PBL and Differentiation

Below I have outlined a lesson plan that shows how Project Based Learning (PBL) allows for differentiation in the classroom.

1. Description

Subject: History/Social Studies

Topic: Colonial America

Grade: 5th

2. Learning Objectives

By the end of the lesson students will be able to

• Locate all 13 colonies and American Indian nations.
• Describe the influence of location and physical setting of each colony.
• Identify and explain the important leaders and figures for the colony’s foundation as well as the religious aspects of each colony.
• Understand the government, slavery, and economic differences between each colony.

3. State Standards

5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.

1. Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.
2. Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
3. Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachu­setts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
4. Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.
5. Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.
6. Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.
7. Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.

4. Materials/Tools
• Cardboard trifold (similar to what is used for science fair)
• Paper, scissors, glue, markers, pens, etcs.
• Textbook (physical or online)
• Chromebook
• Printer

5. Instructions/Procedure

1. The teacher will introduce the standards and objectives for the PBL.
2. The teacher will give an overview of the project and explain the guidelines.
3. Students will be divided into groups based on strengths or multiple intelligences, making sure each group has a variety of strengths in different areas. (13 groups total; some pairs, some trios). Students will be able to find jobs that cater to their strengths (drawing, music, writing, research, etc.)
4. Each group will be given a different colony to research and explore through their textbook or online research.
5. Students will create a sales booth to try to get people to come live in their colony. Students must practice sales pitch, motto, and jingle. Students can use online resources to find pictures and information and use the computer to type, print, etc.
6. Students will showcase their sales booth to the class. Students will take notes while others present. The class will vote for best sales pitch, best government, best climate, best board, etc.

6. Assessment/Evaluation
• Students will be evaluated by rubric on their presentation, creativity, board, information, teamwork, etc. (See previous blog post about rubrics). Students will play a Kahoot! in their teams against the other colonies. The Kahoot will be a mashup of all the content information on all the colonies.