An author standes out the importance of the position of the professor in this stage of the project, and says that the more the professor to question the pupils, better will be the planning and that the pupil must have in mind the answers to the questionings to follow: – On what we will speak? – What we will make in this project? – Why we will be dealing with this subject? – Which are the objectives? – How we will carry through this project? – How we will be able to divide the activities between the members of the group? – How we will present the Project? – Which will be the necessary resources? Having in mind the least an idea of the answers for these questions, the pupils will feel more agents of its learning, for seeing meant in its activities. They will dedicate more and have a more serious position in relation to the project, for being in search of a knowledge that they desire to get not simply and executing an activity mechanically because professor requested. When this stage is made of form accomplishes, the following stage has great possibility of if to develop of pleasant form and with participation accomplishes of the students. The author makes the following comment regarding this phase: this phase of definition of objectives will normally not be identified of course by the group, even for a maturity question, however it is one practical one that it will have gradual to be introduced in the target of a project, with the main function to demonstrate the relevance of the executed work (NILBO, 2002:99). In the execution phase the pupils will place in practical the activities that had been glimpsed during the planning phase. The necessary professor to keep the focus and never if to distanciar of its objective in the project, however, contemplating always the possibility to expand the forms of if approaching the same question.