A THEMATIC CONSTRUCTION:
A FRAMEWORK FOR LITERACY, CURRICULUM & CONTENT
(my part of the lesson plan - lesson plans involving Darwin and evolution)
Designers:
Christopher Beemer, History Education, cbeemer@vt.edu
Heather Booher, Science Education, hbooher@vt.edu
Abbi Copp, Agricultural Education, abcopp@vt.edu
Tim Harris, Business & Information Technology Education, tltmharris@hotmail.com
Thematic Title:
“Your Invention or Mine: How the Industrial Revolution Changed Society”
Content Areas:
History – World History (urbanization, capitalization)
Science – Biology, Medicine (inventions, ideas)
Business – Philosophy (technology)
Agricultural Education – Agricultural Mechanics, Production (inventions, improvements)
Grade Level and Population:
Eleventh Grade General Studies/Elective Students
Time Frame and Delivery Plans:
Six weeks; Collaborative Instruction Model
Purpose:
The purpose of this thematic is to study the Industrial Revolution as a topic in history supported with science, business and information technology and agricultural education.
Rationale:
The Industrial Revolution was a time during history when advancements were being made in the science, agriculture, and business industries. There were many inventions during the Industrial Revolution that had connections with and benefited both science and agriculture. For example, George Washington Carver developed crop-rotation methods and also discovered many new uses for crops, such as the peanut. The Industrial Revolution was a period when many technologies were emerging, which transformed the business world. For example, Henry Ford had a great impact with his development of the assembly line to manufacture the Model T Ford.
Goals:
Content:
This thematic is based on the fact that the world today was made possible because of the advances made during the Industrial Revolution. Students will be introduced to the innovations that changed the world and how and why the innovators accomplished their objectives. Students will also see how these new innovations affected the world as it was and made the world they live in today possible.
Intent:
The most important concept for students to understand is how the world as they know it today would not and could not exist if not for the advances made during the Industrial Revolution. Without the inventions and advancements during the Industrial Revolution, technologies today would not be as advanced as they are. This has an impact on our society today, and in the future, because without the advancements during the Industrial Revolution, students would not have luxuries (i.e. television, internet, cars, etc.) that they have today. Additionally, the field of medicine would not be as advanced, and there would not be the technology to save people with medical problems.
Knowledge:
At the conclusion of this thematic, students should have knowledge of how the Industrial Revolution affected the world in the following ways:
Skills:
Students will develop the following skills in this thematic:
Objectives:
Quantitative:
History
Science
Business and Information Technology
Agricultural Education
Qualitative:
Standards of Learning and/or Discipline Based Professional Standards:
History:
Content:
SOL (WHII.8)
WHII.8 The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by
nationalism; assessing the impact of European economic and military power
on Asia and Africa, with emphasis on the competition for resources and the
responses of colonized peoples.
Skill:
Science:
Content:
BIO.8 The student will investigate and understand how populations change through time. Key concepts include
a) evidence found in fossil records;
c) how natural selection leads to adaptations;
e) scientific explanations for biological evolution
Skill:
BIO.2 The student will investigate and understand the history of biological concepts. Key concepts include
b) scientific explanations of the development of organisms through time (biological evolution);
e) the collaborative efforts of scientists, past and present
Business and Information Technology
Content:
History and Social Science
GOVT.14 The student will demonstrate knowledge of economic systems by
a. identifying the basic economic questions encountered by all economic systems;
b. comparing the characteristics of free market, command, and mixed economies, as described by Adam Smith and Karl Marx;
c. evaluating the impact of the government's role in the economy on individual economic freedoms;
d. explaining the relationship between economic freedom and political freedom;
e. examining productivity and the standard of living as measured by key economic indicators
GOVT.15 The student will demonstrate knowledge of the United States market economy by
a. assessing the importance of entrepreneurship, the profit motive, and economic independence to the promotion of economic growth;
b. comparing types of business organizations;
c. describing the factors of production;
d. explaining the interaction of supply and demand;
e. illustrating the circular flow of economic activity;
f. analyzing global economic trends, with emphasis on the impact of technological innovations.
GOVT.16 The student will demonstrate knowledge of the role of government in the Virginia and United States economies by
a. analyzing the impact of fiscal and monetary policies on the economy;
b. describing the creation of public goods and services;
c. examining environmental issues, property rights, contracts, consumer rights, labor-management relations, and competition in the marketplace.
Skill:
English
9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies.
a. Identify a position/argument to be confirmed, disproved, or modified.
b. Evaluate clarity and accuracy of information.
c. Synthesize information from sources and apply it in written and oral presentations.
d. Identify questions not answered by a selected text.
e. Extend general and specialized vocabulary through speaking, reading, and writing.
Read and follow instructions to complete an assigned project or task
Agricultural Education:
Content:
GOVT.15 The student will demonstrate knowledge of the United States market economy by
a. assessing the importance of entrepreneurship, the profit motive, and economic independence to the promotion of economic growth;
b. comparing types of business organizations;
c. describing the factors of production;
d. explaining the interaction of supply and demand;
e. illustrating the circular flow of economic activity;
f. analyzing global economic trends, with emphasis on the impact of technological innovations.
Skill:
Science 6.9 The student will investigate and understand public policy decisions relating to the environment. Key concepts include
a. management of renewable resources (water, air, soil, plant life, animal life);
b. management of nonrenewable resources (coal, oil, natural gas, nuclear power, mineral resources);
c. the mitigation of land-use and environmental hazards through preventive measures;
d. cost/benefit tradeoffs in conservation policies.
LS.4 The student will investigate and understand that the basic needs of organisms must be met in order to carry out life processes. Key concepts include
a. plant needs (light, water, gases, nutrients);
b. animal needs (food, water, gases, shelter, space); and
c. factors that influence life processes
Assessments:
While it is expected by parents, teachers, and other administration, students will engage in traditional evaluations such as tests, quizzes, reports and also the following alternative assessments will be included:
National Inventors Hall of Fame
Inventors
The Library of Congress: American Memory
Microsoft Instructional Resources
http://www.microsoft.com/education/InstructionalResources.aspx
Instructional Materials in Business Education
http://www.cln.org/subjects/bused_inst.html
Instructional Resources Various Disciplines
http://search.thegateway.org/
Business Education Lesson Plans
http://lessonplans.btskinner.com/
Charles Darwin, The Voyage of the Beagle: available online at:
http://www.literature.org/authors/darwin-charles/the-voyage-of-the-beagle/
Charles Darwin, The Descent of Man, 6th ed: available online at:
http://www.literature.org/authors/darwin-charles/the-origin-of-species-6th-edition/index.html
Dennett, Daniel C. (1996) Darwin's Dangerous Idea: Evolution and the Meaning of Life. Simon & Schuster
Freeman, Chris and Louca, Francisco. (2002) As Time Goes by: From the Industrial Revolutions to the Information Revolution. Oxford University Press; New Ed edition.
Bernal, J.D. (1971) Science in History, Vol. 2: The Scientific and Industrial Revolution. The MIT Press
Instructional Sets and Instructional Engagements:
*Unless otherwise noted, all Instructional Set and Instructional Engagement strategic activities are taken from Stephens, C.E. and Brown, J.E. A Handbook of Content Literacy Strategies: 75 Practical Reading and Writing Ideas. Christopher-Gordon Publishers, Inc. Norwood, Massachusetts, 2000.
IS/IE ONE:
Instructional Set: Factstorming
The purpose of this instructional set is to introduce the students to the concept of evolution and the time period of Charles Darwin, and to assess their prior knowledge on the topic.
Using the “Factstorming” strategy students will be given a prompt on Darwin and the theory of evolution. In small groups, students will generate and record facts. The teacher will then engage the class in discussion about the responses and use these to introduce the new lesson concept.
Stephens and Brown, pg. 45
Expectations include: Students will read to find evidence to support the facts they generated or to correct any misinformation they originally recorded.
Rationale: Students will be able to draw upon their prior knowledge and the teacher will be able to identify gaps in student knowledge and misconceptions.
Instructional Engagement: People Portraits
The purpose of this instructional engagement is to further focus on evolution and relate this broad theory to an animal they all know about: the horse.
Using the modified “People Portraits” strategy students will view drawings of the evolution of the horse at different time periods and explain the differences according to Darwin’s theory of evolution. The teacher will provide every student with a chart of the evolution of the horse that is divided into thirds.
Stephens and Brown, pg. 211
Expectations include: Students will divide into three groups. Group 1 focuses on the first third of the chart; group 2, the middle third; and group 3, the final third. Each group focuses on the evolution of the subject by describing physical traits, and changes over time, plus possible reasons behind these changes. Each group will report to the class; the class will then discuss the main ideas that emerge.
Rationale: This strategy is designed to help students focus on the changes and developments that organisms undergo. Students will use their prior knowledge of Darwin’s theory of evolution and relate it to an animal that they are all familiar with.
IS/IE TWO:
Instructional Set: Mysterious Possibilities
The purpose of this instructional activity is to create interest in Henry Ford. Using the “Mysterious Possibilities” strategy students will recall information from past experiences.
Expectations include raising student interest and engaging student participation and discussion. Students will be able to identify Henry Ford as the inventor of the Model T and living wages, as well as positives and negatives of the assembly line.
S&B Chapter 3 pages 37-38
Rationale: This is a good strategy to assess the prior knowledge of the students. This will allow the class to discuss all the reasons that Henry Ford is famous. This strategy will allow the students to learn new information about Henry Ford that they did not know from their peers.
Instructional Engagement: Brainracing
The purpose of this instructional engagement is to introduce students to Henry Ford and how he changed the business practices of the time. Using the “Brainracing” strategy students will write down as many things about Henry Ford as they can recall. Each student will then pick one thing about Henry Ford that they find interesting then questions will be generated about the topic.
Expectations include developing a list of questions that can be used to inquire about the chosen topic. (S&B Chapter 9 page 32)
Rationale: This activity allows students to recall prior knowledge about the subject. Then they can determine what areas they want to know more information about. This will allow the students to introduce questions that the teacher can answer in future class instruction.
IS/IE THREE:
Instructional Set: Picture Books
The purpose of this instructional set is to introduce agricultural advancements that had a major impact during the Industrial Revolution by using picture books to stimulate students’ interest and curiosity.
Using the “Picture Books” strategy, the teacher selects an appropriate picture book relating to advancements in agriculture during the Industrial Revolution. The teacher then shows the students the book cover and asks students to speculate on what they will be learning. The teacher then reads the book to the class, including other information that is relevant to the topic of agricultural advancements. While reading the book, the teacher shows the illustrations to the class and discusses what the pictures show. After reading the book, the teacher uses the picture book as a springboard for the day’s lesson.
Expectations include: Students will be introduced to and gain an understanding of agricultural advancements during the Industrial Revolution. Students will also be able to identify advancements from photographs.
S&B Chapter 6, page 181
Rationale: Picture Books is a strategy that can be used to provoke questions or stimulate interest and curiosity about a topic. The use of illustrations provides visual stimulation, and asking questions encourages class participation.
Instructional Engagement: Opinion Guide
The purpose of this instructional engagement is to review the names of major agricultural advancements that occurred during the Industrial Revolution.
Using the “Opinion Guide” strategy, the teacher creates a worksheet with a series of statements about what students learned the previous day about agricultural advancements. The students read each statement and mark whether they agree or disagree with each statement. In small groups, then as a class, students discuss each statement, and provide justification for their opinion.
Expectations include: Students will be able to agree or disagree with a series of statements concerning agricultural advancements, using prior knowledge from previous lessons. For example, a statement might read “Cyrus McCormick’s development of the mechanical reaper had a direct impact on other farm machinery innovations.” Students would then agree or disagree with this statement, and justify their opinion.
S&B Chapter 4 pages 110-111
Rationale: Opinion Guide is a strategy intended to think about information learned from a previous lesson. In incorporates group work, justification of an opinion, and is a good review to see how much information students retained from the lesson.
IS/IE FOUR:
Instructional Set: Find Someone Who…
The purpose of this instructional set is to introduce the topic of the Industrial Revolution to students by matching the names of inventors with their inventions or contributions to the time period.
Using the “Find Someone Who…” strategy, the teacher prepares a form by dividing a sheet of paper into six or eight boxes and writing a statement in each box. The statements relate to content the students will be learning. Each box also has a place for comments and a signature. Each student is given an index card with their “identity” on it, which contains the name of a significant contributor to the Industrial Revolution and his or her contribution. The teacher gives the class a specific amount of time to interact with each other with the goal of finding a different person to sign each box. Afterwards, students share their findings with the whole class, and the teacher uses them as a springboard for the day’s lesson.
Expectations include: Students will be introduced and gain an understanding of major contributors to the Industrial Revolution and will work collaboratively to find answers to all questions on their forms.
S&B Chapter 3, pages 60-61
Rationale: Find Someone Who…is an interactive strategy that provides students with a highly motivating format for activating prior knowledge. The kids get to work together, while being initiated into a new lesson.
Instructional Engagement: Mysterious Possibilities
The purpose of this instructional engagement is to review the names of major contributors and their inventions during the Industrial Revolution.
Using the “Mysterious Possibilities” strategy, the teacher shows an object, photograph, picture, or some other form of visual stimuli. Students are asked to solve the mystery by brainstorming and predicting possible connections with the previous knowledge gained on the Industrial Revolution.
Expectations include: Students will be able to identify the mystery objects by working collaboratively, using prior knowledge from the lessons on the Industrial Revolution
S&B Chapter 3 pages 37-38
Rationale: Mysterious Possibilities is a short, quick strategy intended to capture student interest, focus attention, and arouse curiosity. It incorporates elements of group brain-storming and predicting, and is a good review to see how much the students learned from the lesson.
IS/IE FIVE:
Instructional Set: Clustering
The purpose of this instructional set is to introduce students to inventors and their inventions that affected both science and agriculture.
Using the ‘Clustering’ strategy, the teacher will put two topics on the board (agriculture and science) and have students, as a group, generate ideas related to them. The topic is circled and the ideas are connected by lines to the main topic(s). As new words are added, students group or cluster them to create a structure showing some type of relationship among the ideas.
Expectations include: Students will be introduced to inventors and inventions that had a major impact on both science and agriculture.
Rationale: Clustering is an interactive strategy that will activate students’ prior knowledge of two different content areas and the relationship among them.
Instructional Engagement: Crossword Puzzle
The purpose of this instructional engagement is to review the inventors and inventions that had an impact on science and agriculture during the Industrial Revolution.
Using the crossword puzzle strategy, students will be able to apply knowledge learned to solve the puzzle.
Expectations include: Students will be able to complete the crossword puzzle individually and then compare answers in small groups and then as a class using prior knowledge.
Rationale: Crossword puzzles are a fun activity that can access learning. It can be modified for individual use, or use in a group setting.
IE/IE SIX:
Instructional Set: Match Game
The purpose of this instructional set is to introduce students to the names of the major business leaders of the industrial revolution and the industries that they revolutionized.
Using the “Match Game” strategy, the teacher prepares enough memory-style games for everyone in the class to be in groups of three. Each game has a name of one of the business innovator and the industry that he revolutionized. Then the other card that corresponds with the innovator has the business and then how it was innovated. The teacher gives the class a specific amount of time to play the game and then uses the game as a springboard for the day’s lesson on the innovators.
Expectations include: Students will be introduced and gain an understanding of major business innovators of the industrial Revolution and how they innovated their part of business.
“Match Game” was based on ‘Memory’ by Parker Brothers.
Rationale: Match Game is an interactive strategy that provides that provides students with a chance to play an intriguing game that activates prior knowledge. The kids get to work together while being initiated to a new lesson.
Instructional Engagement: Problem Solving
The purpose of this instructional engagement is to look at specific problems in the Industrial Revolution and rationalize a solution. Then the students’ solutions are compared and contrasted with the historical solution offered by the business innovator.
Using the “Problem Solving” strategy, the teacher presents groups with problems experienced by businesses during the Industrial Revolution. Students are asked to come up with solutions for the problems and present then on a poster to the class. At the end of each group’s presentation the teacher presents how the business innovator associated with that particular area of business solved that problem.
Expectations include: Students will be able to identify and think through specific problems that were experienced by businessmen in the Industrial Revolution and to use their prior knowledge of business strategies to come up with solutions.
S&B Chapter 5, pages 137-138
Rationale: “Problem Solving” is a great way to get students to incorporated previous lessons in business and apply to what they have learned to new and exciting business challenges.
Lesson Plan: IS 4: “Clustering”
Purpose/Rationale:
The purpose of this lesson is to introduce students to inventors and their inventions that affected both science and agriculture during the Industrial Revolution.
Goals:
Content : Students will make connections between Science and Agriculture.
Intent : Students will gain a broader perspective by integrating two disciplines.
Knowledge : Students will know how Science and Agriculture complement each other. Students will gain an overview of the thematic.
Skills : Students will utilize science and agriculture literacies pertaining to inventors and inventions during the Industrial Revolution. Students will associate, sort, group and categorize concepts. Students will demonstrate written and oral communication abilities.
Objectives:
Quantitative:
•Students will be able to collaboratively “cluster” two topics on the board with the guidance of the teacher.
•Students will be able to discuss the connections they discover between science and agriculture using content vocabulary.
•Students will be able to use these connections to help construct their brochure
Qualitative:
•Individual: Content communication (students will be able to communicate using content literacies).
•Whole Class: Collaboration skills (students will successfully work as a group).
Standards of Learning/Professional Standards:
BIO.2 The student will investigate and understand the history of biological concepts. Key concepts include
e) the collaborative efforts of scientists, past and present
Procedure:
•Demonstrate “Clustering” (Smith and Brown, pg. 43)
•Teacher writes two topics on the board (Agriculture and Science)
•As a group, students generate ideas related to the two topics. The topics are circled and the ideas are connected by lines to the main topic(s). As new words are added, students group or cluster them to create a structure showing relationships among ideas. New inventions and inventors will be stressed in the discussion.
•Students record notes, reflections and questions in the corresponding section of their journal.
Assessments:
•Anecdotal observation of student collaboration and participation during discussion.
•Notes/reflections/questions in journal.
Instructional Resources:
•Text books
•All sections of their journal
Lesson Plan: IS 6: Match Game
Purpose/Rationale:
The purpose of this instructional set is to introduce students to the names of the major business leaders of the industrial revolution and the industries that they revolutionized.
Goals:
Content : Students will learn business leaders of the Industrial Revolution.
Intent : Students will gain knowledge of characteristics that leaders possess.
Knowledge : Students will know the social impact of leaders throughout History. Students will gain an overview of the thematic.
Skills : Students will utilize history literacies pertaining to business leaders of the Industrial Revolution. Students will associate, sort, group and categorize concepts. Students will demonstrate written and oral communication abilities.
Objectives:
Quantitative:
•Students will be able to collaboratively identify leaders through history
•Students will be able to explain the impact business leaders had on an industry.
•Students will be able to use these connections to help construct their brochure
Qualitative:
•Individual: Content communication (students will be able to communicate using content literacies).
•Whole Class: Collaboration skills (students will successfully work as a group).
Standards of Learning/Professional Standards:
English
9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies.
a. Identify a position/argument to be confirmed, disproved, or modified.
b. Evaluate clarity and accuracy of information.
c. Synthesize information from sources and apply it in written and oral presentations.
d. Identify questions not answered by a selected text.
e. Extend general and specialized vocabulary through speaking, reading, and writing.
Read and follow instructions to complete an assigned project or task
Procedure:
•Demonstrate “Match Game” (Parker Brothers)
•Teacher distributes name of business leaders to groups of three.
•As a group, students will match the innovator to the industry that was revolutionized. Students have 20 minutes to complete this activity.
Assessments:
•Students will correctly match innovators to industry to 80 percent accuracy.
•Students will be observed on how well they communicate and discuss ideas in a group setting.
Instructional Resources:
•Text books
•All sections of their journal
A Game Frame: The Industrial Revolution Jeopardy!
Diversity Addressed:
To increase student disposition and engage all students, a variety of teaching methods will be utilized. Examples include peer collaboration, hands-on inquiry (science), opportunities for reflection, and use of resources and artifacts that are relevant to students’ lives. Accommodations will be made for students with IEPs to ensure their success in this thematic.
In all of these content areas, and especially science and agriculture, women and minorities are consistently overlooked. This thematic will utilize resources that will portray women and minorities as experts in their respective fields. Guest speakers will be used to further emphasize this point.
Parent-Community (Gov’t./Bus./Indust.) Engagements:
Throughout this thematic, parents and community members will be invited to present their expertise in related fields.
At the end of the study on the Industrial Revolution, students will present content information that has been researched and summarized in the form of their brochure during a family/community night at the school. Students’ families, administrators, students, teachers and other community members will be invited. Also artifacts and resource materials will be displayed to encourage discussion. Assessment will be ongoing throughout the preparation and presentation process.
Vocabulary & Morphology:
Vocabulary Engagement 1: Vocab Alert!
The purpose of this Vocabulary Engagement is to make students aware of important terms prior to reading the section on Darwin and his theory of evolution.
Using the “Vocab Alert!” strategy (Stephens and Brown, pg. 51) the teacher will select the most important terms from the reading selection, being careful to limit them to a manageable number (5-9), and prepare a Vocab Alert! Form. The teacher writes Vocab Alert! On the board and the students assess their familiarity with each term using the form. The teacher then introduces the significance of the terms on the form within the context of Darwin and evolution and prepares the students for the reading selection.
Expectations include: Students will be able to pay special attention to the Vocab Alert! Terms and record information about them on the form. Afterwards, using their Vocab Alert forms, the students will engage in discussion to further clarify and develop their understanding of the terms.
Rationale: Insufficient vocabulary knowledge is a serious obstacle for many students; and frequently they skip over unfamiliar words, thus failing to understand fully what they read. Vocab Alert! Serves as a form of self-assessment for students and helps them to set purposes for their reading. It also can function as an assessment tool for teachers, helping them to determine how much vocabulary instruction and practice will be needed.
Vocabulary Engagement 2: Crossword Puzzle
The purpose of this vocabulary engagement is to introduce and help student’s become familiar with common business vocabulary used in the study of the Industrial Revolution. Using a “Crossword Puzzle” students will be introduced to and come to understand the definition of various terminology used in the readings. Expectations include an understanding of the spelling and definitions of the words but more importantly knowledge of the context of the words and improved reading skills.
Rationale: For many students reading content text and materials is difficult because of a lack of vocabulary skills and knowledge. This engagement will introduce new vocabulary that the students will encounter when reading Industrial Revolution text. This will be a fun way to introduce new words that they may not be familiar with.
Vocabulary Engagement 3: Missing Words
The purpose of this Vocabulary Engagement is to engage students in reading a selection with certain words deleted, and then to predict in writing the missing words.
Using the “Missing Words” strategy (Stephens and Brown, pg. 104) the teacher selects a passage on Agricultural Advancements that students haven’t read and deletes certain words, leaving the beginning and ending sentences intact. The words to be deleted are key vocabulary words related to agricultural advancements made during the Industrial Revolution. The teacher also prepares a short, relatively easy passage to demonstrate to the class how to use the strategy.
Expectations include: Students will individually, or in pairs, use the Missing Words strategy on the passage. Then, the entire class will discuss their word choices and practice using think-alouds. Finally, they read the passage as it was originally written.
Rationale: The Missing Words strategy helps students learn to draw upon their prior knowledge of agricultural advancements, use their metacognitive skills, think inferentially, and understand relationships among ideas as they construct the text. It can be used as an informal assessment tool.
Vocabulary Engagement 4: Memory Game
The purpose of this vocabulary engagement is to introduce students to the major players, inventions, and businesses that were revolutionized during the Industrial Revolution. Using the “Memory Game,” students will be able to find the name of the an inventor or businessman and then match it with the invention or business innovation that corresponds.
Rationale: Learning is a social activity and is best remembered when it is enjoyable. By introducing the names and innovations of the Industrial Revolution in a game format that specifically targets and uses memory, the students will be more apt to remember the names and innovations when the teacher begins the lessons. Having already been exposed to the names and innovations the students will be better prepared for classroom lessons.