1

Jessica Rapp
EDU 300
Spring 2017

Road Trip through

the Past

A first grade unit centered on the shift in history,

specifically the shift in gender roles throughout history,
including a science lesson,
a language arts lesson,
and a mathematics lesson.
Necessary resources are included.
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Table of Contents

1. Title Page…………………………………………………………………………….1

2. Rationale……………………………………………………………………………..3

3. Concept Map………………………………………………………………………....4

4. Content Outline………………………………………………………………………5

5. Science Lesson Plan………………………………………………………………….6

6. English Language Arts Lesson Plan…………………………………………………9

7. Mathematics Lesson Plan……………………………………………………………13

8. Appendix…………………………………………………………………………….16

a. Science Lesson Resources…………………………………………………...17

b. English Language Arts Resources…………………………………………..22

c. Mathematics Lesson Resources……………………………………………..27

d. Teacher References of Content for Unit…………………………………….32

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Rationale

Life today is very different from how individuals lived in the past, there have been many

shifts in culture, inventions, and life styles. The first grade social studies standard focuses on

that and is stated as follows: “Compare life now with life in the past”. In this unit, students will

learn about the shifts that have occurred throughout history, specifically focusing on the shift of

gender roles. Focusing on this specific change in history will be beneficial to the students in that

they will be able to see and imagine what life would be like if they were living during a given

time era, and what they would be allowed to do based off of their gender.

This unit will stretch students understanding of how a few decades ago women and men had

very specific roles in which they were to fill, and they were not to cross those lines. To further

the students understanding of this material they will participate in several activities. The students

will read “A Little Prairie House” by Laura Ingalls Wilder during the English Language Arts

Lesson. During mathematics, the students will solve addition and subtraction problems using

dates from a given time line. Finally, students will work on analyzing data by making pie charts,

using a gizmo of making pie charts for extra practice. This unit will be a very engaging unit that

will encourage and excite students to learn about this shift of gender roles that has occurred

throughout history.
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Concept Map

English
Science Language Mathematics
Arts

Discover different roles Use addition and

Understand how to
men and women play subtraction skills while
analyze data and and have played in looking at dates of
create a pie chart society, and the write events that have
with the found data. about which role is most
occurred in history.
intriguing.

Discover the change that has occurred

in regards to gender roles throughout
history.
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Content Outline
1. Science Lesson

a. This lesson will encompass the understanding collecting data and then analyzing

the found data. The students will learn the use of pie charts looking at data

collected from gender roles throughout history.

i. The lesson will incorporate a gizmo which is a website in which the

students can practice how to make pie charts, as well as other graphs, with

given data.

2. English Language Arts Lesson

a. This lesson will help the students understand how there have been many shifts of

gender roles throughout the years, and many roles are very different than they

were in the 1900s.

b. The students will talk about gender roles, and then read a story to better recognize

and understand how different the roles were in history.

i. The students will write about which role in society they would like to

partake in when they grow older.

3. Mathematics Lesson

a. This lesson will focus on addition and subtraction, specifically focusing on groups

of ten.

i. The students will count to one hundred by tens and then complete addition

and subtraction problems by using the dates on a timeline of when gender

role shifts have occurred.

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Jessica Rapp EDU 300

Science Lesson Plan Incorporating a Gizmo
Dual License 5/6//17
Road Trip through the Past Florida Social Studies Standard. 1. A.2.2 Compare life now
with life in the past.
1. Objective:
 The student will be able to understand the meaning of a pie chart
 The student will be able to understand how to analyze given data and create a pie
chart with the data
2. Content Standard (s):
Science Standards, Grade 1, Florida Standards:
-SC. K2. CS-CP. 1.1-Identify different kinds of data (e.g., text,
charts, graphs, numbers, pictures, audio, video, and collections of
objects).
-SC. K2. CS-CP.1.4- Create data visualizations (e.g., charts and
infographics), individually and collaboratively.
3. Motivation: In order for students to be successful in this lesson they will have to
understand how a percent expresses a part of a whole. They will also need to understand
that several parts put together make up the whole object.
4. Instructional materials: To complete this lesson successfully, one will need a white
board, dry erase marker and eraser, Wi-Fi, internet, and a source to access the internet.
5. Procedures:
a. This lesson will begin by teaching the students about collecting data
i. The teacher will ask the students which ice cream flavor is their favorite:
vanilla, chocolate, or strawberry.
ii. Once they have received everyone’s answers, taking the found data, the
teacher will explain a pie chart.
b. After having made a pie chart with the information found from the students, the
teacher will move into looking at gender roles in history.
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c. The teacher will pick a year, such as, 1950 and an occupation, such as, teaching.
Looking at these two components the teacher will share the percentage of men vs.
women during that time.
i. For example, in the 1950s 12% of teachers were women and 88% were
men.
d. The teacher will lead the class in making a pie chart using this data.
e. The teacher will look at the same occupation in recent years.
i. For example, in 2016, 97.5% of teachers were women and 2.5% were
men.
f. The teacher will then lead the class in making another pie chart with this data.
g. Once the students have a clear understanding of how to make a pie chart, they will
then access the gizmo online and practice making more pie charts.
6. Classroom Discussion: After completing the above lesson, the teacher will lead the
class in a discussion about how important it is for the students to understand collecting
and analyzing data. The teacher will show that by analyzing the data they were given
they were able to compare and contrast the shift of gender roles throughout history. The
class will then discuss how the occupation of teaching has changed.
7. Academic vocabulary:
pie chart, data, statistics, analyze, gender roles, men, women, occupation, teacher
8. Assessment and Evaluation: The lesson will conclude once the students finish up
making pie charts with the gizmo. The students will be evaluated on how well they
understood the lesson by monitoring their work with the pie chart and how well they
completed that activity.
Value Added:
1. Graphing Skills Gizmo : Lesson Info : ExploreLearning. (n.d.). Retrieved April 19,
2017, from https://www.explorelearning.com/index.cfm?method=cResource.dsp
Detail&resourceID=630.
a. Hard copy can be found in the Teacher Resource section.
i. This resource is beneficial because it contains the gizmo in which the
students will be using. The gizmo includes a website in which the
students will be able to go to and work with different types of charts,
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specifically pie charts, and they will be able to practice filling in the
charts and graphs with different data.
Peters, J.M., & Stout, D. L. (2011). Science in elementary education: Methods,
concepts, and inquiries. Boston, MA: Pearson/Allyn & Bacon.
ii. The resource is beneficial because it lists many different
accommodations that can be made for struggling students.
2. Universal Design for Learning –
a. Students who have Attention-deficit/hyperactivity disorder (ADHD) may
receive a copy of the pie chart so they are able to physically follow along with
the class.
b. Students who have ADHD may be asked to come up to the board to add new
found information to keep them paying attention.
c. Students who are not English proficient may receive a print out of the new
terms and definitions in both English and their native language.
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Jessica Rapp EDU 300

English Language Arts Lesson Plan Utilizing 6E Model
Dual License 5/6//17
Road Trip through the Past Florida Social Studies Standards. 1. A.2.2 Compare life now
with life in the past.
9. Objective:
 The student will be able to identify different roles men and women played in
history
 The student will be able to identify different roles men and women play in current
culture

10. Content Standard (s):

Language Arts Standard, Grade 1, Florida Standards:
LAFS.1.RL.3.9 Compare and contrast the adventures and experiences of
characters in stories.
11. Motivation:
In order to be successful in this lesson students will have to know what roles are
and different roles that exist within society. To connect previous background
knowledge with students, the teacher will begin by asking them about different
occupations, such as a firefighter, and asking the students what their role consists
of, or what firefighters do as their job. {Engagement}
12. Instructional materials:
 The story “A Little Prairie House”, by Laura Ingalls Wilder
 White Board
 Dry Erase Marker and Eraser
 Pencils
 Notebook Paper
 Wi-Fi
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 Internet
 YouTube video: ‘Jobs Song| what do you want to be?’
o https://www.youtube.com/watch?v=MdvTlQzsaYI
13. Procedures:
 The class will begin by the teacher explaining how men and women have had
different roles in society and how they change over time
 The teacher will then introduce the story “A Little Prairie House”, by Laura
Ingalls Wilder, to the class and tell them to pay attention to different roles each
gender have in the story
 The teacher will then read the story aloud to the class
 Once the story is over the teacher will draw a T-chart on the whiteboard with men
and women on either side
 She will then ask the students what roles they saw in the story {Exploration}
o For example, one might say Pa was building the house, while Ma made
dinner
 Once the students have had the chance to list all of the roles the teacher will then
make another T-chart with the same headings adding another section title ‘both’
 The teacher will then ask the students what roles women and men have in our
culture today, prompting them by asking what their parents, aunts and uncles,
grandparents, etc. do filling in the chart with the students’ responses until
everyone has had a chance to respond
o The teacher may expect that students’ answers will show gender overlap,
in which case they would write the role under ‘both’, meaning both
genders fulfill this role today
 The teacher will then engage the class on different occupations and roles within a
society and she will show the class a video which is called, “Jobs Song| What do
you want to be?”
o Video link-https://www.youtube.com/watch?v=MdvTlQzsaYI {E-
Learning}
 Finally, each student will take his or her paper and pencil and write one sentence
using a role that is written on the board or that was heard in the video. Students
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will use this role to describe what they want to do when they grow older.
{Elaboration}
14. Classroom Discussion:
Once the class finishes filling in the chart with the gender roles from history and
current gender roles they will engage in a class discussion. The teacher will
explain to the class how the gender roles in history, using the story as an example,
were very specific. The teacher will explain and show how in the book men had
very specific roles and women had different specific roles. The teacher will then
move to the second chart and show the students how currently, there are a lot
fewer specific roles for men and women. Now adays men and women are able to
fulfill whichever role they desire, explaining to the students how this has
happened over time. {Explanation}
15. Academic vocabulary:
Gender, Gender Roles, Female, Male, T-chart, Occupation
16. Assessment and Evaluation:
To evaluate the students’ understanding of the material discussed in this lesson,
the teacher will state a time period and a role in society and the students will
respond by answering ‘male’, ‘female’, or ‘both’. The students will show
comprehension of the material if they are able to respond to the given time period
and role with the correct gender. {Evaluation}
Value Added:
3. Peters, J. M., & Stout, D. L. (2011). Science in elementary education: Methods,
concepts, and inquiries. Boston, MA: Pearson/Allyn & Bacon.
i. This resource adds benefit to the lesson because it shares many helpful
ideas in how to implement the 6E Model approach, as well as different
Universal Design for Learning (UDL).
Graef, R., & Wilder, L. I. (2010). A little prairie house: Adapted from the Little House
books by Laura Ingalls Wilder. New York: HarperCollins.
ii. This story is a helpful resource because it is about a family in the
older days and shares how they used to life their life. This story is
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helpful in this particular lesson because it talks about how men and
women had different specific roles.
4. Universal Design for Learning –
 Students who are not English Proficient can be paired with a bilingual peer
when writing their sentence, or they can tell the teacher what they want to
write and the teacher can assist them.
 Students struggling to maintain focus who have Attention-deficit hyperactivity
disorder (ADHD) may sit in the front of the classroom to limit distractions.
 Students struggling with ADHD may be asked to repeat what their peer had
said to keep the child engaged.
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Jessica Rapp EDU 300

Mathematics Lesson Plan Utilizing the BWD Model
Dual License 4/6//17
Road Trip through the Past Florida Social Studies Standard. 1. A.2.2 Compare life now
with life in the past:
17. Objective: (Stage 1/Desired Results)
 The student will be able to identify different time periods using a given timeline
 The student will be able to solve word problems using the dates from the timeline
 The student will be able to figure out what occurs ten years before and ten years
after a given time period
18. Content Standard (s):
Mathematics, Grade 1, Florida Standards

MAFS.1.NBT.3.4 Add within 100, including adding a two-digit number

and a one-digit number, and adding a two-digit number and a multiple of 10,
using concrete models or drawings and strategies based on place value, properties
of operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used. Understand that in
adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes
it is necessary to compose a ten.

MAFS.1.NBT.3.5 Given a two-digit number, mentally find 10 more or 10

less than the number, without having to count; explain the reasoning used.

19. Motivation:
To be successful in this lesson, students will need to have prior knowledge of how
addition and subtraction work. They need to understand how to add two digit numbers
and identify the value of 10. To connect previous background knowledge, the teacher
will begin the lesson by having the students count to 100 by counting by 10s.

20. Instructional materials:

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 Completed timeline (attached below)

 White board
 Dry Erase Marker and Eraser
 Pre-selected questions
 Paper
 Pencil
21. Procedures: (Stage 3/Learning Plan)
 The class will begin by the teacher writing the timeline on the white board.
 The teacher will then have the class count to 100 counting by 10s, explaining that
this is a math lesson and showing how the events on the timeline occur ten years
apart.
 The teacher will explain to the students they will only be working with the last
two numbers, the first two do not change.
 The teacher will ask the students questions, such as, “In what year did women
begin to gain more independence?”
o The teacher will ask a few questions involving the timeline to introduce
the events, as well as allow the students to become more comfortable with
the timeline.
 The teacher will present the student math problems including the dates and events
on the timeline.
o Example: In 19(30) women began working with men on their farms, what
were women doing ten years after that? And what was the time period?
 The teacher will provide the student with several of these types of questions.
 The students will answer these questions individually on their paper.
22. Classroom Discussion:
While writing the timeline on the board, the teacher will engage the students in a
conversation of what they believe occurred during these time periods and how they
would feel if they were living during that given time. The teacher would ask the girls
how they would have felt to be a woman during that time and the boys how they would
have felt to be a man. The students will begin to really put themselves in the time period
thinking about what it would have been like.
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23. Academic vocabulary:

addition, more than, subtraction, less than, women, men, gender roles, timeline, chain of
events
24. Assessment and Evaluation: (Stage 2/Assessment Evidence)
When concluding the lesson, the teacher will ask the students the questions again, having
them present their answer to the class. The students will show understanding of the
lesson if they are able to correctly define the time period.
Value Added:
5. Peters, J. M., & Stout, D. L. (2011). Science in elementary education: Methods,
concepts, and inquiries. Boston, MA: Pearson/Allyn & Bacon.
-This was a beneficial resource in explaining how to implement the Backward
Design Process into the lesson plan.
6. Universal Design for Learning –
 Student who is struggling with Attention Deficit Hyperactivity Disorder
(ADHD) may receive the steps of how to complete the assignment broken
down to make completing the assignment more manageable.
 Student who is struggling with ADHD may receive positive reinforcement
when each step is completed.
 Student who is not English Proficient may receive a copy of the timeline with
the events written in his or her native language.
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Appendix
 17

Science Lesson
Student Resources
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Glossary:

Pie chart: A type of graph where a circle is separated into different sections that each represent a

part of the whole.

Data: Facts or statistics that are collected for research.

Statistics: The practice of collecting and analyzing data in large amounts to make predictions.

Analyze: The event of studying or examining information.

Gender Roles: The role or behavior one is to learn and participate in according to their gender.

Men: Masculine gender.

Women: Feminine gender.

Occupation: A job or profession.

Teacher: One who teaches students in a school.

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Science Lesson
Teacher Resources
 20

Examples of Pie Charts that will be drawn on the white board.

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Gizmo

Graphing Skills Gizmo : Lesson Info : ExploreLearning. (n.d.). Retrieved April 19, 2017, from
https://www.explorelearning.com/index.cfm?method=cResource.dspDetail
&resourceID=630.
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English Language Arts Lesson

Student Resources
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Glossary:

 Gender: The state of being male or female, boy or girl.

 Gender Roles: The role or behavior one is to learn and participate in according to their

gender.

 Male: Masculine gender.

 Female: Feminine gender.

 T-chart: A type of chart with information portrayed in a ‘T’ shape.

 Occupation: A job or profession.

Video:

Jobs Song | What Do You Want To Be? (2016, March 19). Retrieved April 19, 2017, from
https://www.youtube.com/watch?v=MdvTlQzsaYI.

This video shares with students many different occupations through the use of a catchy

song. Students will be able to watch this video to learn of different occupations and think about

which occupation they would want to enjoy most.

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English Language Arts Lesson

Teacher Resources
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Story to Read:

“A Little Prairie House” by Laura Ingalls Wilder

This story shares with students how men and women had very different roles in society during

the time period of this story, which is the late 1800s.

Graef, R., & Wilder, L. I. (2010). A little prairie house:Adapted from the Little House books by

Laura Ingalls Wilder. New York: HarperCollins.

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T-Chart for Assessment:

Women Men Both

-Homemaker; 1900 -Main providers; 1920 -Doctors; 2016

-Took care of the children; -Fought in the war; 1940 -Teachers; 2016
1920

-Worked in clerical, service, -Worked in management

and factory positions; 1990 positions; 1990
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Mathematics Lesson
Student Resources
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Glossary:
Addition: Added, or joining together.

More Than: Greater in size.

Subtraction: Separating, or taking apart.

Less Than: Smaller in size.

Women: Feminine gender.

Men: Masculine gender.

Gender Roles: The role or behavior one is to learn and participate in according to their gender.

Timeline: A visual picture of the passage of time as a line.

Chain of Events: The order in which events have occurred.

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Time Line of Gender Roles throughout History

1900 1920 1930 1940 1950 1960 1970 1980 1990

Women- Women- Women- Women- Women- Hippie Increase in Women- Women-

seen as started to began took lost their Era Feminism were more worked in
having no become working men’s jobs for accepted clerical,
control more with men Gender Men-do
jobs the men by society service, or
indepen- on their equal not like the
Men- returning to work factory
dent farms Men- roles new power
were the from war settings
Fought in begin women Men- were
providers Men- Great WWII Men- to have paid more Men-
were still Depression returned emerge than worked in
the Struck home women positions
providers from war where they
Men- lost
their jobs, made
women decisions
and
African
American
men were
fired to
create jobs
for white
men
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Mathematics Lesson
Student Resources
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Assessment Questions:
1a. In 19(30) women began working with men on their farms, what were women doing ten years
after that?

1b. What was the time period for the answer above, show how you got to this answer.

2a. In what year did women begin to gain independence?

2b. How many years did this take from the time they had no control in 1900.

3a. How many years were there in between from when the Great Depression struck until the
Hippie Era? Please show your work.
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Teacher References of Content for Unit

Science Lesson:

 The following citation provides teachers with great resources of accommodations that can

be made for struggling students.

o Peters, J.M., & Stout, D. L. (2011). Science in elementary education: Methods,

concepts, and inquiries. Boston, MA: Pearson/Allyn & Bacon.

English Language Arts Lesson:

 This resource adds benefit to the lesson because it shares many helpful ideas in how to

implement the 6E Model approach, as well as different Universal Design for Learning

(UDL).

o Peters, J.M., & Stout, D. L. (2011). Science in elementary education: Methods,

concepts, and inquiries. Boston, MA: Pearson/Allyn & Bacon.

Mathematics Lesson:

 This was a beneficial resource in explaining how to implement the Backward Design

Process into the lesson plan.

o Peters, J.M., & Stout, D. L. (2011). Science in elementary education: Methods,

concepts, and inquiries. Boston, MA: Pearson/Allyn & Bacon.