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Name: Rachel Powers

Unit: Move from Place to Place


Day Number: 3
Lesson: Transportation Timeline
Grade: 3rd
Background Information
Expected Duration: 30-35 minutes
Concepts:
1. Transportation
2. Technology
3. Effect of Transportation
Vocab:
1. Transportation: the way people and things are carried from place to place
2. Steam Engine: a machine that turns steam into power, used to power trains and
boats
3. Railroad: a track with two steel rails on which trains move
Skills:
1. Identifying modes of transportation
2. Comparing and contrasting modes of transportation
3. Making a timeline
4. Researching
5. Reflecting
Summary: This lesson provides students with an opportunity to learn about
different transportation used in the 1800s, focusing on flatboats, wagons, steam
engines, and railroads. The students will predict which mode of transportation
was invented first by placing them all on a timeline. The students will then be put
in groups to research one of the modes of transportation. Finally, the students will
create a class timeline adding their researched findings, sharing with the class.
Integration of Learning Outcomes
Students will identify modes of transportation used throughout our history by
making a list of all forms of transportation
Students will work cooperatively in groups to research their assigned mode of
transportation
Students will organize pictures and information about their mode of transportation
onto a class timeline
Students will reflect on how transportation affected the lives of people by writing
a short story
Standards
PA Standards:
History: 8.1.3.A: Identify the difference between past, present and future using timelines
and/or other graphic representations.
History: 8.1.3.C: Conduct teacher guided inquiry on assigned topics using specified
historical sources.
NCSS Standards:
Standard II Time, Continuity, & Change: Demonstrate an ability to use correctly
vocabulary associated with time such as past, present, future, and long ago; read and
construct simple timelines; identify examples of change; and recognize examples of

cause and effect relationships


Standard VIII Science, Technology, & Science: Identify and describe examples in
which science and technology have changed the lives of people, such as in homemaking,
childcare, work, transportation, and communication
Anticipatory Set
The teacher will say, Boys and Girls, we have been talking about the Gateway to the
West. We have talked about the geography and history of St. Louis, and now its time to
talk about how people moved around. Transportation is the way people or things are
carried from place to place. We are going to start by making a list of all the different ways
of transportation that we know. Students will brainstorm modes of transportation and
teacher will write them on the board. Then the teacher will say, Today we are going to
learn about modes of transportation used during the 1800s, and we are going to make
timelines of when each mode of transportation was used.
Procedures
Students will turn to a partner and discuss any other types of transportations that
were used at this time that we can add to our list Teacher will add any more
suggestions from students.
If any are missing still, teacher will say, I am going to add these, because we are
going to focus on flatboats, wagons, steam engine boats, and the railroads today
in our activity.
After the students have brainstormed a list of modes of transportation on the
board, the teacher will add flatboats, wagons, steam engine boats, and the railroad
if they were not already on the list.
The teacher will ask the students to think about what they know about each of
these modes of transportation. The students will raise their hands and give the
teacher any information they know about added items, which the teacher will
write on the board.
The teacher will ask, Based on this information, which mode of transportation do
you think was invented first, second, third, and fourth?
The students will turn and discuss with a partner a logical order for these
inventions (wagons, flatboat, steam engine boat, railroads)
The teacher will hand out an empty timeline and the students will write their
prediction of modes of transportation on time timeline in order that they were
invented
The teacher will ask the students, What is missing from the timeline? The
students will hopefully answer dates
The teacher will then group the students into four groups and assign each group a
different mode of transportation (flatboat, wagon, steam engine boat, railroad) to
go and research using the class tablets (iPads). The students will be instructed to
find the date of invention, information on the transportation (inventor, important
parts, what they were used for), and pictures (print for class timeline).
The teacher will provide various links of different sites for students to access
http://www.boatsafe.com/kids/022298hulls.htm
http://www.libertyskids.com/arch_what_horseca.html
http://www.britannica.com/topic/wagon-train
http://www.kidzsearch.com/wiki/Steamboat
http://www.american-historama.org/1801-1828-evolution/steamboats-of1800s.htm
http://www.american-historama.org/1801-1828-evolution/railroads-in-the-

1800s.htm
http://www.history.com/topics/inventions/transcontinental-railroad
After about 15 minutes of research, the students will come back together as a
class and share their invention dates found so that the students can add them to
their individual timelines, and fix the order of transportation if they predicted
wrong
The students will then participate in a culminating group activity of making a
class timeline of the modes of transportation
The teacher will bring out a long sheet of white paper, with a single line across the
middle, and tape it to the front white board
Each group will come up (starting with the earliest date) and add the name of the
transportation vehicles, important dates, pictures, and information to the big class
timeline using markers and tape for the pictures
The group will then share their mode of transportation with the class in a brief
presentation, focusing on important facts and main ideas
The teacher will hang the class timeline on the wall for all students to see during
the unit

Differentiation
For ELL Students: These students, who are still struggling to learn English, may
need accommodations for this lesson. Since they may have less background
information with these modes of transportation, the teacher may meet with these
students before the lesson to introduce them to the information first. The students
will also be able to draw pictures instead of writing on the timeline, and work
closely with a partner while researching on the tablets (iPads).
For Gifted Students: These students, who may need more of a challenge, may
need additions to the lesson. These students can either be grouped together and
instructed to find more background information on their mode of transportation
like who invented it, where was it invented, etc. If the students are in mixed
groups, these students can be chosen to be the ones who share their information
with the rest of the class.
For Lower Level Students: These students can be prompted by the teacher of what
information to look for while researching to give them guidelines. The teacher can
work with these students and give prompts like, Lets find when it was invented.
And who invented it? to help the students focus on smaller details when
researching on sites with a lot of information.
Closure
Once students finish the class timeline, the students will return to their seats for
one final activity (five minutes max). The students will be asked to write a short
story in their journal, pretending that they were traveling on one of the modes of
transportation to the west during this time. The students will write about their
journey, how they felt, difficulties they faced, and anything else in a short
paragraph from their previous knowledge and research. The teacher will ask if
anyone wants to share and have 1-2 students share their stories. The teacher will
comment on the great work the students did today. The teacher will then explain
that tomorrow we will talk more about these modes of transportation and how
they helped people get where they needed to go!
Formative / Summative Assessment

Formative Assessment: The teacher will walk around and look at individual timelines for
all four modes of transportation and monitor student engagement and participation during
the research (learning outcomes 1 and 2). The teacher will also check for understanding
and comprehension of the four modes of transportation using the class timeline and the
short stories written by the students (learning outcome 3 and 4).
Summative Assessment: The students individual timelines will be placed in their
portfolio at the end of the unit.
Materials / Equipment
White board
Markers
Timeline Handout
Pencils
iPads for research
Class Printer
Class Timeline Paper
Markers
Student Resources:
http://www.boatsafe.com/kids/022298hulls.htm
http://www.libertyskids.com/arch_what_horseca.html
http://www.britannica.com/topic/wagon-train
http://www.kidzsearch.com/wiki/Steamboat
http://www.american-historama.org/1801-1828-evolution/steamboats-of1800s.htm
http://www.american-historama.org/1801-1828-evolution/railroads-in-the1800s.htm
http://www.history.com/topics/inventions/transcontinental-railroad
Teacher Resources:
Houghton Mifflin Move form Place to Place Unit
http://www.pbs.org/wgbh/theymadeamerica/whomade/fulton_hi.html
http://www.legendsofamerica.com/rr-railroadcompanies3.html
http://steamboattimes.com/flatboats.html
http://parkcityhistory.org/wp-content/uploads/2012/04/Teacher-BackgroundInformation.pdf
http://www.thehenryford.org/education/erb/TransportationPastPresentAndFuture.
pdf
http://www.history.com/topics/inventions/transcontinental-railroad
Technology

iPads for research


Printer to print pictures for class timeline
Internet sites to do research on different modes of technology, provided by teacher

Reflection on Planning
I think that this lesson will be a lot of fun because the students are making

timelines, researching, and working with peers.


Finding student appropriate sites took a lot of time to find and plan though. If
students are sent out to research, they need to be provided with some direction of
where to find the appropriate information. I think that the sites found contain
good information for students to use but a few contain more information than is
needed for this activity, which may overwhelm some students.
One concern for this lesson is the repetition of making the timeline twice,
individually and with the class. I think that this repetition will be helpful for
students and provide a progression of information. The first timeline is a
prediction without dates, then dates are added, and then dates, information, and
pictures are added to the class timeline. Having a class timeline started will also
be beneficial for students because new information can be added throughout the
unit.

Content Outline
1. Moving West
a. Objectives
i. Name modes of transportation used to move west during the 1800s
ii. Summarize developments in transportation and communication
during the 1800s
iii. Identify ways in which developments in transportation and
communication impacted society
i) Transportation- the way people or things are carried from place to place
(comes from Latin words meaning across and to carry)
ii) Steam engine- a machine that turns steam into power, used to power
trains and boats in the past (The word steam tells you how the engine is
powered)
iii) Railroad-a track with two steel rails on which trains move (point out
two parts of the word, rail and road)
iv) Telegraph- a machine that sends signals by electricity
b. Transportation in the 1800s
i. Main Idea: The steam engine made transportation easier
ii. People traveling west to California and Oregon used many kinds of
transportation on their trips
iii. People arrived by horse or boat, and then walked, drove wagons,
and made difficult journeys across rivers, mountains, and plains
iv. How a Steam Engine Works:
1. Burning fuel to make heat
2. Heat turns water into steam
3. Steam forces the wheels to turn
v. Background:
1. Designed by Robert Fulton, the Claremont was the first
working steamboat that first sailed in 1807
a. Fulton did not invent the steamboat but was
important in the making of the first one
b. Claremont went from New York to Albany on its
first trip
c. http://www.pbs.org/wgbh/theymadeamerica/whoma
de/fulton_hi.html
2. The pacific railroad started in 1851 and was the first
railroad to run west of the Mississippi River with the trains
powered by steam engines
a. The discovery of gold in California bumped up the

need for transportation to the west


b. http://www.legendsofamerica.com/rrrailroadcompanies3.html
c. Dates: Use timeline to show dates
i. 1807 First steamboat was built
ii. 1844 First telegraph line
iii. 1851 Pacific Railroad started
iv. 1869 First telegraph line crossed the country
v. 1869 Railroad linked east and west coasts-Transcontinental
Railroad

Individual Student Timeline


Lesson Plan Elements
Lesson Plan Details
Integration of Learning Outcomes/Objectives
Standards PA Civics, History, Economics, Geography. PA Common
Core (Language Arts and/or Math), NCSS
Anticipatory Set
Procedures
Differentiation
Closure
Formative/Summative Assessment of Students (P-12)
Materials/Equipment, Resources, Citation of Sources
Technology
Reflection on Planning
Submitted peer feedback and final on time
Content Outline
Total

Point Value
Total /30
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/2
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/2
/4
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/4
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/3
/1
/2

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