval or a finish date for each of the at least two phases. The method further includes accessing a date-range document including indicia cuing the user to transfer at least some of the user-inputted information or the pre-printed information from the worksheet to the date-range document. The date-range document corresponds to a date range that includes at least a portion of the time interval or the finish date for at least one phase. The method also includes transferring at least some of the user-inputted information or the pre-printed information from the worksheet to the date-range document as cued by the indicia of the date-range document. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0011]      FIGS. 1 and 2  illustrate worksheets for use in project planning; 
           [0012]      FIGS. 3 and 4  illustrate pockets for use with worksheets; 
           [0013]      FIGS. 5-8  illustrate additional embodiments of worksheets; 
           [0014]      FIG. 9  illustrates a worksheet paired with a pocket; 
           [0015]      FIGS. 10-13  illustrate planners for use in project planning; 
           [0016]      FIGS. 14-17  illustrate calendars for use in project planning; 
           [0017]      FIGS. 18 and 19  illustrate calendars with removable bookmarks; 
           [0018]      FIG. 20  illustrates a calendar and planner with cutaway sheets; 
           [0019]      FIGS. 21A-D  illustrate various views of the planner of  FIG. 13 ; 
           [0020]      FIG. 22  illustrates a planner and calendar used with an overlay sheet; 
           [0021]      FIGS. 23 and 24  illustrate planners and calendars used with labels; 
           [0022]      FIG. 25  illustrates a tear-away label card; 
           [0023]      FIGS. 26-31  illustrate alternative ways to provide labels with a planner; 
           [0024]      FIG. 32  illustrates the use of a planner with a fold-out pocket; 
           [0025]      FIG. 33  illustrates the use of a planner with a snap-in pocket; 
           [0026]      FIGS. 34 and 35  illustrate other planners used with labels; 
           [0027]      FIG. 36  illustrates a planner with indicia indicating importance; 
           [0028]      FIG. 37  illustrates pages incorporating calendars and/or a worksheets therein; 
           [0029]      FIG. 38  illustrates a pocket to contain the pages of  FIG. 37 . 
           [0030]      FIG. 39  illustrates a tray to receive the pages of  FIG. 37 . 
           [0031]      FIGS. 40A and 40B  illustrate two views of a planner; and 
           [0032]      FIGS. 41 and 42  illustrate two examples of spatial alignment of planners and calendars. 
       
    
    
     DETAILED DESCRIPTION 
       [0033]    The dashed outlines in certain of the Figures are used to denote areas of certain sheets and are not necessarily printed or otherwise formed on the sheets. 
         [0034]    As shown in  FIG. 1 , a worksheet  100  may be provided in sheet form. The worksheet can be made of any of a wide variety of materials but will typically be made of a cellulose-based or pulp-based paper such that worksheet  100  is generally water absorbent and can be written upon by a wide variety of media (i.e. pens, pencils, markers, crayons, etc.) However, the worksheet  100  can be made of any of a relatively wide variety of materials, and need not necessarily be of a water-absorbent material (i.e. could be a write-on/wipe off (polymer) material that can be re-used, etc.) The worksheet  100  may be relatively thin. Multiple worksheets may be provided together, in either tablet form or as separate pages. 
         [0035]    A worksheet  100  may, for example, include a heading area  120  to receive information such a project title, date assigned, due date, and requirements. The heading area may include indicia such as descriptive text, icons, ruling, etc. The worksheet may also include a list area  130  for listing steps required to complete the project, and an estimated finish date for each step. The list area could be provided with additional details, such as time required for each step, start date for each step, and other details. The list area may include indicia such as descriptive text, icons, ruling, etc. 
         [0036]    Labels or stickers may be provided such as  140 ,  142  which may be step-related (such as “complete step 1”) or generic (such as “research”, “proofread”, etc.) The labels  140 ,  142  may be removable from the worksheet  100 , and may have a reusable adhesive backing. The labels may be formed separately from the worksheet and then attached thereto, or the labels may be formed in the worksheet, for example with die-cut separation lines in order to facilitate removal from the worksheet. The labels and/or the worksheet may be backed by a release liner. Although printed indicia are present on each label shown in  FIG. 1 , it should be understood that some or all labels may be blank or partly blank so that the user may write information on the labels, for example as required by whatever project is being worked on. The worksheet may comprise indicia such as printed information to instruct or guide a user on how to plan a project. 
         [0037]    The worksheet may be supported on or held in a pocket  112  such as a transparent envelope or sleeve. The pocket  112  may be provided with an opening  111  through which to insert the worksheet, and with one or more tabs  114  and one or more attachment points  116 , for example to attach the pocket  112  into a spiral binder, planner, etc. Alternately holes (not shown) may be provided in the pocket to facilitate placing in a ring binder. Similar to the pocket  112 , the worksheet  100  itself may have tabs, attachment points, or holes. 
         [0038]      FIG. 2  shows a worksheet similar to that of  FIG. 1 , but with a slightly different format and with some differences in the labels  140 ,  142 . For example instead of “complete step 1”, a label may read “step 1 due.” If desired, the labels (for this worksheet, or for any other labels described herein) may be colored or shaded and the coloring or shading may be graduated to indicate a progression along the project timeline. For example, the colors may progress from white to blue to yellow to red (or any other color sequence) as the project timeline proceeds, or the color or shading may be made darker (or lighter) as the project timeline proceeds. 
         [0039]      FIGS. 3 and 4  show alternative types of pockets  112 A and  112 B. For example pocket  112 A is shown with a side opening  111 A and with a different type of attachment point  116 A, while pocket  112 B is shown with a slash opening  111 B and yet another type of attachment point  116 B. 
         [0040]    The worksheet  100  may be suitable for younger students, or students who are less experienced in project planning, time organization, and related skills. For example this may include middle school students or grade school students. The list area  130  may provide space for a relatively small number, e.g. six, project steps as may suit a younger student. A large number and variety of labels  140 ,  142  may be provided. 
         [0041]    An example of a project that might be undertaken by younger students such as grade schoolers, may be a Book Report. For example, the phases of such a project, which would be recorded in the worksheet by the student, may include 
         [0042]    1. Go to the library and find a book 
         [0043]    2. Read the book 
         [0044]    3. Draft an outline for the report 
         [0045]    4. Write the report 
         [0046]    5. Hand in the report 
         [0047]      FIG. 5  shows a worksheet  102  that may be suitable for somewhat older students, such as high school students or middle-school students, or students with some experience in project planning and time organization skills. The list area  130  may provide space for somewhat more, e.g. ten, project steps, whereas labels  140  may be fewer and of less variety.  FIG. 6  shows a worksheet similar to that of  FIG. 5 , but with a slightly different format and with some differences in the labels  140 . For example instead of “complete step 1”, a label may read “step 1 due date” or “target date” or “due date.” Also labels  142  may be provided, such as “library,” “research,” etc. 
         [0048]    An example of a project that might be undertaken by a middle-school student may be a Science Project, whose phases might include 
         [0049]    1. Ideate project themes/topics 
         [0050]    2. Choose project theme 
         [0051]    3. Define project 
         [0052]    4. Research
       a. Go to the library   b. Search the internet   c. Set up a physical experiment and chart the progress       
 
         [0056]    5. Draft an outline for the written report and/or project summary 
         [0057]    6. Write the report 
         [0058]    7. Purchase materials for visual aids 
         [0059]    8. Develop visual aids 
         [0060]    9. Hand in project 
         [0061]    Another example of a project that might be undertaken by a middle-school student may be a Canned Food Drive, whose phases might include 
         [0062]    1. Identify charity (Food bank, local shelter, etc) 
         [0063]    2. Secure sponsor and approval from school, church, club, etc. 
         [0064]    3. Choose event collection date 
         [0065]    4. Develop promotional materials 
         [0066]    5. Print promotional materials 
         [0067]    6. Distribute promotional materials 
         [0068]    7. Identify collection teams and drivers 
         [0069]    8. Collect canned foods 
         [0070]    9. Measure collections 
         [0071]    10. Deliver collections to charity 
         [0072]    11. Communicate success and thank participants 
         [0073]      FIG. 7  shows a worksheet  104  that may be suitable for students, such as high school or college students, or students with more experience in project planning and time management. The list area  130  may provide space for still more, e.g. twelve, project steps, with more details such as amount of time required, and even fewer labels  140 . 
         [0074]      FIG. 8  shows a still more advanced worksheet  106 , similar in some ways to worksheet  104 , but additionally having a time-planning area  150 , for example rows corresponding to a time interval (such as weeks or days) and columns corresponding to another time interval (such as days or hours). 
         [0075]      FIG. 9  shows another worksheet  108  whose heading area  120  may include a calculation relating start date, due date, and number of days left. This may in turn be related to list area  130  whose steps to complete the project, may include itemized completion times (e.g. “time needed”, for example “2.5” days) and an estimated or calculated finish date (for example “9th”) for each step. A “notes” area  122  may be provided for example at the bottom of the worksheet. 
         [0076]    Once again labels  140  may be provided which may be step-related (such as “Finish step 1”). The labels may be formed separately from the worksheet and then attached thereto, or the labels may be formed in the worksheet, for example with die-cut separation lines in order to facilitate removal from the worksheet. The labels and/or the worksheet may be backed by a release liner. 
         [0077]    The worksheet may be supported on or held in a pocket  112  such as a transparent envelope or sleeve. The pocket  112  may be provided with one or more tabs (not shown) and one or more attachment points  116 , for example to attach the pocket  112  into a spiral binder, planner, etc. Alternately holes (not shown) may be provided in the pocket to facilitate placing in a ring binder. The pocket may have a cutout  118  to facilitate storing or removing the worksheet. Similar to the pocket  112 , the worksheet  108  itself may have tabs, attachment points, or holes. 
         [0078]    A wide variety of projects may be planned, by students of various age groups. For example a project might be a Research Paper, whose phases might include 
         [0079]    1. Identify Topic 
         [0080]    2. Research topic 
         [0081]    3. Draft outline 
         [0082]    4. Submit draft to teacher for input/approval 
         [0083]    5. Adjust outline as necessary based on teacher comments 
         [0084]    6. Identify information sources/build bibliography 
         [0085]    7. Write Paper 
         [0086]    8. Hand paper in 
         [0087]    Another project example is Preparing for College Applications, whose phases might include 
         [0088]    1. Identify colleges 
         [0089]    2. Request application packets 
         [0090]    3. Review application materials 
         [0091]    4. Identify application deliverables
       a. Application   b. References   c. Writing sample (paper)   d. Etc.       
 
         [0096]    5. Establish time-table for each deliverable 
         [0097]    6. Secure reference approvals 
         [0098]    7. Identify writing topic 
         [0099]    8. Outline paper 
         [0100]    9. Draft paper 
         [0101]    10. Review deliverables with parent, teacher, school counselor 
         [0102]    11. Submit application materials 
         [0103]    Yet another project example is a Book Review, whose phases might include 
         [0104]    1. Identify book 
         [0105]    2. Read book 
         [0106]    3. Draft outline 
         [0107]    4. Write review 
         [0108]    5. Practice reading review out loud 
         [0109]    6. Revise review based on experience in saying it out loud 
         [0110]    7. Practice with note cards 
         [0111]    8. Practice without note cards 
         [0112]    9. Give book review in class 
         [0113]    Another project example is Preparing for a Big Test, whose phases might include 
         [0114]    1. Identify the Test Date 
         [0115]    2. Investigate study aids:
       a. Study guides/books/practice tests   b. Internet guides/tips/materials   c. Study groups       
 
         [0119]    3. Identify and prioritize academic content (Math, Science, English comprehension, etc) 
         [0120]    4. Study content X (Math) 
         [0121]    5. Practice test for section X (Math) 
         [0122]    6. Review X (Math) test for areas that need improvement 
         [0123]    7. Study trouble areas for retesting X (Math) 
         [0124]    8. Practice test for section X (Math) 
         [0125]    9. Study content Y (Science) . . . could happen concurrently with above 
         [0126]    10. Repeat process until . . . 
         [0127]    11. Take actual test 
         [0128]    Project planning may involve more than one person. As an example, a Group Project may include the following phases
       1. Identify group members   2. Select project topic   3. Assign tasks/areas of responsibility to group members (for example, 2 members might be responsible for the written presentation; 2 for the supporting visual aids; 2 will give the actual presentation)   4. Determine on-going group meeting time to gain consensus on objectives, monitor project progress, and provide input as required.   5. Work in sub-groups to complete tasks   6. Group meeting(s) to pull together components into a cohesive whole   7. Practice presentation with full group   8. Actual presentation to class and instructor       
 
         [0137]    Another example of a group project might be a School Social Event that may include the following phases 
         [0138]    1. Identify theme and/or goal of event (for example, this could be a school dance) 
         [0139]    2. Schedule date for the event (it&#39;s prom, some Saturday in the spring) 
         [0140]    3. Establish a location for the event (the local country club) 
         [0141]    4. Hold group meeting
       a. Select chair people for sub-tasks (decorations, food, entertainment, publicity, finance, etc) (FOOD is used in this example)   b. Establish deadlines/schedule for overall project and various sub-tasks (will need to finalize the menu 2 weeks prior to the event working within a set budget and in conjunction with the cc chef; will need to have all food purchased the day before the event; will need to have all food prepared the morning of the event; will need to have all food cooked and served at 7 p.m.)   5. Hold/attend regular meetings for chair people (Food chairman meets with Finance/budget to establish budget, works with decorations on table flowers, works with publicity to get the menu in the program)   6. Hold/attend regular meetings for sub-tasks (Food chair recruits others to contact the chef and discuss the menu, work with decorations on the type of flowers for the tables, etc.)   7. Hold/attend regular meetings for all people (Food chair gives updates on status of the food committee)   8. Execute (confirms menu, food availability, etc)   9. Event: PROM       
 
         [0149]    Yet another example of a group project might be a Club Recruitment Drive that may include the following phases 
         [0150]    1. Schedule a club meeting to discuss new recruitment efforts 
         [0151]    2. Identify new member goal 
         [0152]    3. Establish marketing goals for recruitment
       Start word of mouth campaign about the organization (talk it up)   Develop promotional materials to encourage interest and participation       
 
         [0155]    4. Identify and announce recruitment campaign period 
         [0156]    5. Solicit new members 
         [0157]    6. Evaluate applicants 
         [0158]    7. Communicate acceptance to new members 
         [0159]    8. Schedule club meeting to introduce new members 
         [0160]    Still another example of a project might be an Athletic Fund-Raiser that may include the following phases
       1. Identify goal of event (raising money for new uniforms)   2. Schedule date for the event (selling raffle tickets at all home basketball games) and a date for the drawing   3. Establish a location for the event (at all home basketball games)   4. Recruit assistants (ticket sellers for each game)   5. Remind participants of their commitment (contact ticket sellers the day before and day of each game)   6. Recruit assistants (student athletes) to make posters and flyers promoting the fund-raiser and the objective   7. Distribute flyers, hang posters   8. Distribute tickets and supplies, set-up table outside gym for raffle ticket sales   9. Collect money from sales and tickets after each event   10. Identify 3 rd  party and ask them to draw the winning ticket (Ass&#39;t principal picks during half time of the “big” basketball game)   11. Announce the winner and distribute earnings   12. Distribute funds raised to the budget for student athletics to support the uniform purchase       
 
         [0173]    Instead of being used for school—related projects and activities, the worksheets, calendars and planners may be used for family-related projects and activities, for example planning a vacation, family reunion, home renovation project, household chores, and the like. The worksheets may help define particular steps in such projects or activities, and may designate which family member or members are responsible for particular steps. 
         [0174]    While worksheets may be useful in project planning, it is understood that planning may also be done without worksheets. For example, project planning may be done with planners and/or calendars. On the other hand, worksheets may also be used in conjunction with planners and/or calendars. 
         [0175]      FIG. 10  shows a planner  200 , which may comprise multiple pages, for example each covering one week as shown (e.g. starting from the left, as columns for the weekdays from Monday, March 2 to Friday, March 6, followed at the right by narrower columns for Saturday, March 7 and Sunday March 8. In this instance the week spans two side-by-side sheets  210  that are connected by a binding  212  such as a spiral binding. Holes  214  may be provided, for example to allow fitting planner  200  into a ring binder. Instead of presenting the days of the week in columns proceeding across the page, they may be presented in rows proceeding down the page. It is to be understood that pages could encompass multiple weeks, a month, or only a portion of a week. 
         [0176]    A date indicia  220  such as “M2” (for Monday the 2nd) may be provided for each day of the week. An information area  222  may be provided in which the user may write information. A label-receiving area  224  may be provided which may receive labels  140  (alternately the labels could be placed in the information area  222 . The labels  140  may be used to relate back to a worksheet  100 ,  102 ,  104 ,  106 ,  108  which may contain more (or less) information than the planner  200  or the information area  222 . The labels  140  may be backed with a single-use adhesive or may be removably adherent so that they can be moved to another date if the project schedule changes. It is to be understood that the days of the week could be undated and the user could fill in the relevant dates (month, date etc). This may be useful when dealing with semesters in college or year round school. 
         [0177]      FIG. 11  shows another planner  201 A with an attached pocket  113 A, which may be used for example to hold one or more worksheets  100 ,  102 ,  104 ,  106 . In this example pocket  113 A may be formed as shown as a full-page pocket hingedly attached to a back cover of the planner, or to another part of the cover such as a front cover, front or back page, or page. 
         [0178]      FIGS. 12 and 13  show other planners  201 B and  201 C. Planner  201 B is shown with attached pockets, for example overlapping, partial-height pockets  113 B. One or more non-overlapping pockets, as well as full-height pockets may also be used. These pockets may hold information such as To-Do Lists, bookmark cards, label cards, sticker cards, etc as described herein. Planners  201 B and  201 C may have attached notepads such as partial-height notepads  113 C, or full-height notepads  113 D. The pockets may be clear to allow the user to view the contents. It is to be understood the number, location, and material used for the pockets may be based on manufacturing preferences. 
         [0179]      FIG. 14  shows a calendar  300 , which may comprise multiple pages  310 , for example each covering one month as shown (e.g. starting from the left, as columns for days and rows for weeks of the month of March. In this instance the month occupies a single page  310 , although more or less than one month may be placed on a single page. The pages may be connected by a binding  312  such as a glued, stapled, looseleaf, spiral wire, clips, mechanical fasteners, or stitched binding, or any other type of binding. Mounting holes  314  may be provided either by devices separate from the calendar pages  310  (for example hooks, tabs, etc) or by holes directly punched through the calendar pages (not shown), for example to hang on a wall, although the calendar may also be provided with other mounting such as magnetic, or may be used on a horizontal surface such as a desk where it may serve as a desk pad. 
         [0180]    A date indicia  320  such as “M2” (for Monday the 2nd) may be provided for each day of the month. An information area  322  may be provided in which the user may write information. A label-receiving area  324  may be provided which may receive labels  140  (alternately the labels could be placed in the information area  322 . The labels  140  may be used to relate back to a worksheet  100 ,  102 ,  104 ,  106 ,  108  which may contain more (or less) information than the calendar  300  or the information area  322 . The labels  140  may be removably adherent so that they can be moved to another date if the project schedule changes. Furthermore the labels may be moved between worksheet, planner, and calendar. 
         [0181]      FIG. 15  shows a wall calendar  300 , which may comprise multiple pages, for example each covering one month as shown The pages may be connected by a binding  312  such as a twin-wire, spiral wire, glued, stapled, looseleaf, clips, mechanical fasteners, or stitched binding, or any other type of binding. A mounting hanger  314  may be provided to hang on a wall, although the calendar may also be provided with other mounting such as magnetic, or may be used on a horizontal surface such as a desk where it may serve as a desk pad. The reverse side of each page may be printed with a project worksheet  105 , or project worksheet pages may be provided as separate sheets either bound or by binding  312  or unbound. A sheet of labels  142  may be provided as a loose page, or may be bound into binding  312 . If desired, the labels may be colored or shaded and the coloring or shading may be graduated to indicate a progression along the project timeline. For example, the colors may progress from white to blue to yellow to red (or any other color sequence) as the project timeline proceeds, or the color or shading may be made darker (or lighter) as the project timeline proceeds. The labels may be made with different colors for use by different persons, for example, to facilitate the shared use of the calendar and project worksheets between members of a family or a student group. 
         [0182]      FIG. 16  shows a desk calendar  300 , which may comprise multiple pages, for example each covering one month as shown The pages may be connected by a binding such as glued, stapled, looseleaf, clips, twin-wire, spiral wire, mechanical fasteners, or stitched binding, or any other type of binding. Corner attachments  313  may be provided such as pockets, elastic loops, or other means to help hold the pages. The reverse side of each page may be printed with one or more project worksheets  105 , or project worksheet pages may be provided as separate sheets either bound by binding  312  or unbound. A sheet of labels  142  may be provided as a loose page, or may be bound into binding  312 . If desired, the labels may be colored or shaded and the coloring or shading may be graduated to indicate a progression along the project timeline. For example, the colors may progress from white to blue to yellow to red (or any other color sequence) as the project timeline proceeds, or the color or shading may be made darker (or lighter) as the project timeline proceeds. The labels may be made with different colors for use by different persons, for example, to facilitate the shared use of the calendar and project worksheets between members of a family or a student group. 
         [0183]    Instead of the calendars  300  as shown on  FIGS. 14-16 , a “continuous” calendar  301  may be used as shown in  FIG. 17 , such as the continuous calendar disclosed in U.S. Provisional Application 61/260,964 filed Nov. 13, 2009. Such a continuous calendar may have a plurality of pages  310  bound together on one or more sides by one or more binding mechanism(s)  312 . In the illustrated example, the binding edge may be the lower edge of the calendar. There may be two or more calendar pages  310 , one or more of which may have one or more perforations or fold lines  318  that allow a page portion  316  to be removed (e.g. torn away) or folded (e.g. backward out of sight). Such calendar pages may have a traditional month calendar format with the month indicator placed in one or more locations of each calendar page and showing each day of the month. In the example of  FIG. 17 , there may be a month indicator  326  at the lower edge of the calendar (e.g. “March”) and/or a month indicator  328  at the upper edge of the calendar (e.g. “April”). When an early portion of an upper page, e.g. the first three weeks of March, have passed, the user may then fold or tear along fold line  318  to remove or foldably hide page portion  316 , thus revealing an early portion of the next page, e.g. the first few weeks of April, while still showing the remaining two weeks of March. One or more perforation lines  318  may be provided to allow the user flexibility in determining which weeks are visible. 
         [0184]    Such calendar pages may have spaces designated to allow the user to fill in appointments or the like on each day. The calendar may also have one or more spaces on a page to allow the user to write notes or comments. Such a calendar page may also have a space to view previous and following months. 
         [0185]    A continuous calendar  301  may have its binding mechanism  312  located across the bottom as compared to the calendar orientation. Such a location may allow the user to more easily remove or fold a page portion  316  of the calendar page along a line  318  that may be perforated to allow the user to easily remove that portion of the page. Such a line may also be manufactured such that the calendar page creases easily in that location by using score lines. Methods to manufacture a removable portion of the page or an easily folded portion of a page may include providing the spaced breaks in the page, perforations, holes, weakened spots in the page, embossing, debossing or any combination of these. The appropriate method to use may be determined by manufacturing preferences. 
         [0186]    The intended crease line  318  may be designed to run parallel to the orientation of the weeks on the calendar page, and the crease line may be located beneath the first full week of the month, or beneath the second full week or third full week of the month. Multiple lines may be placed on each calendar page. The calendar pages may have two or more perforations. The perforations or score lines may extend across the majority of the continuous calendar page to more easily allow the user to fold or separate the top portion of the page. 
         [0187]    The calendar pages may be removably attached to a binding or binding mechanism. Perforations may be placed along the edge of binding. It is to be understood that score lines could be used in lieu of perforations to allow to user to more easily fold back the pages of the continuous calendar. In the alternative a binding or binding mechanism could be located at two or more corners. The binding or binding mechanism may be cardboard or plastic, adhesive material, paper, fabric, staples, wire, spiral, tape or stitching. Corner binding mechanism(s) may be triangular, round or any other shape. They may also be paper, wire, staples, adhesive, tape, fabric stitching or any other similar materials or combinations thereof. Corner binding mechanisms may be removably attached, loosely holding the plurality of pages together. 
         [0188]      FIG. 18  shows that a portion of an edge of calendar  301 A, for example the right edge of the calendar, may be provided with one or more punch-out cards in the form of to-do list or bookmark  147 A. The user may write information on bookmark  147 A, and the bookmark may also comprise labels or stickers related to a project. The bookmark  147 A may then be removed and placed elsewhere in calendar  301 A, or in another calendar, or in a planner.  FIG. 19  shows how calendar  301 B may be provided with one or more bookmarks  147 B with crease or fold lines  319  located in correspondence or alignment with crease or fold lines  318  in the calendar itself. The bookmark  147 B may have more than one crease line and/or may have more than one layer. Bookmark  147 B may be removed and placed elsewhere as desired. 
         [0189]      FIG. 20  shows a calendar  303  which has a main month area  303 A (e.g., displaying March) along with one or more cutaway areas  303 B, for example showing other months (e.g., April through June). Just as the main month area  303 A may have multiple layers, for example, all the months in a year, a semester, a quarter, or other time interval, the cutaway areas  303 B may likewise comprise multiple layers of information. The layers or pages of main month area  303 A may be moved (e.g flipped through) independently of the layers or pages of cutaway areas  303 B. Also shown is a planner  203  which has a main area  203 A (for example representing a week), but also one or more cutaway areas  203 B, for example representing adjacent weeks, or all the weeks of the month. 
         [0190]      FIGS. 21A-21D  show various views of parts of a planner  203 .  FIG. 21A  shows the first page of a section, such as a monthly section, in this case for one Month (e.g. March) although it could be made for a longer or shorter time frame.  FIG. 21B  shows an internal view of planner  203  for a first week, e.g., March 1-7. The cutaway area  203 B comprises four layers, e.g., one per week.  FIG. 21C  shows a user turning to a next page by using the cutaway area  203 B.  FIG. 21D  shows the internal view of planner  203  after turning the page to the next week, e.g., March 8-14, after which the cutaway area  203 B comprises one less layer corresponding to one fewer weeks remaining in the month. 
         [0191]      FIG. 22  shows an overlay sheet  400  that may be used with a planner (such as planner  202 ) and/or a calendar (such as calendar  302 ). The overlay sheet may be transparent. It may be dimensioned and optionally marked to overlay the planner  202  and/or calendar  302  so that indicia  420 ,  430  marked on the overlay sheet may then correspond equally well to either the planner or calendar. Furthermore labels  140  (not show) may also be placed upon overlay sheet  400  and may then correspond equally well to either the planner or calendar. 
         [0192]      FIG. 22  is just one example of how the overlay may correspond to the planner and the calendar, overlay  400  may be provided with columns corresponding to weeks, and rows corresponding to days of the week. Planner  202  may be provided with pages corresponding to weeks, and rows corresponding to days of the week. Calendar  302  may be provided with columns corresponding to weeks, and rows corresponding to days of the week. Here, the rows of the overlay, planner, and calendar correspond to days of the week. Preferably each row occupies the same vertical distance, so that the rows (e.g. days) of overlay  400  when placed upon either planner  202  or calendar  302  will correctly be located over the same rows (e.g. days) of the planner or calendar. 
         [0193]    To further explain, indicia  420  indicating a date (e.g. “2nd”) may be placed appropriately near the top left of the overlay  400 . Indicia  430  indicating a step (e.g. “write thesis”) may be placed upon an area of the overlay corresponding to a particular date (e.g., Friday the 6th). Then when the overlay is appropriately placed (e.g. upon the planner page starting with Monday March 2, or upon the calendar region starting with the week of Monday March 2) the indicia  430  will display over Friday, March 6 on both the planner  202  and the calendar  302 . 
         [0194]    The overlay  400  may include attachment points  116 , for example to attach to the spiral binding  212  of the planner  202 . Holes (not shown) may be provided in the overlay for attachment to a ring binder. A writing instrument holder  410  may be provided on the overlay, as may a writing instrument  412 . The writing instrument may be a dry erase or wet erase type suitable for writing on the overlay. 
         [0195]      FIG. 23  shows another planner  204 A and calendar  304  which have a set of labels  144 ,  146  provided along one side. Rather than labels, or in addition to labels, an area for written information may be provided. The labels or area for written information could also be provided along the other side, or the top, or bottom of the planner or calendar. If labels are used, the labels may be backed by a release liner, and may be manufactured integrally with the planner or calendar page (although removable, for example by die cuts) or they may be manufactured separately and then attached into the planner or calendar. The labels may be made with a “carbon paper” functionality so that writing on one label causes the underlying release paper (or another, underlying label) to receive the same written information. 
         [0196]    The labels  144  may be provided on one or more pages of a planner or calendar, or on a front or back panel, another panel or flap, or on a bookmark, card, or other structure attached to or provided with the planner or calendar. The labels may be perforated or die cut to facilitate removal. The upper surface of the label may be receptive to ink or other writing material, which may be permanently received, or the upper surface of the label may be a wipe-off or erasable surface so that information written thereon may be removed by the user. 
         [0197]      FIG. 24  shows how a label card, sticker card, or information card  148 B may be provided on an edge of calendar  304 , with perforations  317  to allow the card  148 B to be easily removed from the calendar. The removed label card or information card  148 B may then be placed on another document, such as planner  204 A. It should be understood that the size and location of a label card or information card may differ from that shown in  FIG. 24 . For example the card may occupy more or less of the height of either the calendar (or planner). It may be have a greater or lesser width than shown, and may be initially located at any edge of the calendar (or planner). Based on manufacturing preferences, it may be beneficial to locate the initial position of the card at an edge other than a bound edge. 
         [0198]      FIG. 25  shows how a label card or information card  148 F may be provided on a planner  201 , with perforations  317  to allow card  148 F to be easily removed from the planner. Card  148 F may have either written information area  223  and/or stickers or labels  146 . Pages of the planner may also have a written information area  141 A and stickers or labels  141 B. 
         [0199]      FIGS. 26-31  show examples of labels  144  attached in various ways for planners  204 B to  204 G. Labels could be provided in similar ways for calendars. As shown by planner  204 B, a planner may have slots or cutouts  272 , or other features that enable pages of the planner to receive a label card  148 B or sheet of labels  144 . As shown by planner  204 C, a planner may have one or more label cards  148 C of labels attached to a page such as a back page  274  (or front page, cover, etc). Other pages in the planner may be truncated so that the label card  148 C is visible in the truncated area, thus making the label card  148 C visible from multiple pages within the planner. As shown by planner  204 D, a planner may have one or more label cards  148 D of labels, attached to the planner as by a hinged attachment  276 , such as a foldable attachment to a back or front page, another page, or a cover, so that the label card  148 D may be flipped into position to rest upon any page in the planner. As shown by planner  204 E, a planner may have one or more label cards  148 E of labels, attached to the planner as by a hinged attachment  278 , such as a foldable attachment or extension to an a back or front page, another page, or a cover, so that the label card  148 E may be flipped into position to rest upon any page in the planner. As shown by planner  204 F in  FIG. 30 , a planner may have a pocket  112 C to receive one or more label cards  148 B of labels. As shown by planner  204 G, a planner may have multiple pockets  112 D to receive label cards  148 B. Such pockets  112 C,  112 D may be attached to a front or rear portion of the planner so that the pockets remain visible from any page of the planner. 
         [0200]      FIG. 32  shows a calendar  305  which may include a removable bookmark  148 F, for example attached by perforations to a calendar page. The bookmark  148 F, after removing from the calendar, may be transferred to a pocket  112 E provided on planner  204 . Such a pocket may be attached to planner  204  for example by a fold or hinge line  213  connected to a back or front cover of the planner. A pocket, if thus hingedly connected to the planner, may be folded inwardly between pages of the planner to provide a place-holding function. Instead of, or in addition to, receiving bookmark  148 F from calendar  305 , the pocket  112 E may receive a bookmark  148 G provided elsewhere in the planner  204  itself, for example on a page of bookmark provided in the planner. Pocket  112 E may be provided in various forms, such as a small upper pocket and small lower pocket to receive the upper and lower ends of a bookmark or card, as shown in  FIG. 32 . Other forms for pocket  112 E may include a single full-height or partial height pocket, or more than one pocket. 
         [0201]      FIG. 33  shows a movable pocket  112 F that may be removably attached into a planner  209  at any page as desired by the user. The pocket may include attachment points  116  for attachment into the planner, for example attachment into a binding mechanism such as a spiral wire. Pocket  112 F may receive bookmark  148 F from a calendar  305  or from elsewhere in planner  209 , or may receive a label or sticker card  148 H from elsewhere in the planner itself or from on calendar  305 . 
         [0202]      FIG. 34  shows another planner  205  whose page or pages may have a set of labels  140  provided in one area such as the upper left (as shown) or elsewhere on the page. The labels may be backed by a release liner, and may be manufactured integrally with the planner although removable, for example by die cuts). Alternately the labels may be manufactured separately and then attached into the planner or calendar, for example as separate pages. The labels may be made with a “carbon paper” functionality so that writing on one label causes the underlying release paper (or another, underlying label) to receive the same written information. 
         [0203]    An information area  222  may be provided, for example on the lower half of each page of planner  205 , to receive information corresponding to a time or date interval, which in this example are the weekdays from Monday, March 2 through Saturday March 7 (and also Sunday March 8). The information may be written information as well as labels  140 , either from the planner  205  itself, or from an associated worksheet or calendar. Information area  222  as shown may span more than one page of the planner. 
         [0204]    Also shown is an importance map  250  in which information (such as written information or labels) may be placed in sectors according to importance and urgency. For example, the two upper sectors may represent “Important” with the subsets “Urgent” or “Not Urgent”, while the two lower sectors may represent “Not Important” with the subsets “Urgent” or “Not Urgent.” Thus a user may readily see the urgency and importance of various steps. 
         [0205]      FIG. 35  shows another planner  206  whose page or pages may have a set of labels  140  provided in one area such as the left (as shown) or elsewhere on the page. The labels may be backed by a release liner, and may be manufactured integrally with the planner although removable, for example by die cuts). Alternately the labels may be manufactured separately and then attached into the planner or calendar, for example as separate pages. The labels may be made with a “carbon paper” or carbonless copy functionality so that writing on one label causes the underlying release paper (or another, underlying label) to receive the same written information. The substance thus used for copying may be combined with an adhesive. 
         [0206]    An information area  222  may be provided, for example on much of the page (or pair of adjoining pages) of planner  206 , to receive information corresponding to a time or date interval, which in this example are the weekdays from Monday, March 2 through Saturday March 7 (and also Sunday March 8). The information may be written information as well as labels  140 , either from the planner  206  itself, or from an associated worksheet or calendar. Information area  222  as shown may span more than one page of the planner. 
         [0207]    As an indicator of importance of various steps on the planner, the page may be denoted with indicia  230  (e.g. “Important”) at an upper part of the page, and indicia  232  indicating lesser importance (e.g. “Not Important”) at a lower part of the page. Thus a user may readily see the importance of various steps; for example the important nature of “study for test” on Tuesday, March 3 and the not important nature of “play xBox” on Wednesday, March 4. 
         [0208]    Planner  206  may be provided with a cover  260  (as may any of the planners). A writing instrument holder  410  may be provided on the cover or elsewhere on the planner, as may a writing instrument  412 . 
         [0209]      FIG. 36  shows another planner  207  of somewhat simpler construction. An information area  222  may be provided. The information may be written information as well as labels. As an indicator of importance of various steps on the planner, the page may be denoted with indicia  230  (e.g. “Important”) at an upper part of the page, and indicia  232  indicating lesser importance (e.g. “Not Important”) at a lower part of the page. 
         [0210]    It will be noted that certain of the planners and calendars are multi-page. In such instances, a cutaway may be provided in some pages to provide show-through of other pages that may contain information that applies to several pages. 
         [0211]      FIG. 37  shows a page  500  which may be one of a group  502  of pages. The pages may for example hold calendar information. Page  500  may include on one surface a worksheet  101  or information area and a first calendar area  332  covering a particular time frame such as one or more months, while the opposite surface may include a second calendar area  334  covering a particular time frame such as one month. Stickers or labels  143 ,  145  may be provided which are sized appropriately for dates on each of the calendars  332 ,  334 . Each page  500  may include a tab  115 , for example displaying the name of a month. In  FIG. 37 , the group  502  of pages covers an entire year, for which twelve tabs  115  corresponding to the twelve months may be distributed six across the top and six across the bottom of the group  502 . The tabs may however be distributed in other groupings and at other locations, for example, all tabs across the top of the group, or all tabs across the bottom of the group, or distributed in various combinations along any of the top, bottom, and sides of the group. As shown in  FIG. 38 , one or more of the group  502  of pages may be stored together in a binder, folder, sleeve, pocket, bracket, or other device. Such a device may be transparent to provide visibility of at least one page. The pages may for example be stored or received in a pocket or sleeve  510  which is sized to receive the pages. A hang hole  512  may be provided to hang the sleeve on a wall. 
         [0212]    As shown in  FIG. 39 , the pages may also be stored or received in tray  520  which is sized to receive the pages. A hang hole  522  may be provided to hang the tray on a wall. The pages may include a cutout or notch  315  that may be optionally engaged by tray retaining clip or clips  524 . The cutout or notch may be on the periphery of the pages, or within the page away from the periphery. Instead of or in addition to clips  524 , overhanging ledges may be provided in the tray to retain the pages. Clips, ledges, or other features may be useful for aligning and holding the pages. Elastic bands, strings, wires, etc. may also be used for aligning and/or holding the pages. Alternately the tray may include one or more pins or other protrusions to engage one or more holes or apertures in the pages. Alternately the pages may be provided with tabs to be received or engaged into one or more slots in the frame. Holding/aligning features such as clips  524 , or notches, tabs or other aligning/holding features may be located the top and/or bottom of the pages, and/or the left and/or right sides of the pages. 
         [0213]    Besides pocket or sleeve  510  or tray  520 , the pages  500 ,  502  may be stored in binders, folders, brackets, or other devices. 
         [0214]      FIGS. 40A and 40B  show two views of another example of a planner  208  which includes an information area  225  for certain time intervals, such as a week being represented on two facing pages. Dividers  208 A may be provided to separate the weeks according to month. The planner may be designed to cover various time ranges, for example five months. The dividers may include a calendar or calendar  208 B on one surface, while the reverse surface may include a planning or worksheet area  103 , a supply of stickers or labels  145 , and a notes area  132 . 
         [0215]      FIG. 41  shows an example of how a calendar such as a wall calendar  309 A may be sized and shaped so that dates on wall calendar  309 A align with dates on planner  209 C. In the Fig. it can be seen that a given day of the week is provided as one of several horizontally-distributed columns, and the given day has equal or approximately equal width and position in both the calendar and planner. Thus the days of the week, for example Monday, or Wednesday, fall in a vertical alignment between the calendar and planner. 
         [0216]      FIG. 42  shows another example of how a calendar such as a desk calendar  309 B may be sized and shaped so that dates on desk calendar  309 B align with dates on planner  209 D. Desk calendar  309 B may be wider (or narrower) than wall calendar  309 A, and planner  209 D may correspondingly be wider (or narrower) than planner  209 C. In other aspects the calendars and planners in  FIGS. 41 and 42  may be similar. 
         [0217]    The use of labels or stickers may improve the efficiency of the project planning system by reducing the amount of repetitive writing required. Further efficiency may be afforded through the optional use of specialty or multilayer labels with carbon or carbonless copying capability. Alternately some labels may be duplicated by using copying such as xerography or printing from a computer. 
         [0218]    The worksheets, planners, and calendars described herein may be used with labels, stickers, bookmarks, and cards or bookmarks bearing label or stickers. In certain instances the terms bookmark, label card, and sticker card may be used interchangeably, and the functions of the bookmarks, labels cards, and sticker cards may sometimes be used interchangeably or their features combined. For example a card or bookmark may contain written information as well as labels and/or stickers. Labels or stickers may be blank or plain, or may contain printed or written information. The worksheets, planners, labels (sticker or bookmark) and calendars described here may include step-by-step instructions on their use. The worksheets, planners, labels (sticker or bookmark), and calendars may comprise a wipeable substrate, for example one on which a dry-erase or wet-erase ink may be received and later wiped off or erased. 
         [0219]    The worksheets, planners, labels (sticker or bookmark), and calendars described herein can be used independently or together to enable students to develop project planning skills. The use of labels allows information to be transferred between worksheet, planner, and calendar, and moved from date to date, as the project progresses. This makes for efficient organization, better uses the student&#39;s time, and helps maintain interest of younger students. 
         [0220]    It is to be understood that the materials do not need to be dated. Given the variety of school schedules throughout children&#39;s ages and across the world—it may be beneficial to allow users to input date and month information and tailor the planners and calendars to their needs. It may be useful to maintain day indicators on such sheets. 
         [0221]    It is understood that the label (stickers or bookmark) may be placed at any location on the worksheets, planners or calendars. However, manufacturing preferences may locate the label on a free edge of a planner, worksheet or calendar so as not to unhinge the rest of the page from the binding mechanism. 
         [0222]    Having described the invention in detail and by reference to the various embodiments, it should be understood that modifications and variations thereof are possible without departing from the scope of the invention. 
         [0223]    In the claims, the word “phase” is used instead of “step” only to avoid possible confusion with the use of “step” in any eventual method claims. The word “phase” is not meant to be limiting in any way.