SETON HILL UNIVERSITY

Lesson Plan 3
TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

Objective

DETAILS
Miss Sydney Geyer
Social Studies
Fourth Grade
Thursday, February 3, 2016
Henry Ford changed the economy in the Midwest by
mass-producing cars on an assembly line.
Manufacturing would grow to be a huge part of Midwest
economy.

6.1.4.B.
Recognize the difference between basic needs and
wants.
Explain the role of producers in making goods and
providing services.
6.2.4.G.
Explain the three basic questions all economic systems
must answer. What to produce? How? For whom?
6.4.4.A.
List and explain factors that promote specialization and
division of labor.
6.5.4.B.
Identify the requirements for different careers and
occupations.

Students will be able to simulate building a car on an

assembly line with 100% completion of the candy car.

I will assess students with exit slips of them writing as a

current employee on the assembly line asking for a
promotion or a change of their position on the assembly
line to a different position and why they deserve this.

Communication and collaboration

Research and information fluency
Creativity and innovation
Critical thinking, problem solving, and decision making

Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence
ISTE Standards
for Students
Framework for

Who is Henry Ford?

What is an assembly line?
What is mass-production?
What is manufacturing?

CK

21st Century
Learning
Accommodation
s, Modifications

Instructions for assembly line goal have images and

text for auditory and visual learners to have equal
opportunities to complete the task.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

CK
Activating Prior Knowledge
Students will reread the section on Henry Ford and mass
production using his assembly lines. We will discuss this
content again.
Hook/Lead-In/Anticipatory Set
Students will watch a video on Model T Fords and how
they are made in an assembly line in the Ford plant.
https://www.youtube.com/watch?v=S4KrIMZpwCY

Explicit
Instructions

Big Idea Statement

Henry Ford changed the economy in the Midwest by
mass-producing cars on an assembly line.
Manufacturing would grow to be a huge part of Midwest
economy.
Essential Questions Statement
Who is Henry Ford?
What is an assembly line?
What is mass-production?
What is manufacturing?
Objective Statement
Students will be able to simulate building a car on an
assembly line with 100% completion of the candy car.
Transition
Timer to control time management for appropriate
lesson transitions.
Key Vocabulary
Mass production
Assembly line

Lesson
Procedure

PreAssessment of Students
Probing questioning if students understand the idea of
an assembly line and how it is used to mass produce
things like cars.
Modeling of the Concept
The video will model how an assembly line is executed.
Guiding the Practice
The template handout will help to guide the students to
build an accurate candy Model T Ford.
Providing the Independent Practice
The students will work independently as an entire class
(no teacher guidance) to execute an assembly line.
Transition
Timer to control time management for appropriate
lesson transitions.

Reading
Materials
Technology
Equipment
Supplies

Textbook
Candy pieces for car
Computer with internet access
Projector
Model T Ford template handout
I will assess students with exit slips of them writing as a
current employee on the assembly line asking for a
promotion or a change of their position on the assembly
line to a different position and why they deserve this.

Evaluation of
the
Learning/Master
y of the
Concept
Closure
Summary & Review of the Learning
Large group discussion about the pros and cons of
working on an assembly line and how Henry Ford shaped
the economy of the Midwest with mass production.
Homework/Assignments
Study and review for Lesson 2 test on Friday, February 5,
2016
Teacher
Self-reflection