Project-Based Learning
Trey Peden - High School Social Studies
What Will the Future Bring? Living History Day. World War I War Play
What Will the Future Bring?
This Social Studies PBL activity focuses on students’ own county in which they live. Students will be put into groups, but will each have their own responsibilities. Groups will be required to create maps with overlays to show settlement patterns, topography, transportation routes, and growth for the county. The maps will include 4 different time periods in US history. Students will also have to create a timeline based on health and cultural issues that have affected the area. Natural resources will also be researched in order to understand immigration and settlement patterns for the county. Finally, students will create charts comparing and contrasting the different socio economic changes during the 4 chosen time periods.
Students will have an understanding of where their county has been and what the growth trends are for the future. This project gives them a great understanding of their environment and what issues affect it. I think this could lead students to further exploration into the surrounding counties and/or states.
TEKS:
(13) Geography. The student understands the causes and effects of migration and
immigration on American society. The student is expected to:
(A) analyze the causes and effects of changing demographic patterns resulting
from migration within the United States, including western expansion, rural to
urban, the Great Migration, and the Rust Belt to the Sun Belt; and
(B) analyze the causes and effects of changing demographic patterns resulting from immigration to the United States.
(14) Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
(A) identify the effects of population growth and distribution on the physical environment
Living History Day
This PBL activity allows students to become fully engaged in their learning. Students have the opportunity (and honor) to recognize those who have fought for our great country. The example I found focused on a student-run project in which they contacted all veterans who had attended their high school at one time or another. The number of veterans can be a large number depending on how old the school is. Veterans who were still living were recognized during a special presentation at the school on Veterans Day. They were also on hand to discuss their experiences as well as take questions. For the brave soldiers who had fallen during battle, or since deceased, candles were lit and then blown out after each one of their names had been read to the crowd.
This particular project puts the student in the center of objective. They are the ones who are responsible for contacting the veterans, setting the stage for speeches, booths, and the “fallen heroes” portion of the event. Students have the opportunity to hear real stories, shake hands with real heroes, and build community support. When Veterans Day is over, students are to write an essay and create a presentation discussing what they had learned from the event.
TEKS: *A project like this can cover a wide range of TEKS standards depending on the depth of the project, but the following will be covered in the least.
(29)(27) Social studies skills. The student applies critical-thinking skills to organize and
use information acquired from a variety of valid sources, including electronic technology.
The student is expected to:
(A) use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions about the United States;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions;
(C) understand how historians interpret the past (historiography) and how their interpretations of history may change over time;
(D) use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence;
(E) evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context;
(G) identify and support with historical evidence a point of view on a social studies issue or event
(30)(28) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) create written, oral, and visual presentations of social studies information;
(B) use correct social studies terminology to explain historical concepts; and
(C) use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate
World War I War Play
The example researched was called Vietnam War Play, but I chose to change the topic to WWI War Play since my focus has been primarily on US History (although WWI is covered in World History). This is a PBL activity that puts the student in the driver’s seat. Each student is to develop and play a character in a play about World War I. This requires the students to research their character, work together to build a script and stage, and reinact certain elements that led to the WWI. The greatest part of this project is that the students have to be engaged for it to work. It’s a step away from traditional style of learning. Students have the opportunity to further understand all major characters involved in the war and develop a deeper understanding of how we became the great nation we are. This kind of activity really brings history to life, and as a bonus it also helps students overcome fear of speaking in front of an audience. That too, is a valuable lesson.
TEKS:
(10)(9) History. The student understands the causes and impact of World War I. The student
is expected to:
(A) identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I;
(B) identify major characteristics of World War I, including total war, trench warfare, modern military technology, and high casualty rates;
(C) explain the political impact of Woodrow Wilson’s Fourteen Points and the political and economic impact of the Treaty of Versailles, including changes
in boundaries and the mandate system
Patricia Lutkenhaus Middle School Science: Why does Mrs. Costa have worms? Upside down, All around you turn me, Biome Adventure for the World Traveler.
1.Why does Mrs. Costa have worms is a PBL geared for 6th and 7th grade science students. Students will work in groups to research and understand recycling in nature and how humans can impact this cycle. Students will engage in inquiry based learning, as they design and create worm bins for the school to use for composting food scraps from lunch. Students will also research where there trash goes, making connections between landfill space and the use of worms to recycle. Students will be able to educate others on the benefits of composting and the nutrient cycle through visual presentation and a working compost bin.
TEKS addressed:
(B) demonstrate and explain the cycling of matter within living systems such as in the decay of biomass in a compost bin; an(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
(A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;
(B) design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;
(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
2. Upside Down, All Around, You Turn Me challenges students to build a “gravity” roller coaster. Student’s will demonstrate their knowledge and understanding of Newton’s laws of Motion as they design, test and make changes as needed based upon their results. Students will master how to find speed and acceleration using the correct formulas. Building a roller coaster allows students to practice using the scientific inquiry method of question and answer. Groups will understand the importance of recording data, writing hypothesis and formulating conclusion, all science processing skills that are necessary to master eighth grade science. Students will also review of mechanical advantage and simple machines for those concepts are taught in the 6th and 7th grade. Students will video tape the building and testing of their roller coaster to show others.
TEKS addressed:
(6) Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to:
(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion;
(B) differentiate between speed, velocity, and acceleration; and
(C) investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.
3. Students will work to create a multimedia presentation to persuade travelers to visit the biome they have chosen. Students will be responsible for researching and reporting accurate information for their biome. Students will explain the relationships found within the biome including food webs, chains and pyramids to demonstrate the flow of energy. Groups will also report on the impact the ocean has on the weather and climate. Each group will analyze the effects of plate tectonics, weathering and erosion on landforms present.
TEKS addressed:
8.(10) Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems.
(C) identify the role of the oceans in the formation of weather systems
8.(11) Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems.
Brianna Riddell, Middle School Social Studies
Project #1: This American Life: An Immigration Project
Grade Level: 7th Social Studies
Essential Question(s):
1. Why do people immigrate to the United States?
2. What challenges have immigrants faced throughout history?
3. What challenges do immigrants face today?
4. How do immigrants negotiate between two cultural worlds?
5. What makes a conceptual art piece “successful”?
TEKS:
(2) History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas.
(4) History. The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood.
(18) Citizenship. The student understands the importance of effective leadership in a democratic society.
(19) Culture. The student understands the concept of diversity within unity in Texas.
Description:
This PBL could be used in a 7th grade Social Studies class. The project utilizes interviews, literature and field research completed by students in a self-directed learning experience to gather information on why people immigrate to the United States. It tackles the tough overarching details of how cultures combine and people adapt to a new country. It also draws parallels to modern-day immigration in America, making things more relevant to today’s students. As a Texas History teacher I can think of two places in the Texas History curriculum where this unit could be used. First, it could be used in conjunction with the empresario unit to address why Americans wanted to move to Mexico. Secondly, it could be adapted to the unit on pioneer life in Texas when many European groups began moving to Texas. Overall, I think this unit could address many of the Texas History standards and help students gain more cultural empathy.
Project #2: YOUville: Creating a Civilization that meets basic needs
Grade Level: 7th/8th Social Studies
Essential Question(s):
1. What must be established so that the needs of a civilization are met?
2. How do the basic needs in Maslow's Hierarchy being met or neglected affect the daily lives of people?
TEKS:
(4) History. The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood.
(18) Citizenship. The student understands the importance of effective leadership in a democratic society.
(19) Culture. The student understands the concept of diversity within unity in Texas.
Description:
This is a great project that gets students to think about the needs of civilization and makes them familiar with Maslow’s Hierarchy of needs. While this type of project is more commonly used in World Civilizations classes, I believe it could be adapted for either 7th or 8th grade. Texas History classes could use this PBL to look at how Texans developed a government for the Texas Republic. American History classes could use this project to look at how America developed its government after the American Revolution. Either way, I think it’s extremely valuable to have students think about the role of government and how it should be used to fulfill the needs of society. You can even make great extensions to have the students take what they learn and evaluate governments in the world today.
Project #3: Chains: A Portrait of Slavery
Grade Level: 7th/8th Grade Social Studies/ L.A.
Essential Questions:
1. What are fundamental rights of all humans?
2. How did slavery play a role in the development of American society?
3. How did the ideals of freedom and liberty extend to African-Americans during the Revolutionary period and early 1800s?
4. How did abolitionist movements and leaders play a role in ending legal slavery in the United States?
5. How does slavery continue to impact our world today?
TEKS:
(4) History. The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood.
(5) History. The student understands how events and issues shaped the Civil War and Reconstruction.
(18) Citizenship. The student understands the importance of effective leadership in a democratic society
(19) Culture. The student understands the concept of diversity within unity in Texas.
Description:
This is a PBL that takes an in-depth look at slavery using readings from Chains by Laurie Halse Anderson and excerpts of Sold by Patricia McCormick. Since both 7th/8th grade history classes explore slavery and the Civil War, this unit could be adapted for either Texas History or American history classes. This project will require students to see slavery from the different perspectives of the mid-1800s and help them understand the underpinnings of the Civil War. It also forces students to take a look at modern-day slavery as it exists in the world today.
Vicky Penny – High School English Language Arts: Cultural Encounters, Back in the Day and Banned in America
Project 1 - Cultural Encounters:
Students will interview family members to learn more of their personal family history, countries and cultures of origin and begin collecting family anecdotes and traditions. Students will also read historical novels that relate specifically to their families’ origins. From the interviews and historical novel research, each student will then write one creative family story. Students will work collaboratively in sharing, critiquing and improving one another’s stories, assisting each other with the writing process. Final pieces will be compiled into a classroom publication. Students will have an understanding of their personal family history and its place within and contribution to the larger culture.
Common Core Standards:
ELA, Writing, Text Types and Purposes, High School Grades 9-10.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
ELA, Speaking and Listening, Presentation of Knowledge and Idea, High School, Grades 9-10. SL.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance and style are appropriate to purpose, audience, and task.
ELA, Language, Conventions of Standard English, High School, Grades 9-10.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Project 2 - Back in the Day
Following journalistic standards of interviewing and examining original documents, students will write a non-fiction “coming of age” story about the experiences of a selected individual of a previous generation with whom they are personally acquainted. This individual can be a family or community member. Students will focus on literary elements, character development and historical perspective, as well as reflecting upon the hopes, dreams and “firsts” of those who came before them.ELA, Writing, Text Types and Purposes, High School, Grades 11-12. W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Common Core Standards:
ELA, Writing, Text Types and Purposes, High School, Grades 11-12. W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
ELA, Writing, Production and Distribution of Writing, High School, Grades 11-12. W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA, Writing, Production and Distribution of Writing, High School, Grades 11-12. W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Project 3 – Banned in America
Students are first introduced to both the First Amendment and censorship in America. Provided with a collection of banned books, students will select the banned book to read, write a clear persuasive essay stating why the book should or should not be banned, then later engage in a formal mock trial scenario around issues of censorship. Regardless of the students for or against position taken in the persuasive essay, students must be able to argue for or against the ban during the mock trial scenario.
Common Core Standards:
ELA, Reading Literature, Key Ideas and Details, High School, Grades 11-12. RL.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objectives summary of the text.
ELA, Writing, Text Types and Purposes, High School, Grades 11-12.W.1: Write arguments to support claims in an analysis of substantives topics of texts, using valid reasoning and relevant and sufficient evidence.
ELA, Speaking and Listening, Presentation of Knowledge and Ideas, High School, Grades 11-12.SL.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Rebecca Phifer
Weather and You – Science for 4th grade
Students will use weather tools to collect data. They will then design a classroom weather center as well as a weather reporting system for the whole school. Students will use tools such as rain gauges, thermometers, wind socks, video cameras, and charts. Students will write interview questions to present to a meteorologist and learn more about clouds and cloud formations as well as weather patterns.
Driving Questions:
How does weather affect my daily life?
How does knowing about the weather affect my plans?
TEKS : (4) Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to:
(A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and
(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
(A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key;
Amazing Race- Texas Regions – Social Studies for 4th grade
Students will create an Amazing Race challenge for other groups of students. Students will be put into production groups to create a race where each group will represent different regions of Texas. They will investigate various types of geographical regions and create a presentation to be posted in the classroom for references. Students will create an artifact to further describe their region.
Driving Question:
How do regions in Texas affect my life?
TEKS: (7) Geography. The student understands the concept of regions. The student is expected to:
(A) describe a variety of regions in Texas and the United States such as political, population, and economic regions that result from patterns of human activity;
(B) identify, locate, and compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their landforms, climate, and vegetation; and
(C) compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains) with regions of the United States and other parts of the world.
Literature Circle Board Games- Language Arts for 4th grade
Students form groups of 4 or 5. Members of each group read the same book. Students are assigned roles such as director, word wizard, summarizer, and illustrator. Once students have read the book and participated in a literature circle discussion, members of the circle brainstorm a game that can be created to explain the book. Members then work to create the game and share it with others in the class.
Driving Questions:
What patterns or trends are there in the book?
What character in the book parallels my life?
TEKS : Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self- directed, critical readers. The student is expected to:
(A) establish purposes for
reading selected texts
based upon own or
others’ desired outcome
to enhance
comprehension;
(C) monitor and adjust
comprehension (e.g.,
using background
knowledge, creating
sensory images, re
-
reading a portion aloud,
generating questions);
(D) make inferences
about text and use textual
evidence to support
understanding;
