the industrial revolution - manchester universityintroduction theme: industrial revolution (mid-19th...

TheIndustrial Revolution

(1900-present)

A fourth grade social studies unit by Heather HaneyEDUC-327 / Fall 2008

Manchester CollegeProfessor Heather Schilling

Table of Contents

Introduction

Pre-Assessment

Pre-Assessment Answer Key

Post-Assessment

Post-Assessment Answer Key

Kidspiration Web

Technology

Trade Books

Guest Speaker/Field Trip

Bulletin Board

Parent/Guardian Letter

Lessons 1-12Letters To/From Home (Reading #1)Let’s Write! (Writing #2)Eating Through Time (Cooking #3)Mixed CDs (Music #4)Assembly Line (PE-gross #5)Sew This, Sew That (PE-fine #6)Immigration Graphs (Math #7)Button Wars (Art #8)In Your Own Words (Storytelling #11)Transportation Nation (Social Studies #12)Lessons 9 & 10

Making Gasoline (Science #9)The Industrial Revolution Made Real (Drama #10)

Introduction

Theme: Industrial Revolution (mid-19th century to present)

Goal(s): By the end of this unit, the students will be able to tell, using era precise

vocabulary, how advances in technology from the mid-19th century to present has

affected the daily agricultural, industrial, and business lives of Hoosiers.

Rationale: My reason for teaching the Industrial Revolution is because I want my

students to be conscious about their technological history and what had to happen

technologically for us (Hoosiers) to be where we presently are and to also get the

students to begin questioning/predicting where we could be technologically in the

future.

Standard(s): 4.1.9 Give examples of Indiana’s increasing agricultural, industrial,

political and business development in the nineteenth century. 4.1.10 Describe the

participation of Indiana citizens in World War I and World War II. 4.1.11

Identify and describe important events and movements that changed life in

Indiana in the early twentieth century. 4.1.12 Describe the transformation of

Indiana through immigration and through developments in agriculture, industry

and transportation (Individuals, Society and Culture). 4.1.13 Identify and

describe important events and movements that changed life in Indiana from the

mid-twentieth century to the present. 4.1.14 Research Indiana’s modern growth

emphasizing manufacturing, new technologies, transportation and global

connections.

Objectives: Students will be able to explain how Indiana’s agriculture, industry, politics,

and business developed during the 19th century. Students will be able to explain

what WWI and WWII are. Students will be able to tell what citizens did during

the two world wars. Students will be able to give important events that changed

Hoosier life in the 20th century. Students will know what immigration is and how

it affected Indiana’s agriculture, industry, and transportation. Students will have

proficient knowledge of Indiana’s modern technological life.

Pre-Assessment

Match the following terms with their meaning.

_____automobile a. “self-moving”

_____discrimination b. an organization of workers who do the same kinds of jobs

_____recession c. a change

_____amendment d. the making a flying of airplanes

_____labor union e. an agreement

_____import f. unfair treatment

_____compromise g. an economic slowdown

_____aviation h. bringing products from other countries into the states

Arrange the following events in order of date from earliest to most present.

Segregation is outlawed in Indiana schools.Indiana celebrates its centennial.World War II ends.The first Indianapolis 500 is held.The United States enters WWI.Gus Grissom goes into space.The Great Depression begins.Women earn the right to vote in Indiana’s state elections for the first time.

Pre-Assessment Answer Key

Match the following terms with their meaning.

__a__automobile a. “self-moving”

__f__discrimination b. an organization of workers who do the same kinds of jobs

__g__recession c. a change

__c__amendment d. the making a flying of airplanes

__b__labor union e. an agreement

__h__import f. unfair treatment

__e__compromise g. an economic slowdown

__d__aviation h. bringing products from other countries into the states

Arrange the following events in order of date from earliest to most present.

The first Indianapolis 500 is held.Indiana celebrates its centennial.The United States enters WWI.Women earn the right to vote in Indiana’s state elections for the first time.The Great Depression begins.World War II ends.Segregation is outlawed in Indiana schools.Gus Grissom goes into space.

Post-Assessment

Create a timeline of at least five important events that happened from 1900-present. You will need to include dates.

Use three of the following words in a sentence.suffrage centennial shortage depression commute segregation orbit

Explain the difference between a depression and a recession.

Post-Assessment Answer Key

Create a timeline of at least five important events that happened from 1900-present. You will need to include dates.

Indiana celebrates The Great Depression Gus Grissom goesits centennial begins into space | | | | | | | | |___________1___________2___________3___________4___________5____________ | | | | | | The United States Segregation is outlawed enters WWII in Indiana schools

Use three of the following words in a sentence.suffrage centennial shortage depression commute segregation orbit

Suffrage isn’t only about women.

A centennial is 100 years.

There was a shortage of food in the cafeteria today.

The depression grew when people began losing their jobs.

Segregation happened all over the United States, not just in schools.

The space shuttle was in orbit for three months.

Explain the difference between a depression and a recession.

A depression is a time when there are few jobs and people have little money and a recession is an economic slowdown which is slightly less damaging.

Participate in a class assembly

line

Rations; Food stamps; come

up with popular recipes during different time

periods (1900-1929, 1930-1945, 1946-1962, 1963-1979, 1980-1999, 2000-

present)

Read letters from past WWI/

II soldiers & reflect using a video diary,

blog, journal, e-mail, or voice

recorder

Write a letter to a veteran or soldier in the

Iraq War; Write a letter home as if you were in

WWI/II

Learn era specific dance

Graph immigration (or

population) from 1900-present, then in small groups graph one decade (assigned)

tell a story (made-up) about

the Industrial Revolution using

at least 6 vocabulary

words from the unit (this is to be done at the end

of the unit)

Gasoline recipe; make 'gasoline' (food) in class by using items that represent

the needed materials in the

real gasoline recipe

Visit Grissom Air Museum (Peru, IN)

Compose a CD mix of 1 song/genre of music

from each decade

In small groups, choose one artist to research from a list of ten and present findings

to the class; create a poster

or button in support of an

important issue today

Watch a movie/documentary

about the Industrial

Revolution, then draw a scene

from the movie/documentary

and write how it compares to your life or

learning

Industrial Revolution

Cooking Writing

Music Science

Reading

Drama Math

Social Studies

PE-gross

PE-fine

StorytellingArt

Technology

Throughout my unit, technology will be used as the main focus or to enhance my

lessons. At the very beginning of the unit, I provide the students with an opportunity to

use one of many forms of technology to reflect. They may choose from a video diary,

blog, paper journal, e-mail, or voice recorder. If they do not have the means of such

technology at home, they are always welcome to visit the public library or ask to borrow

equipment (from the school). Borrowing equipment from the school is easy. Each

student, during registration, fills out an agreement form for the school-wide policy on

borrowing school equipment. Other types of technology I have the students using include

Limewire (with my guidance), school computers, and the internet. The students will be

using limewire to find songs and create playlists, school computers to burn mixed CDs,

and the internet to conduct some research (if desired and to be done outside of class).

Trade Books

Title of book: The Little HouseAuthor’s name: Virginia Lee BurtonPublisher: Houghton Mifflin Copyright: 1978

The little house in the country tells of her feelings about how the growing city is approaching her. She is unhappy with the changes.

Title of book: The Keeping QuiltAuthor’s name: Patricia PolaccoPublisher: Simon and Schuster Copyright: 1988

After immigrating to the United States, a young girl’s family member makes a quilt out of clothing from each family member. The quilt is passed down from generation to generation.

Title of book: Ida Early Comes Over the MountainAuthor’s name: Robert BurchPublisher: Avon Copyright: 1980

A stranger shows up at the door of a family in Georgia during the Great Depression. Ida is looking for work and the family decides to keep her, and almost loses her.

Title of book: Miss Birdie Chose a ShovelAuthor’s name: Leslie ConnorPublisher: Houghton Mifflin Copyright: 2004

A young woman immigrates to New York City seeking a job. She falls in love and marries, keeping the shovel the whole time as a symbol of her life.

Title of book: The Man Who Walked Between the TowersAuthor’s name: Mordicai GersteinPublisher: Roaring Book Press Copyright: 2003

A tightrope acrobat decided he was going to walk between the World Trade Towers in 1974 although he knew it was illegal. His friends helped him to succeed in getting the cable between the two towers and he walked the tightrope.

Title of book: Rocks in His HeadAuthor’s name: Carol Otis HurstPublisher: Greenwillow Copyright: 2001

This is a true story about a man who collected rocks and minerals beginning at a very young age. He lost his job during the Great Depression and found a way to overcome it through his rock and mineral collection.

Title of book: The Night the Bells RangAuthor’s name: Natalie Kinsey-WarnockPublisher: Cobblehill, Dutton Copyright: 1991

Aden is a bully who does a nice deed for a boy he bullies and never gets thanked for it. Eventually he goes off to war and gets killed and the boy he bullied regrets never saying thanks.

Title of book: Autumn StreetAuthor’s name: Lois LowryPublisher: Dell Copyright: 1980

A young girl and her family move in with her grandparents while her father is away fighting in the war. The young girl faces the hardships of life during WWII.

Title of book: Home PlaceAuthor’s name: Crescent DragonwagonPublisher: Topeka Bindery Copyright: 1999

A family comes across an abandoned home in the woods and tries to figure out who once lived there. They are able to figure some things out, but cannot grasp the whole past.

Title of book: America’s White TableAuthor’s name: Margot Theis RavenPublisher: Sleeping Bear Press Copyright: 2005

To celebrate Veteran’s Day, three sisters help their mother set up a little white table. While doing so, they learn about their uncle and his experience in the Vietnam War.

Guest Speaker/Field Trip

On the very last day of the unit, I plan to take the students to the Grissom Air

Museum in Peru, Indiana. It is a little less than two hours away from the school. We

would be departing for the Grissom Air Museum at 8:45 in the morning and arriving back

to the school around 2:10. The purpose of this field trip is to give the students a real-

world experience with aviation. In our classroom, we will have been talking about

changes in travel and aviation is one of them. Also, the site is connected to Gus Grissom,

our Featured Famous Hoosier for the unit. We will have learned some about him

throughout the course of the unit and they will be able to see how much of an impact he

had on Indiana; so much so that an air museum was named after him.

While we are at the air museum, the students will be participating in climbing

inside an F-4 cockpit, seeing 25 legendary aircraft on outdoor display (spanning from

WWII to the Gulf Wars), climbing the observation tower, seeing aircraft armaments,

uniforms, war prizes, cockpits, trainers, models, art, engines, survival gear, hands-on

displays, and hearing stories about heroism in the skies. They will also learn about the

history of the base, all the way back to its roots as the Bunker Hill Naval Air Station.

(Information taken from the Grissom Air Museum website:

http://www.grissomairmuseum.com/airexib/aircraftexhibits.html). A very short amount

of time near the end of the trip will be spent in the museum’s store where the students can

purchase souvenirs. We will take a school bus to get to the museum and back and I ask

that I have one chaperone for every four or five students.

http://www.grissomairmuseum.com/airexib/aircraftexhibits.html

Bulletin Board

The bulletin board for this unit is interactive and will have each of the following:

a. One new “Indiana Fact” which will be written and put up after each day of the

unit (12 facts total).

b. One student made graph. The graph is of immigration in Indiana from 1900-

present.

c. One question of the day (related to that day’s lesson).

d. Updates about our soldiers we are communicating with (ie. letters from them).

e. Featured Famous Hoosier – Gus Grissom. This includes a picture and biography.

f. Examples of actual WWI/II letters we’ve read.

Dear Parent/Guardian, March 10th, 2009

In one week, your child will begin a unit on Industrial Revolution (1900-present). Because fourth grade is the year when Indiana history is taught, you child will be learning about the Industrial Revolution in Indiana. This is going to be a fun and interactive unit with many opportunities for success!

The main focus of this unit is to familiarize your child with the participation of Indiana citizens in World Wars I and II, important events and movements that changed life in Indiana from 1900-present day, transformation of Indiana through immigration, and developments in agriculture, industry, and transportation, and modern growth of Indiana with an emphasis on manufacturing, new technologies, transportation, and global connections.

At the very end of the unit, we will be taking a class field trip to the Grissom Air Museum in Peru, Indiana. Your child will be able to participate in many fun activities including climbing inside an F-4 cockpit, seeing 25 legendary aircraft on outdoor display (spanning from WWII to the Gulf Wars), climbing the observation tower, seeing aircraft armaments, uniforms, war prizes, cockpits, trainers, models, art, engines, survival gear, hands-on displays, and hearing stories about heroism in the skies. They will also learn about the history of the base, all the way back to its roots as the Bunker Hill Naval Air Station.

I ask that you help our class out by volunteering your free time to come in to the classroom and/or chaperone our field trip. Your help is greatly appreciated! If you have any questions, you can contact me at the school at 555-555-5555, or through e-mail at [email protected].

Sincerely,

Heather Haney

mailto:[email protected]

LESSON PLAN by _____This is an original idea from Heather Haney_____

Lesson: _____Letters To/From Home (Reading #1)_____ Length: _____30 mins_____

Age or Grade Intended: _____4 th Grade _____

Academic Standard(s):Social Studies 4.1.10 Describe the participation of Indiana citizens in World War I and World War II.

Performance Objectives:Given a letter (see Advance Preparation by Teacher), the student will be able to describe three things citizens and soldiers did during each world war.

Assessment: Each student will have the option of reflecting on the letters they read in a video diary, blog, paper journal, e-mail, or voice recorder. The reflections will be graded for completion and with a rubric (attached).

Advance Preparation by Teacher: The teacher will need to secure enough copies of one or more letters written by soldiers or citizens during WWI and WWII so that each student has at least one letter. Preferably, there would be four different letters (two from a citizen and two from a soldier) so that each student has a chance to compare and contrast from a not so narrow base. Sticky notes, white boards, and markers should already be in the students’ desks. Letters can be found and chosen from the following sites: http://www.u.arizona.edu/~rstaley/wwlettr1.htm, http://www.history.com/minisite.do?content_type=Minisite_Generic&content_type_id=1025&display_order=1&mini_id=1400, http://www.celticcousins.net/paloalto/ww1letters.htm, http://www.history.com/minisite.do?content_type=Minisite_Generic&content_type_id=1003&display_order=1&mini_id=1396, http://www.aboutjonesfamily.com/PAGES/WAR1.HTM.

Procedure:Introduction/Motivation: The teacher will begin by asking, “how do people who

live far away from each other communicate? What form of communication would you use if you were far away from someone and had no phone or internet? (Hopefully someone will say “write a letter”).” Discuss how that is different from communication today. Do people still write letters? “During WWI and II the soldiers and their civilian friend/families were mostly only able to communicate through writing letters. We’re going to dive into the past and take a look at some real letters written by and for soldiers who participated in WWI and II. I want you to remember that good readers use the text to reflect so they can better understand what they are reading.”

• Knowledge (Bloom’s)• Verbal/Linguistic (Gardner’s)

Step-by-Step Plan:

http://www.aboutjonesfamily.com/PAGES/WAR1.HTM

http://www.history.com/minisite.do?content_type=Minisite_Generic&content_type_id=1003&display_order=1&mini_id=1396



http://www.celticcousins.net/paloalto/ww1letters.htm




http://www.u.arizona.edu/~rstaley/wwlettr1.htm

1. Hopefully the introduction got the students hooked! The teacher will now have the paper passer-outer give each student the same letter and the class will read through it together (the teacher reading aloud and the students following along).

• Verbal/Linguistic Intelligence (Gardner’s) 2. When the letter is finished, the class will discuss the letter and their thoughts (this

is when the teacher could have the students use their white boards or sticky notes to record their thoughts). The teacher will use reflective questions to get the students thinking and processing. “What types of events are the letter-writers talking about? Who are the letters addressed to? Friends? Family members? Are the letters happy or sad or neither?”

• Interpersonal Intelligence (Gardner’s)• Comprehension (Bloom’s)

3. Next, the teacher will (assuming the class is already in groups by their desks) give each group of students the second letter.

4. This time, the students will practice what the class did, only in their small groups. The teacher will act as facilitator and guide each group discussion. “Do the questions you come up with always have to have a concrete answer? (“No”).”

5. For the third and fourth letters, the students will take them home and do their reflection of choice. They should already be really good at reflecting on their own since they have had much practice.

• Visual/Spatial Intelligence (Gardner’s) 6. The next day, the reflections are due (should take no longer than 15 minutes at

home) and will be graded by the teacher according to the attached rubric.Closure:

7. The teacher will, after giving the homework assignment, ask “why was letter writing important for these soldiers and civilians during the two world wars? What types of things were the civilians doing to help the war? (and although it was never said by the teacher) When did WWI take place? WWII?”

• Evaluation (Bloom’s)• Knowledge (Bloom’s)

8. “Tomorrow we will be writing letters of our own as though we were a citizen and the recipient was a soldier.”

Adaptations/Enrichment: The lesson is enriched because the class is practicing as a whole, then with their classmates alone, and then individually. The students are given a wide variety of ways to reflect because not all students have access to all of the ways to reflect.

Self-Reflection: What worked and what didn’t work? Did my introduction go well or flop? Is four letters too many, too few, or just right? Was there sufficient class time for the students? Did they learn anything? everything? What would I change? What would I keep?

Reflection Rubric Lesson #1

Completion Reflection is two or less sentences long.

Reflection is three sentences long.

Reflection is four sentences long.

Reflection is one to two paragraphs long.

Reflection Reflection is in the appropriate format (video diary, blog, paper journal, e-mail, or voice recorder).

Reflection is in the appropriate format and includes one or two things a citizen or soldier did during each war.

Reflection is in the appropriate format and includes three or more things a citizen or soldier did during each war.

Reflection is in the appropriate format and includes three or more things a citizen or soldier did during each war and includes reflections about each of those things.

Spelling/Grammar Teacher is unable to read or understand the reflection.

_______ _______

Errors are small and few and do not interrupt the meaning of the reflection.


Lesson: _____Let’s Write! (Writing #2)_____ Length: _____2-30 min periods_____



Performance Objectives:Given the Social Studies textbook, the student will be able to write a complete, standard letter (as if they were a citizen during WWI or II writing to a soldier) about what the citizens are doing to help the country while their soldiers are away.

Assessment: Each student will be graded on the format of their letter, their spelling/grammar, and the content of their letter using the rubric attached.

Advance Preparation by Teacher: The teacher will need the Social Studies textbook and lined letter pages (enough for each student to have two pages).

Procedure:Introduction/Motivation: The teacher will say, “now that we have read letters

from citizens and soldiers during WWI and II, we will be writing letters as though we were citizens during WWI or II. In those letters, we will tell our soldiers what we are doing to help Indiana while they are away at war. Before we begin our letter writing, we’re going to read Ch. 6: Lesson 1 in our Social Studies textbook to gather ideas for our letter.”

• Knowledge (Bloom’s)Step-by-Step Plan:

1. The teacher will have the students open their books to Ch. 6: Lesson 1 and read silently to themselves. “Before you begin reading, remember that you can write down your ideas on sticky notes or a piece of scrap paper so that you already have some ideas before you begin brainstorming.”

• Verbal/Linguistic Intelligence (Gardner’s)• Comprehension (Bloom’s)

2. Before the students begin writing, they must create a plan of what they are going to write. The teacher will review with the students how to make a planning web. “What did we just read about? What are some of the ideas that you wrote down on your sticky notes or scrap paper? Let’s start a planning web using some of the ideas we just heard. What is the first thing I need? (a topic). Then what do I do? (create idea bubbles that relate to the topic). Now that we have our planning web, let’s start a letter. First I need what? (a heading and the date). What is the next component of a letter? (the body—it needs to be indented). What goes at the end of a letter? (the salutation and name of the letter-writer).”

• Visual/Spatial Intelligence (Gardner’s)

3. After the students have their planning web, they may begin writing their letter. They may not use the lined letter page until they have made corrections to their rough draft and had a neighbor check it.

• Verbal/Linguistic Intelligence (Gardner’s)• Application (Bloom’s)

4. The border of the letters may be colored and/or decorated if the student wishes. Once the students are finished with their letters, they will be hung either in the room or out in the hallway.

• Visual/Spatial Intelligence (Gardner’s)Closure:

5. When the students are done with their letters, they will have the opportunity to share them with the class.

• Interpersonal Intelligence (Gardner’s)• Application (Bloom’s)

6. Next time we meet, we will be cooking popular foods from different time periods throughout 1900-present.

Adaptations/Enrichment: Depending on how quickly a student finishes, they could have to opportunity to write a letter to a veteran or a soldier in the Iraq War. This will be completely independent with little to no guidance from the teacher.

Self-Reflection: What worked and what didn’t work? Did my introduction go well or flop? Was there sufficient class time for the students? Did they learn anything? everything? What would I change? What would I keep?

Letter Writing Rubric Lesson #2

Completion Letter is missing one or more parts or does not have complete sentences.

_______ _______Letter includes all parts and has complete sentences.

Format Letter does not follow the standard letter format.

_______ _______Letter follows the standard letter format.

Spelling/Grammar Teacher is unable to read or understand the letter.

_______ _______

Errors are small and few and do not interrupt the meaning of the letter.


Lesson: _____Eating Through Time (Cooking #3)_____ Length: _____45 mins_____


Academic Standard(s):Social Studies 4.4.1 Give examples of the kinds of goods and services produced in Indiana in different historical periods.

Performance Objectives:Given a time period from those listed (1900-1929, 1930-1945, 1946-1962, 1963-1979, 1980-1999, and 2000-present) the student will name one popular good or service.

Assessment: Each student will be graded on a fill-in-the-blank five question test with one bonus question. The test will be taken in class the day after the lesson. Each student will also be graded on participation in the cooking activities.

Advance Preparation by Teacher: The teacher will need to be familiar with all of the recipes, have all ingredients and items needed for the students to make the food, and get permission to use the cafeteria space to cook food. Also, the teacher will need one copy of each recipe for each group of students (6). Any food allergies must be known before the students are able to eat any of the food cooked.

Procedure:Introduction/Motivation: “We have been learning about the two world wars and

the types of things that civilians and soldiers did.” The teacher will ask what a good is and what a service is. After some ideas from the students, the teacher will tell that a good is a tangible object (touchable), such as food or toys, that can satisfy people’s wants and a service is an action that someone does for someone else, such as dental care or trash removal (found on http://www.doe.state.in.us/standards/docs-SocialStudies/2007-SS-Grade04.pdf). “Can you give me any examples of a good or service that a civilian or soldier gave, took, or did? We’re going to use goods that I bought to make food that we will be able to eat later.”

• Knowledge (Bloom’s)• Verbal/Linguistic Intelligence (Gardner’s)

Step-by-Step Plan:1. The teacher will explain that the students are going to be in small groups doing

individual and collaborative work to make foods using the goods provided. Each group will have a different recipe according to their time period.

2. One student from each group will be given a recipe to share with the entire small group. The whole class will then walk to the cafeteria.

• Intrapersonal Intelligence (Gardner’s) 3. With the supervision of the teacher, the small groups will begin creating their

recipes. (For those recipes that need to cook longer, the class will continue with another lesson {still in the cafeteria} and the food can be checked periodically.

http://www.doe.state.in.us/standards/docs-SocialStudies/2007-SS-Grade04.pdf

http://www.doe.state.in.us/standards/docs-SocialStudies/2007-SS-Grade04.pdf

This is when the teacher should discuss the different types of goods and services that would be popular during the six different time periods {listed above}. Some examples are the automobile, airplanes, gasoline, the Red Cross, etc.)

• Interpersonal Intelligence (Gardner’s)• Logical/Mathematical Intelligence (Gardner’s)• Comprehension (Bloom’s)

4. When all of the food is finished, which should be an hour, the students will be able to enjoy the food with each other.

Closure:5. The students will be given a chance to discuss what they did and did not like

about each time period’s food and whether they would have eaten it in their family.

• Comprehension (Bloom’s)• Knowledge (Bloom’s)

6. A test (see assessment above) will be given to the students the next day of class. The teacher will say, “thank you all for being good students today. This is something I know I can do again with you because of the great responsibility and respect you demonstrated. Tomorrow morning, instead of our daily math, we are going to take a short quiz on what we learned today about goods and services. Later in the day, we will each be making a mixed CD.”

• Comprehension (Bloom’s)• Knowledge (Bloom’s)• Visual/Spatial Intelligence (Gardner’s)

Adaptations/Enrichment: This is a very basic lesson, but the teacher could put all high achieving students in the same small groups with the more difficult recipes and put the low achieving students in the same small groups with the less difficult recipes. Since most groups will be coming back to the whole class at different times, there will be an ongoing discussion between the teacher and students already finished about services and how they have evolved. It should start out teacher-led and move toward student-led. The teacher could also use time-fillers if he/she did not want to have a discussion, but most likely the students involved in the discussion are finishing faster because they are the low achieving students with the easy recipes and therefore the discussion could help them prepare for the test the next day.


Recipes used:http://www.seabeecook.com/cookery/recipes/field_bread_straight.htm (1900-1929)

http://www.foodtimeline.org/foodcookies.html#peanutbutter (1930-1945)

http://www.history.navy.mil/faqs/faq54-2.htm (1946-1962)

http://www.history.navy.mil/faqs/faq54-2.htm

http://www.foodtimeline.org/foodcookies.html#peanutbutter

http://www.seabeecook.com/cookery/recipes/field_bread_straight.htm

http://www.cooks.com/rec/doc/0,1910,149171-239200,00.html (1963-1979)

http://www.recipetips.com/recipe-cards/t--2693/wiggle-worm-dirt-pudding.asp?id=2693&scale=24 (1980-1999)

http://www.goodchilirecipes.com/easy_chili_recipe.html (2000-present)

http://www.goodchilirecipes.com/easy_chili_recipe.html

http://www.recipetips.com/recipe-cards/t--2693/wiggle-worm-dirt-pudding.asp?id=2693&scale=24

http://www.recipetips.com/recipe-cards/t--2693/wiggle-worm-dirt-pudding.asp?id=2693&scale=24

http://www.cooks.com/rec/doc/0,1910,149171-239200,00.html

Goods/Services Quiz Lesson #3

Answer each question in complete sentences.

1. What is a good?

2. What is a service?

3. Give an example of a service that you do for another.

4. Give an example of a good that you and/or your family use regularly.

Bonus

5. What type of service does the Red Cross provide?

Goods/Services Quiz Answer Key Lesson #3

Answer each question in complete sentences.

1. What is a good?A good is a tangible object (touchable), such as good or toys, that can satisfy people’s wants or needs.

2. What is a service?A service is an action that someone does for someone else, such as dental care or trash removal.

3. Give an example of a service that you do for another.I rake my neighbor’s yard in the fall because he/she cannot do it for him/herself.

4. Give an example of a good that you and/or your family use regularly.My family and I eat potato chips regularly. We always have at least six bags in our cupboard.

Bonus

5. What type of service does the Red Cross provide?The Red Cross helps those in need of food, shelter, and clothing.


Lesson: _____Mixed CDs (Music #4)_____ Length: _____30 mins_____


Academic Standard(s):Social Studies 4.1.11 Identify and describe important events and movements that changed life in Indiana in the early twentieth century.Social Studies 4.1.13 Identify and describe important events and movements that changed life in Indiana in the mid-twentieth century to the present.

Performance Objectives:Given a CD (compact disc), computer, and Limewire, each student will create a mix of songs (1 from each time period listed below).Given the lesson, each student will describe how music has changed over the course of time (1900-present) and tell whether it was/is an important event/movement or not in a quickwrite using at least one example from the class discussion at the end of the lesson.

Assessment: Each student will make a CD mix of 6 songs (1 from each time period: 1900-1929, 1930-1945, 1946-1962, 1963-1979, 1980- 1999, 2000-present) chosen from a prearranged list made by the teacher. They will be graded on whether or not they correctly followed directions (apparent from whether their CD turned out right or not). The class discussion and quickwrite will help the teacher gauge whether or not the students understood the lesson.

Advance Preparation by Teacher: The teacher will need to purchase and/or download (legally) at least 3 songs from each time period (listed above) and have them put on all of the computers in the computer lab so that each student has access to them. The computers must all have a CD burner program so the students can burn the songs onto their CDs. Also, the teacher will need to purchase enough CDs for each student (it might be a good idea to purchase extras as well). Lastly, the teacher will need to create a playlist of song clips (1 from each time period listed above) to play for the students.

Procedure:Introduction/Motivation: To focus the students’ attention, the teacher will say,

“Yesterday, I said we would be making mixed CDs. Can anyone tell me what a mixed CD is? A mixed CD is a CD that has songs from different artists on it. The songs we are going to chose to put on our mixed CDs are going to be from the same time periods that we used yesterday when we cooked.”

• Musical Intelligence (Gardner’s)Step-by-Step Plan:

7. The teacher will then play her mixed CD. After the CD has finished playing, the teacher will ask the students to describe what they just heard.

• Musical Intelligence (Gardner’s)• Logical/Mathematical Intelligence (Gardner’s)

8. The teacher will explain that the music the students just heard was from different time periods during the Industrial Revolution. “Did they notice any similarities or differences in the music, style, lyrics, tempo, etc.?”

9. Together, the students will walk to the computer lab and individually they will begin choosing their songs. The teacher will observe and help where needed.

• Comprehension (Bloom’s)• Application (Bloom’s)• Intrapersonal Intelligence (Gardner’s)

10. Once a student has chosen their six songs, they will ask the teacher for approval of their mix and if the teacher approves, they may take a CD and burn their songs onto the CD.

11. The CDs will be turned in to the teacher at the end of the 25 minutes and should be given back in one week, after the teacher has been able to grade all of them.

Closure:12. To end the lesson, the teacher will take his/her students back to the classroom and

have a discussion about the changes in music from the 1900’s to present. The students will answer questions like: how has music changed over the course of time?; what did you notice while listening to the music?; what do you remember from what you read about changes in music from the 1900’s to the present?; is music a big factor in life today?; and has it always been? Then the teacher will say “tomorrow, we will participate in an assembly line where we will make care packages for American soldiers in Iraq and Afghanistan. Please take one of each handout to read tonight. We will re-read them in class tomorrow. You should end up with two different handouts.”


13. The students will be given three to five minutes to write their quickwrite.

Adaptations/Enrichment: The lesson is pretty basic so everyone will be able to do it, but the classroom and computer lab teacher will also be present to assist any student in need. Above average students will be able to write half a page or post a blog of their thoughts on why music changed from 1900-present. The computer lab is wheelchair accessible.



Lesson: _____Assembly Line (PE-gross #5)_____ Length: _____40 mins_____


Academic Standard(s):Social Studies 4.1.11 Identify and describe important events and movements that changed life in the early twentieth century.Physical Education 4.1.5 Work cooperatively with others to obtain a common goal.

Performance Objectives:Given their participation in an assembly line, the student will reflect on the process of an assembly line, giving at least one reflective thought, through a class discussion.Given a handout, the student will compare and contrast their assembly line experience with that of an early assembly line.

Assessment: Each student will be assessed on their participation in and understanding of an assembly line.

Advance Preparation by Teacher: The teacher will need to purchase multiples of (one of everything for each student) objects to put in a care package for American soldiers in Iraq and/or Afghanistan, standard size boxes (one for each student), labels (one for each box), and the addresses of each soldier (one for each student). Preferably, this will be the first lesson of the day. Therefore, the night before, the teacher will align all of the desks in a line through the middle of the classroom. The students should be able to still use their desks for morning work, so the line should only be two desks wide and hole for the seats should be facing out. Also the night before, the teacher should place the items at certain points along the “assembly line” of desks and the boxes/labels at the end of the desks.

Procedure:Introduction/Motivation: To focus the students’ attention, the teacher will ask

the students to get out their handout(s) on the assembly line from yesterday and place it on their desks. He/she will then say “yesterday we made CD mixes and we learned about how important music was and is in Indiana. Today, we are going to learn about another important movement in the early twentieth century, the assembly line. What does it mean to assemble something? (To put it together). What do you think happens in an assembly line if to assemble means to put together? Well, we’re going to learn by doing it ourselves!”

• Knowledge (Bloom’s)• Comprehension (Bloom’s)

Step-by-Step Plan:1. The teacher will say “I have ___ amounts of each item stacked over there along

the desks, which will act as out assembly line. You are each a worker on the line and will be assigned a specific job. The end product should look like this.” Briefly show the end product to the students. “It is a care package which we will be

sending to an American soldier in Iraq or Afghanistan, and each of you will be able to send one. I am your boss, so if you have any questions, you may report to me.”

• Linguistic Intelligence (Gardner’s)2. The teacher will assign each student to a specific area/station along the assembly

line. Once they know what job they are assigned, the student may go to that area and patiently wait until everyone has a job.

3. The students will begin and complete the assembly line. The teacher will assist the students as needed.

• Interpersonal Intelligence (Gardner’s)• Bodily-Kinesthetic Intelligence (Gardner’s)• Application (Bloom’s)

4. After all of the care packages are finished, the teacher will gather the students and have them sit on the floor while he/she sits in a chair (preferably lower to the ground). Closure:

5. The class will participate in a discussion about the assembly line they experienced and the assembly line(s) they read about in the handout(s). Not only will the students reflect on their experiences, but they will compare and contrast their experiences with that of what they read about. Now is when the teacher should ask questions like: What were some of the problems that happened on the assembly line? How did we solve those problems along the way to make the assembly line work better? Would you like doing the same job everyday all day long as you did on the assembly line? Why or why not? Who do you think can make more money creating their product a craftsmen or a factory that using an assembly line? Why?


6. The teacher will then say “we have learned so much today, and tomorrow we’re going to learn even more! We will be learning about immigration!”

Adaptations/Enrichment: To finish the care package, each student will write a letter during writer’s workshop to their soldier. The teacher can put the letters in the box to be sent out the next day. For physically handicap students, the teacher can modify the lesson. For example if the student must sit, he/she can sit while assembling the product. Or if the student cannot use his/her arms, the teacher can have him/her be the “manager” of the assembly line and help the teacher with his/her duties as boss.

Self-Reflection: What worked and what didn’t? Did my introduction go well or flop? Was there sufficient class time for the students? Did they learn anything? everything? What would I change? What would I keep? Were the handouts too difficult for the students to read on their own? Did it help reading the handouts again in class?


Lesson: _____Sew This, Sew That (PE-fine #6)_____ Length: _____35 mins_____


Academic Standard(s):Physical Education 4.1.3 Demonstrate complex patterns of movement in applied settings.

Performance Objectives:Given a needle and thread, the student will demonstrate a knowledge and application of two or more complex patterns of movement.

Assessment: Each student will be assessed on their participation in the sewing activity. The will also be assessed on their skill to demonstrate complex patterns of movement.

Advance Preparation by Teacher: The teacher will need to acquire thread (as many spindles as students), needles (one for each student), and patches (to sew together or on clothing).

Procedure:Introduction/Motivation: To focus the students’ attention, the teacher will say

“yesterday we participated in an assembly line. We made care packages for American soldiers. Today, we will be working on our fine motor skills by sewing! We are going to sew patches on clothing (or together). We need to be very careful when we use needles because they are very sharp, and small. If you lose a needle, please tell me immediately so that I can find it before someone’s foot or hand does.”

Step-by-Step Plan:1. “Each of you will get a needle, thread, and some patches. And you will be sewing

them on clothing (or together). Can anyone tell me why sewing would be important during the Industrial Revolution?” (The teacher is looking for answers like: people would need to patch up clothing because they did not have enough money, people would need to know how to sew because sewing machines were not available to every household). “Sewing was a very important skill to have during the Industrial Revolution because many people did not have the money to buy new clothing. Instead, they had to make clothes out of old clothing.”

• Knowledge (Bloom’s) 2. The teacher will demonstrate how to hold, thread, and sew with a needle. The

students will pay close attention as they will be doing this shortly. The teacher will also show the students how to tie a knot at the end of their thread once it has been put on the needle. Also, the teacher will demonstrate how to stitch and tell the students that there are many different ways to stitch and encourage them to find the way they like best.

• Visual/Spatial Intelligence (Gardner’s)

3. The students will each grab a needle, thread, and some patches. During this time, the teacher will remind the students of safety in the classroom, especially with needles in hand.

• Verbal/Linguistic Intelligence (Gardner’s) 4. The students will sit at their seats to sew their work. This is to be done

individually, unless the teacher permits one student to help another.• Knowledge (Bloom’s)• Comprehension (Bloom’s)• Intrapersonal Intelligence (Gardner’s)

5. Once the students have had enough practice with sewing, the teacher will ask them to stop and put their materials away.Closure:

6. After all of the materials have been put away, the teacher will talk with the whole class. “Was sewing hard or easy? Did you get the hang of it after a while? Did it become easier? Do you think you would be able to help your mother sew clothing if she asked? Would you survive in a time before sewing machines were available to everyone?”

• Intrapersonal Intelligence (Gardner’s)• Knowledge (Bloom’s)• Application (Bloom’s)

7. “Next class, we will be learning about immigration throughout the Industrial Revolution. We will be making graphs/charts to show us how many people were immigrating into the United States from 1900-present day. Be sure to come with your math hats on!”

Adaptations/Enrichment: Any student who cannot sew, will be allowed to work with a partner who can. The partner will do all of the work for the other student, but will do most of the sewing.

Self-Reflection: What worked and what didn’t work? Do they know what fine motor skills are? Was there sufficient class time for the students? Did they learn anything? everything? What would I change? What would I keep? Did I ask engaging questions?


Lesson: _____Immigration Graphs (Math #7)_____ Length: _____35 mins_____


Academic Standard(s):Social Studies 4.1.12 Describe the transformation of Indiana through immigration and through developments in agriculture, industry, and transportation (Individuals, Society and Culture).Math 4.6.1 Represent data on a number line and in tables, including frequency tables.

Performance Objectives:Given pages 187-188, the student will describe how immigration transformed Indiana by writing a paragraph including at least one example from the book (5-6 sentences).Given a blank graph or table, the student will plot the correct number of immigrants with the corresponding time with 100% accuracy.

Assessment: Each student will be assessed on their graph/chart and their written paragraph about immigration transforming Indiana in the early twentieth century.

Advance Preparation by Teacher: The teacher will need to create either a graph or a table (one for each student). Graphs can be found at this website: http://incompetech.com/graphpaper/.


“yesterday we learned how to make graphs (or tables). Well today, we are going to use the information we learn about during social studies to create our very own graphs! Please open your books to page 187. While you are reading individually, I will come around and give you a blank graph (or table). Please ignore it for now.”

Step-by-Step Plan:8. The students will find page 187 in their text and begin reading “Newcomers from

Near and Far” on their own while the teacher passes out the blank graphs/tables.• Intrapersonal Intelligence (Gardner’s)

9. When the students are finished reading, the teacher will read the section aloud to the class. Then the class will discuss what they read/heard.

• Verbal/Linguistic Intelligence (Gardner’s) 10. The teacher will lead the discussion by asking “what two groups of people moved

to Indiana in the early 1900’s?” (The answer is African Americans and Europeans). “Where did the two groups come from?” (The answer is the southern states and Germany and Ireland). “What did the immigrants come for?” (The answer is freedom, running their own land, work, opportunity, a better life, etc.). “How do you think the people who already lived in Indiana felt about these newcomers? How would you feel if your sibling/cousin moved into your room

http://incompetech.com/graphpaper/

http://incompetech.com/graphpaper/

with you and you were forced to share with them?” Is that fair?” (There are many answers).


11. Using the information he/she found on this website: http://www.stats.indiana.edu/pre/redesign/topic/population.asp, the teacher will write the population of immigrants in Indiana during the corresponding decades on the board and explain that “these are the # of immigrants in Indiana, and these are the dates this information was gathered. Please take the graph paper I gave you earlier and write your name at the top because this will be turned in for a grade.”

• Visual/Spatial Intelligence (Gardner’s) 12. “What is the first thing we need to do to our graph?” (The answer is title it). “And

the second thing?” (The answer is label it). “So let’s make a good title and good labels. What should our title be if we are doing a graph on immigration in the 20th

century? What should our labels be and which one should we put where?” The class will title and label their graph.

• Knowledge (Bloom’s) 13. “Now that we have our graphs titled and labeled correctly, which is how all of

yours should be since we did it together, you may begin taking the data I put on the board and putting it in your graph. Once you have finished, please look to the “What’s Next?” poster to see what your options are while the rest of the class finishes.”

• Intrapersonal Intelligence (Gardner’s)• Visual/Spatial Intelligence (Gardner’s)• Knowledge (Bloom’s)

Closure:14. Once the students are finished with their graphs, the teacher will collect them and

assign the homework. “Tonight, I want you to write a paragraph about how immigration transformed Indiana during the 20th century. Remember that a paragraph is 5-6 sentences. The paragraph is due at the beginning of class tomorrow.”

15. “Tomorrow during social studies, we will be making gasoline.” Do not tell the students whether the gasoline is real or fake gas, just tell them they will have to wait and see.

Adaptations/Enrichment: The teacher is adapting the lesson for those below average learners by titling and labeling the graph with the class. Also, the teacher is adapting the lesson be reading the section in the text aloud after the students have read it to themselves.


http://www.stats.indiana.edu/pre/redesign/topic/population.asp

http://www.stats.indiana.edu/pre/redesign/topic/population.asp

Paragraph Rubric Lesson #7

Completion Paragraph is one or less sentences long.

Paragraph is two or three sentences long.

Paragraph is four sentences long.

Paragraph is at least five sentences long.

Example Student does not include an example from the book.

_______ _______Student includes an example from the book and relates it to immigration in Indiana.

Spelling/Grammar Teacher is unable to read or understand the paragraph.

_______ _______

Errors are small and few and do not interrupt the meaning of the paragrap.


Lesson: _____Button Wars (Art #8)_____ Length: _____20 mins / 20 mins_____



Performance Objectives:Given a blank template, the student will design an issue button and relate it to one issue (their choice) during WWI and/or WWII.

Assessment: Each student will be assessed on their completion of a design for their issue button and their ability to relate the issue they chose to an issue during WWI and/or WWII.

Advance Preparation by Teacher: The teacher will need to provide the students with an issue button paper (the paper will be blank except for a big circle) that will serve as a template.


“we’ve been learning about WWI and WWII. There were a lot of issues and campaigns going on during those times. Can you give me some examples from what we’ve been reading and talking about? There are also issues today. Can you think of any issues or campaigns that are popular today? During WWI and WWII, issue buttons were popular. Many people created them to show their support of an issue. We’re going to brainstorm an issue that is important to us today and then design an issue button. When our designs have been approved, we will be able to actually make our buttons. For my issue button, I chose breast cancer research.” The teacher will show the class his/her design.


Step-by-Step Plan:16. The students will brainstorm for about three to five minutes. Once they have

decided what their issue will be, they may tell the teacher so that he/she can write it down, and then grab an issue button paper to begin creating their design.

17. The students will work on their design for about 15 minutes.• Intrapersonal Intelligence (Gardner’s)

18. After the designs are finished, they will be turned in to the teacher so he/she can approve them.

19. Next, the students will prepare a paragraph explaining why they chose what they did and how it relates to an issue during WWI and/or WWII.

• Visual/Spatial Intelligence (Gardner’s)• Application (Bloom’s)

Closure:20. After lunch/recess, the students will come back in and present their design and

talk about how it relates to an issue during WWI and/or WWII. Each student will have one minute to do so. (Most likely, they will only need about 30 seconds).

• Verbal/Linguistic Intelligence (Gardner’s)• Application (Bloom’s)

Adaptations/Enrichment: The students can also make campaign buttons or name buttons.

Self-Reflection: What worked and what didn’t work? Was there enough to my introduction? Did I give the students enough information? Was there sufficient time? What did they learn? What would I change? What would I keep?

Issue Button Template


Lesson: _____In Your Own Words (Storytelling #11)_____Length: _____45 mins_____


Academic Standard(s):English/Language Arts 4.5.1 Write narratives that: include ideas, observations, or memories of an event or experience, provide a context to allow the reader to imagine the world of the event or experience, and use concrete sensory details.

Performance Objectives:Given the vocabulary words from the unit, the student will choose six to tell a 2-4 minute story about.Given the information about the Industrial Revolution provided in class, the student will create an original story about the Industrial Revolution.

Assessment: Each student will be assessed on the planning webs they made and their presentation of their story. The teacher is looking/listening for six vocabulary words on the planning webs and in the story. The story should be relevant to the Industrial Revolution and between 2-4 minutes long.

Advance Preparation by Teacher: The teacher will need no advance preparation.

Procedure:Introduction/Motivation: To focus the students’ attention, the teacher will ask

“what is a story? Keep in mind that we discussed stories during language arts yesterday. We said that a story is a narrative and its purpose is usually to entertain.” After the students have answered, the teacher will say “well we’re going to begin planning stories about the Industrial Revolution today. We are not actually going to write stories. Instead, we will be making planning webs to help us tell a story aloud. This is called storytelling.”

• Knowledge (Bloom’s)• Application (Bloom’s)

Step-by-Step Plan:21. The teacher will say “what is the first thing we do before writing our story?” (The

answer is make a web). “We make webs to help us plan our story out before we write it. Since we aren’t writing a story, all the further we need to go is planning. After the planning, the story will be in our heads. Let’s make a practice web of a story about the Industrial Revolution! In this story I would like to use six of our vocabulary words. Look to the vocabulary wall and pick a word you would like us to use in our story.” The teacher will choose six students to give six vocabulary words for the story.

• Knowledge (Bloom’s)• Verbal/Linguistic Intelligence (Gardner’s)

22. The class will make a practice web with the teacher. The practice web will act as a model for those students who have a harder time creating them. If need be, a student could have permission to use the web the class came up with together.

• Visual/Spatial Intelligence (Gardner’s)23. The teacher will state “when we write stories, we include our ideas, observations,

and/or memories. Stories are written to help the reader better imagine the story. I know it might seem hard to tell a story without writing it first, but we’re going to give it our best shot.”

• Verbal/Linguistic Intelligence (Gardner’s) 24. The students will then create their own webs. Six vocabulary words should be

somewhere on their planning web. The teacher will assist as needed.• Intrapersonal Intelligence (Gardner’s)

25. After the students have their planning webs done, they will practice telling their story in partners.Closure:

26. Each student will share his/her story with the class. The teacher should remind the children about their field trip to the Grissom Air Museum.

Adaptations/Enrichment: The teacher can adapt the lesson to fit his/her lower learners by letting them use the practice web made by the class.

Self-Reflection: What worked and what didn’t work? Was there enough to my introduction? Did I give the students enough information? Did the practice web help? What did they learn? What would I change? What would I keep?


Lesson: ___Transportation Nation (Social Studies #12)___ Length: _____45 mins_____


Academic Standard(s):Social Studies 4.1.12 Describe the transformation of Indiana through immigration and through developments in agriculture, industry, and transportation (Individuals, Society and Culture).

Performance Objectives:Given Chapter 6 in the text, the student will describe how transportation for Hoosiers has changed throughout the 20th century by completing a graphic organizer.Given Chapter 6 in the text, the student will compare and contrast present-day transportation for Hoosiers with 20th century transportation for Hoosiers by completing a graphic organizer.

Assessment: Each student will be assessed by their graphic organizers.

Advance Preparation by Teacher: The teacher will need to print two different graphic organizers (one for each student).


“today is our field trip day! Hooray! But before we go, we need to talk some more about transportation in the Hoosier state.”

Step-by-Step Plan:27. The teacher will say “I have some new words for you, and some of you may know

them already, but that’s okay, we’re still going to learn them all as a class. The first one is automobile. What motion can we do to help us learn the word automobile?”

• Verbal/Linguistic Intelligence (Gardner’s)• Knowledge (Bloom’s)

28. The teacher will use the most common motion and the whole class will do it while saying the word automobile. The class will do the same thing for the words interurban rail, aviation, interstate highway, and space shuttle. (The teacher will write all of the words on the board for those visual learners).

• Verbal/Linguistic Intelligence (Gardner’s)• Visual/Spatial Intelligence (Gardner’s)• Bodily/Kinesthetic Intelligence (Gardner’s)• Knowledge (Bloom’s)

29. The teacher will ask the students to define, in their own words what all of those words mean. The teacher will refer back to the assigned pages that should have been read by the students over the weekend. (These pages were also read in class by the teacher).

30. Once all of the words have a common motion used and practiced by the whole class, the teacher will ask the students to pair off and have the older of the two pick up the two graphic organizers so that each of them has two.

31. The teacher will give the directions “each of you in your pairs should have two different graphic organizers. The first one, that looks like this, you are going to fill out by answering the question: How has transportation changed throughout the 20th century?” and the second one, that looks like this, you are going to fill out by answering the problem: Compare and Contrast present-day transportation with that of 20th century transportation. I want to see your work because I want to know what you know, but if you have a question, you may quietly discuss it with your partner. I only ask that you keep your questions relevant to the topic (transportation).”

• Verbal/Linguistic Intelligence (Gardner’s)• Visual/Spatial Intelligence (Gardner’s) • Synthesis (Bloom’s)

32. The students will answer the questions by filling out both of their graphic organizers. The teacher will walk around the room and make observations, aloud or not.

• Knowledge (Bloom’s) 33. After time is up, the teacher will pick a few students (ones who the teacher

observed doing well) to share their graphic organizers and answer the questions for the whole class. The class can discuss why the student chose what they did and if it was ‘right’.”

• Interpersonal Intelligence (Gardner’s)Closure:

34. When the discussion is over, the teacher will say “alright class, lets get ready to go on our field trip to the Grissom Air Museum in Peru!”

Adaptations/Enrichment: The teacher is adapting the lesson for those who learn through movement by helping them “learn words” through movement.

Self-Reflection: What worked and what didn’t work? Was there enough to my introduction? Did I give the students enough information? Did I give them enough class time to get their graphic organizers done? What did they learn? What would I change? What would I keep?

Graphic Organizer #1

Graphic Organizer #2

Lessons #9 and #10

Lesson #9 (Science)

Title: Making Gasoline

In this lesson, the students will be creating a class recipe for gasoline. They will

use edible materials to represent specific ingredients of gasoline to end up with a

delicious desert. The students have vaguely learned about transportation, but will be

learning more about it in lesson 9 where their learning will later connect with lesson 12

when they learn actual transportation terms. Each student will be assessed on their ability

to work together and create/follow directions. Instead of making an edible product, the

class could create a paper product. To enhance the lesson, the students could create a

computerized pie chart of ingredients.

Lesson #10 (Drama)

Title: The Industrial Revolution Made Real

In this lesson, the students will watch a movie/documentary about the Industrial

Revolution in America. It will probably not be Indiana specific. After watching the

movie/documentary, the students will draw a scene from the movie/documentary and

compare it to their lives. Some key things to keep in mind when comparing are:

technology, transportation, global connections, and agriculture. Most of these things

should be obvious changes, but the teacher will be there for assistance to guide the

students’ ideas. The students can use what they learn from the movie/documentary to

help guide their storytelling in lesson 11. Assessment for this lesson will be on the

connection the student made to the scene they drew from the movie/documentary. I can

think of no way to modify this lesson.

the industrial revolution - manchester universityintroduction theme: industrial revolution (mid-19th...

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