Beruflich Dokumente
Kultur Dokumente
Rebekah Zuberbuehler
Grade: 5th
STANDARDS
Language Arts
• 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:
• Expenses
• Profits
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.5.3.7 explore the connections between science, technology, society and career
opportunities.
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.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
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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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-
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).
LESSON DEVELOPMENT
EXPLORATION:
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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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.**
LESSON CONTINGENCY- If there is extra time have students manipulate their assembly line
process for faster times.
SUMMATIVE ASSESSMENT-Post-Test
MATERIALS:
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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