Project Based Learning

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Presentation transcript:

Project Based Learning A Brief History & Social Studies/Science

Dates and People Associated with Project Based Learning Apprentice – Guild Model Sloyd Grange Smith – Lever Act of 1914 William Heard Kilpatrick – Project Method 1918 Harl Douglass – 1926

George S. Counts – 1930s Thedore Brameld – 1950s Sputnik – October 4, 1957 Woods Hole Conference - 1959 Curriculum Revision Projects

Curriculum Projects – 1960s Physical Science Study Committee Biological Sciences Study Committee (BSCS) Science – A Process Approach Man: A Course of Study (MACOS) High School Geography Project (HSGP) Committee on School Mathematics School Mathematics Study Group (SMSG)

Curriculum Projects – 1960s, cont. Science – Technology – Society Project Social Studies

Project Based Learning in Social Studies Confusion between problem and project based learning. Different goals Different evaluation

TEKS (b) Knowledge and skills. 6th Grade (1) History. The student understands that historical events influence contemporary events. The student is expected to: (A) trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and (B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions

TEKS and PBL (5) Matter and energy. The student knows the differences between elements and compounds. The student is expected to: (C) differentiate between elements and compounds on the most basic level; and (D) identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change. (4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: (A) use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum;

TEKS and PBL (9) Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: (C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering