You can see from this description that what happens during the first phase of a project will directly affect your plans for the study of the topic during the second phase of the work. It is for this reason that it is not easy for someone who doesn't know your class, your school, your neighborhood or your local resources to be able to make suggestions as to what activities the children might undertake during the project on your chosen topic. What would be increasingly helpful as this list develops, is for teachers to write about activities children and teachers undertook in their projects with some brief description of how they came to decide on those activities. It would be helpful to learn how an activity comes to be relevant and interesting because of what happened earlier in the project. At this point I find it much easier to respond.
Field work is very important here.
We have tended traditionally to prefer secondary sources of information in school rather than primary sources. Real objects can be brought into the classroom, visiting experts can be interviewed in the school or centre. Field work does not necessarily involve going out. There are many kinds of representation, from the simplest to the most complex, involving drawing, photos, model construction, writing, numbers, and combined in various forms of diagram or spatial arrangement, as in a poster, a book or a bulletin board. Different children's work can be combined in any of the more complex forms of representation.