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Zuberbuehler 1

Rebekah Zuberbuehler

Subject: Reading/Math/Science/Social Studies

Lesson Title: The Little Car That Changed the World

Grade: 5th

STANDARDS

WV Next Generation Standards

Language Arts

ELA.5.SL.C13.1 engage effectively in a range of collaborative discussions (one-on-one, in


groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly.

• Come to discussions prepared having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under
discussion.

• Follow agreed-upon rules for discussions and carry out assigned roles.

• Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.

• Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions. (CCSS SL.5.1)

ELA.5.SL.C14.1 report on a topic or text or present an opinion, sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace. (CCSS SL.5.4)

ELA.5.SL.C14.2 include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes. (CCSS
SL.5.5)

Math

M.5.OA.2 write simple expressions that record calculations with numbers and interpret
numerical expressions without evaluating them. (CCSS Math.5.OA.2)

Social Studies
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SS.5.E.1 investigate the roles of consumers and producers in the United States and apply the
information to a real life event (e.g., bake sale, sporting events, booth at a fair, snack machines,
etc.) using the concepts of:

• Sales (e.g., advertising and competition)

• Expenses

• Profits

• Supply and demand

SS.5.H.CL5.2 identify prominent inventors and scientists of the period and summarize their
inventions or discoveries, (e.g., Thomas Edison, Alexander Graham Bell, the Wright Brothers,
Henry Ford and Albert Einstein, etc.).

Science

SC.O.5.1.5 cooperate and collaborate to ask questions, design and conduct investigations to find
answers and solve problems.

SC.O.5.3.2 construct a variety of useful models of an object, event, or process.

SC.O.5.3.5 research everyday applications and interactions of science and technology.

SC.O.5.3.7 explore the connections between science, technology, society and career
opportunities.

21st Century Skills

21C.O.5-8.1.LS.3 Student presents thoughts, ideas, and conceptual understanding efficiently,


accurately and in a compelling manner and enhances the oral or written presentation through the
use of technology.

21C.O.5-8.2.LS.1 Student engages in a critical thinking process that supports synthesis and
conducts evaluations by applying comprehensive criteria.

21C.O.5-8.2.TT.2 Student collaborates with peers, experts, and others using telecommunications
and collaborative tools to investigate curriculum-related problems, issues, and information, and
to develop solutions or products for audiences inside and outside the classroom.

21C.O.5-8.2.LS.3 Student engages in a problem solving process that divides complex problems
into simple parts in order to devise solutions.

21C.O.5-8.2.LS.4 Student creates thoughtful ideas and solutions and takes risks as he/she works
toward goal despite mistakes. Student begins to consistently think of all the possibilities and
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diverges to become more expansive with his/her thoughts/ideas that lead to the creation of
original products.

21C.O.5-8.3.LS.1 Student manages emotions and behaviors, engages in collaborative work


assignments requiring compromise, and demonstrates flexibility by assuming different roles and
responsibilities within various team structures.

21C.O.5-8.3.LS.2 Student is flexible in approach to solving problems and completing tasks,


considers alternative methods, solutions and perspectives, abandons strategies that do not work,
and reallocates time and resources as priorities change.

21C.O.5-8.3.LS.3 Student sets challenging goals and strategically plans to reach those goals,
monitors performance and adjusts effort and strategies, seeks assistance when needed, and
demonstrates focused commitment to reaching the established goals.

21C.O.5-8.3.TT.3 Student analyzes current information technologies and the effect these
technologies have on the workplace and society.

ACEI

2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high level of


competence in use of English language arts and they know, understand, and use concepts from
reading, language and child development, to teach reading, writing, speaking, viewing, listening,
and thinking skills and to help students successfully apply their developing skills to many
different situations, materials, and ideas.
2.2 Science—Candidates know, understand, and use fundamental concepts of physical, life, and
earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to
teach science, to build student understanding for personal and social applications, and to convey
the nature of science.
2.3 Mathematics—Candidates know, understand, and use the major concepts and procedures
that define number and operations, algebra, geometry, measurement, and data analysis and
probability. In doing so they consistently engage problem solving, reasoning and proof,
communication, connections, and representation.
2.4 Social studies—Candidates know, understand, and use the major concepts and modes of
inquiry from the social studies—the integrated study of history, geography, the social sciences,
and other related areas—to promote elementary students’ abilities to make informed decisions as
citizens of a culturally diverse democratic society and interdependent world.

BIG IDEA- The engineering process is made up of several steps that build on one-another.

LEARNING OBJECTIVE(S)-

 Students will investigate the work of engineers, and their design process.
 Students will solve a problem by creating a product through the design process.
 Students will investigate the problem and solution of the assembly line.
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 Students will create a working robot, designed as a car, to market/sell to fellow


classmates.

ESSENTIAL QUESTION(S) - What is an assembly line? Who is Henry Ford?

RATIONALE- In this lesson I will be concluding our study of the design process by examining
the invention of the assembly line, and the car. We will take a look at how Henry Ford used the
design process, and literally changed the world. In this lesson I will be asking students to reflect
on their life and how it would be without certain inventions. This will lead to student
appreciation for inventions, as well as, recognizing the importance of them.

DISCUSSION QUESTIONS-

 Why is the assembly line important?


 What is the advantage of an assembly line?
 How did Henry Ford’s invention of the Model T change the world?
 What inventions have changed your world?

ACTIVATING STRATEGY- Tell students that today they will be acting an engineer
producing cars. Start by reading them the Foamies Car Corporation letter (don’t include the
section about the assembly line). Next, spilt them into teams pass out the materials (foam cars
and parts), and have the teams begin. After all teams have finished have each team share their
time, and their assembly strategy they used. If a team used an assembly line, use that group as an
example to show the faster time (if no teams use that idea, just continue with the lesson)
(Tissington & LaCour, 2010).

o ESL Strategy: Creative grouping


 Place ELL students with a less competitive group. Since
this activity is based on speed, they will need to be with
members that will be less likely to become frustrated if they
are preforming incorrectly. Rather, they need to be with
classmates who will take the time to stop and demonstrate
the proper way.

LESSON DEVELOPMENT

EXPLORATION:

Day 1 (Day 8 of Unit): Assembly Line Importance

 Pass out the mass production graph and have students graph their time
along with the other teams (discuss any great differences in time).
 Now, introduce the concept of an assembly line.
 Have the students fill out the “assembly line design” handout.
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o ESL Strategy: Each team member should now have a designated


job (see assembly line design handout). Once all groups are ready,
they can begin assembling (Cervetti, Kulikowich, & Bravo, 2015).
 Once all groups have finished record and graph the results, and discuss
them as a class. Did most groups complete the task faster the second time?
Why do you think so? What are the advantages of the assembly line?
What improvements could be made?
o ESL Strategy: Place handout under document camera, graph
results together.
 If time allows, have groups perform the assembly line once again adding
any improvements needed. Record and discuss results.
 Is there a limit to how fast an assembly line can produce products? Why or
why not? Allow students time to discuss this.
o ESL Strategy: Think, pair, share
 Give students 30-60 seconds to develop a response on their
own. Next, place students in pairs. Provide a few minutes
for them to share their responses with each other. Next,
bring students back to whole group for a whole group
discussion.
 Next, show the clip https://www.youtube.com/watch?v=Jm1VEO9C4VQ
 Ask students the question again (yes, is the correct answer).

Day 2 (Day 9 of Unit): The Model T

 Read aloud The Little Car That Changed the World, and have students
answer the question handout (pg. 391) as you go.
o ESL Strategy: Provide students with a copy of The Little Car That
Changed the World to follow along with as you read (Cisco &
Padrón, 2012) (Tissington & LaCour, 2010).
 Discuss their answers as a class. Why is Henry Ford’s invention so
important? How did it change the world?
o ESL Strategy: Think, pair, share
 Give students 30-60 seconds to develop a response on their
own. Next, place students in pairs. Provide a few minutes
for them to share their responses with each other. Next,
bring students back to whole group for a whole group
discussion.

LESSON SUMMARY- Conclude the unit with a classroom discussion and having students
write a brief essay (2-3 paragraphs).
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Discussion: Why are inventions important? What has been the engineer’s role in
inventions?

Essay: In 2-3 paragraphs explain an invention that has changed your life. For example,
the computer, without it my life would not be the same. I am able to communicate with others
across the world, type papers/lesson plans, retrieve different resources, watch videos, take
pictures, and etc. Students are to explain how it has changed their life (how it has made their life
easier), and explain what they would do if they did not have it. For example, if I didn’t have a
microwave I would have to cook all meals on the stove, there would no longer be microwavable
dinners. **For this essay students cannot use the example of a car, as it was just discussed in
class.**

o ESL Strategy: Make sure ELLs have thought of an invention


before moving forward. If not, guide their thinking by providing
examples (microwaves, computers, phones, TVs, video games,
etc.).

o ESL Strategy: After students have an invention in mind, provide


them with a writing checklist (see example below).

 Think of an invention that is important to you

 Write 1 paragraph (5 sentences) about this


invention. What is it? What does it do? What do
you know about it?

 Write 1 paragraph (5 sentences) about why it is


important to you. How has it changed your life
forever?

 Proof-read. Does each paragraph have 5 sentences?


Are they complete sentences?

LESSON CONTINGENCY- If there is extra time have students manipulate their assembly line
process for faster times.

FORMATIVE ASSESSMENT- (ESL Strategy)Anytime I ask students a question I will be


looking for any concepts that I might need to review again, as well as evaluating my teaching,
and what students already know. I will also be assessing their essays given in the summary. I will
be looking for students to state an invention, describe how it has made their life easier, and what
they would do without it. I hope to see students gain appreciation for the things they have.

SUMMATIVE ASSESSMENT-Post-Test

MATERIALS:
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 Foamies Car Corporation letter (Picture Perfect Science pg. 385)


 Foam cars and parts
 Mass production graph (Picture Perfect Science pg. 386)
 Assembly line handout (Picture Perfect Science pg. 387)
 The Little Car That Changed the World and the question handout (Picture Perfect
Science pg. 391)
 Elmo and projector

REFERENCES

Ansberry, K. R., & Morgan, E. R. (2005). Picture-perfect science lessons: Using children's books
to guide inquiry : grades 3-6. Arlington, VA: NSTAPress.

Cervetti, G., Kulikowich, J., & Bravo, M. (2015, January). The effects of educative curriculum
materials on teachers’ use of instructional strategies for English language learners in
science and on student learning. Retrieved from https://www-sciencedirect-
com.marshall.idm.oclc.org/science/article/pii/S0361476X14000605?via%3Dihub

Cisco, B., & Padrón, Y. (2012). Investigating vocabulary and reading strategies with middle
grades English Language Learners: A research synthesis. Retrieved from
web.a.ebscohost.com.marshall.idm.oclc.org/ehost/detail/detail?vid=9&sid=6069f0e9-
8448-4c44-9f7a-
e84334460927%40sessionmgr4008&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN
=87464751&db=aph

Tissington, L., & LaCour, M. (2010). Strategies and content areas for teaching English language
learners. Retrieved from
http://web.a.ebscohost.com.marshall.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=14&si
d=6069f0e9-8448-4c44-9f7a-e84334460927%40sessionmgr4008

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