Name:

Marci Concotelli



Grade: 3


Lesson#3
Gardner


Bloom




_____ Visual

_____ Knowledge



_____ Kinesthetic

_____ Comprehension



_____ Verbal

_____ Application



__X_ Logical

_____ Analysis



_____ Rhythmic

_X__ Synthesis



_____ Interpersonal
_____ Evaluation



_____ Intrapersonal



_____ Naturalist


STRATEGY:
Guided-Discovery

SUBJECT AREA:
Social Studies

TEACHER PERFORMANCE EXPECTATION ADDRESSED:
TPE 9: Instructional Planning

STATE CONTENT STANDARD (Know):
3.1 Students describe physical and human geography and use maps, tables, graphs,
photographs and charts to organize information about people, places, and
environments in a special context.

COMMON CORE STANDARD:
Writing Standards (page 20)
2. Write (using PowerPoint) informative / explanatory texts (presentation) to
examine a topic and convey ideas and information clearly.
a.
Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension
b.
Develop the topic with facts, definitions, and details
c.
Use linking words and phrases to connect ideas within categories of
information
d.
Provide a concluding statement or section

PERSONNEL:
Teachers Aid to assist with differentiated learning activities.

INSTRUCTIONAL MATERIALS (Technology):
Computers

Printers
Maps or atlas (printed)
Research books about Chicago

LESSON LENGTH:
35 minutes

PREPARATION:
A large map of the United States on the main board in front of room with
highlighted Route 66
Add postcards of cities along Route 66 to the Learning Center
All computer lab rules apply

MANAGEMENT STANDARDS:
Students work in pairs but create own PowerPoint documents

PROBLEM IDENTIFICATION:
Route 66 is a highway that extends from Chicago, Illinois to Santa Monica,
California. It was developed in 1926. Why do you think the route started in
Chicago and ended in California?

ANTICIPATORY SET:

Behavioral Objective (Do): Formulate why Route 66 began in Chicago

Transfer (Learning theory / citations):
Constructivism: the students knowledge is constructed through an active,
mental process of developing (via a PowerPoint presentation) and the
students are creators of this meaning and knowledge. Audrey Gray

Motivation (Teacher created): Teacher will dress as 1920s Chicagoan.

QUESTIONS:
Have any students heard of Route 66?
Where does Route 66 begin and / or end?
What brought about Americans desire to journey across America?
What do you think would have occurred to American culture if a cross-
country highway were never constructed?

METHODOLOGY:

HYPOTHESIS:
o Why do you think the route started in Chicago and ended in California?
In 1916, President Wilson drafted the foundations of a true national
transportation policy. The Federal Highway Act drew the first line of
an interstate road and included the creation of the first

transcontinental highway in the world, crossing eight states and

opening up the thriving Chicago.

DATA GATHERING:
o Through conducting research on the internet, students will learn
about Americans desire to travel across America via car (specifically
Route 66) in the first half of the 1900s.
o Students will read the information provided on the internet that is
about Route 66 including history and route locations.
o Students will learn why Chicago and Santa Monica were chosen as
starting and ending points.

ANALYZE THE RESULTS:
o Students will learn that the concept of new, affordable mobility in the
1920s that facilitated in the concept families owned cars and wanted
to travel.
o Students will learn (and construct on a United States map) Route 66.
o Students will learn why Chicago and Los Angeles were chosen as start
and end points in 1926.

ASSESSMENT (objective verb): Create

RUBRIC (What does it measure?):

Informal Assessment: Ask students if they have any questions

Formal Assessment: FIFTEEN POINTS possible for completing assignment

Students understanding will be assessed through three (3) specific
PowerPoint presentation slides:
1.
Slide one (1) will be title page
Include one picture or graphic illustration (one point)
2.
Slide two (2) will include history of transportation in America during
the 1920s that helped the need / want of Route 66 (five points)
One paragraph with five complete sentences
o Introduction
o Three (3) supporting sentences showing evidence
o One closing statement
3.
Slide three (3) will be a map detailing Route 66 east to west using a
United States map (one point)
4.
Slide four (4) will include an explanation why Chicago and Los
Angeles were chosen as start / end points (6 points)
One paragraph with five complete sentences
o Introduction
o Three (3) supporting sentences
o One closing statement

5.

o One picture / graphic illustration

Presentation to class (2 points)
Students will share presentations with classmates visually and
verbally
Students will take questions from classmates

CONCLUSION:
Students will determine that Route 66 was vital for Americas movement
west via automobiles. Share findings with class through final presentations.


SUGGESTIONS FOR FURTHER STUDY (Activities):
Have students find other cities along Route 66 and chart them along United
States Map
Have students locate references to Route 66 in multi-media (i.e. Route 66
song, Cars movie is similar to Route 66, etc.)
For fun: develop a brochure (PowerPoint, Word, Photoshop) for Route 66


CLOSURE:
Thank class for its enthusiasm to learn more about the expansion of transportation
and culture across America.

DIFFERENTIATED LEARNING ACTIVITIES (Learning centers, manipulatives,
special needs, etc.):

Gate: students can research 2 cities along Route 66 and explain why there
were main attractions along the route.

Learning Difficulties (Attention Deficit Hyperactivity Disorder (ADHD) :
Student(s) will work with Teaching Aid in order to research using internet
and publishing PowerPoint presentation

SDAIE Techniques:
Write internet site suggestions on board
Presentations can be 1:1 with teacher rather that in front of entire
class