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Supervised Teaching
ED 459
Application of Knowledge Unit Plan
Standards:
English/Language Arts
4.RN.2.1 Refer to details and examples in a text when explaining what a text says explicitly
and when drawing inferences from the text.
4.RN.2.2 Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
4.1.17 Construct a brief narrative about an event in Indiana history using primary and
secondary sources.
Day 1:
Objective: Assessing the students knowledge of the Indianapolis 500 and the 500 Festival.
Indianapolis 500 and 500 Festival knowledge. Collect students papers and revisit
Materials: KWL Chart (Draw a KWL chart on chart paper prior to the lesson.)
a. Explain to the students that KWL chart (What You Know, What You Wonder,
What You Learned) will be used to assist the teacher and students with their
understanding of the Indianapolis 500 and to list information the class wants to
learn.
KWL
K W L
b. To introduce the unit of study, pose the question, What do you know about the
Indianapolis 500? As a class, work on the KWL chart. Begin with What You
Know. List the information the students share about the 500 and the events.
Kendra Luckey
Supervised Teaching
ED 459
Application of Knowledge Unit Plan
Students may provide information about the Mini-Marathon, the parade, the track,
racecars, etc. Pose the question, What are you wondering about the Indianapolis
500? Record students questions under the W section of the chart. The What
You Learned? is completed as the information is learned or at the end of the unit.
Day 2:
Objective: Building the students schema of the Indianapolis 500 and the 500 Festival.
1. Video Activity
a. To introduce the Indianapolis 500 and its history, show the 11-minute video,
History of the Indy 500, which highlights race activities and 500 Festival events.
Discuss the video. Ask if anyone has any additional questions to add to the
Materials:
Building Indianapolis 500 Schema sheet. The questions may be posed as a whole
Standards:
Kendra Luckey
Supervised Teaching
ED 459
Application of Knowledge Unit Plan
English/Language Arts:
4.RN.3.1 Apply knowledge of text features to locate information and gain meaning from a
4.SL.3.1 Summarize major ideas and supportive evidence from text read aloud or
Social Studies:
4.1.15 Create and interpret timelines that show relationships among people, events, and
4.1.17 Construct a brief narrative about an event in Indiana history using primary and
secondary sources.
Day 3:
Objective: Understanding the purpose of a timeline and being able to organize events in
chronological order.
Materials:
Kendra Luckey
Supervised Teaching
ED 459
Application of Knowledge Unit Plan
events have occurred. Students use secondary source materials to search and
report significant events. To begin the research, watch the History of the Indy 500
video again. To guide their research, students use the Timeline Research sheet to
record significant dates as reported in the video. Students may explore brochure,
information.
2. Video Activity: The First 100 Years-A Timeline of Drivers
a. Show The First 100 Years-A Timeline of Drivers video. The video highlights
timeline.
Standards:
Mathematics:
4.NS.2: Compare two whole numbers up to 1,000,000 using >, =, and < symbols.
Kendra Luckey
Supervised Teaching
ED 459
Application of Knowledge Unit Plan
4.NS.7: Compare two decimals to hundredths by reasoning about their size based on the
same whole. Record the results of comparisons with the symbols >, =, or <, and
4.C.1: Add and subtract multi-digit whole numbers fluently using a standard algorithmic
approach.
4.C.2: Multiply a whole number of up to four digits by a one-digit whole number and
multiply two two-digit numbers, using strategies based on place value and the
4.AT.1: Solve real-world problems involving addition and subtraction of multi-digit whole
numbers (e.g., by using drawings and equations with a symbol for the unknown
4.AT.2: Recognize and apply the relationships between addition and multiplication,
4.M.3: Use the four operations (addition, subtraction, multiplication and division) to
4.M.4: Apply the area and perimeter formulas for rectangles to solve real-world problems
and other mathematical problems. Recognize area as additive and find the area of
overlapping rectangles and adding the areas of the non-overlapping parts; apply
Day 4:
Objective: Students can apply math skills to real-world activities at the Indianapolis 500.
discuss the video. Ask each team to create a list of ways math is used at the
Indianapolis 500 and related events. Teams shared their lists to create a class list.
2. Numbers, Numbers, Numbers of Indy Activity
Materials:
Copies of the Numbers, Numbers, Numbers of Indy worksheet
Calculators (optional)
a. With a partner, complete the math activity sheet about the Indy 500 and its events.
Discuss the information and answers when all students are finished. Calculators
Day 5:
Objective: Students can apply math skills to real-world activities at the Indianapolis 500 Festival.
1. Video Activity: Numbers, Numbers, Numbers of the 500 Festival Parade worksheet
a. Watch the Numbers, Numbers, Numbers of the 500 Festival video to provide
worksheet
Calculators (optional)
Students use math skills to determine answers to problems related to the 500 Festival.
Day 6:
Kendra Luckey
Supervised Teaching
ED 459
Application of Knowledge Unit Plan
Materials:
Materials:
Students use statistics from the Indianapolis 500 to solve math problems.
Standards:
English/Language Arts:
4.W.1 Write routinely over a variety of time frames and for a range of discipline-specific
tasks, purposes, and audiences; apply reading standards to support reflection and
response to literature and nonfiction texts.
4.W.3.2 Write informative compositions on a variety of topics that:
Provide an introductory paragraph with a clear main idea.
Provide supporting paragraphs with topic and summary sentences.
Provide facts, specific details, and examples from various sources and texts to support
ideas and extend explanations.
Connect ideas using words and phrases.
Include text features (e.g., formatting, pictures, graphics) and multimedia when useful
to aid comprehension.
Kendra Luckey
Supervised Teaching
ED 459
Application of Knowledge Unit Plan
Day 8:
Objective: Students will know about planning and the construction of the floats at the 500
Festival.
I WonderActivity
Pose the following questions to learn how much your students know about the 500 Festival and
the float planning and construction.
1. I Wonder
How many years has the 500 Festival Parade been staged? (The first parade
was held in 1957.)
Where is, the parade held? (On the street of downtown Indianapolis)
On what day is the parade staged? (The Saturday of Memorial Day weekend)
How long is the parade route? (2 miles)
Who serves as the Honorary Grand Marshals? (The 33 qualified drivers of the
Indy 500)
Kendra Luckey
Supervised Teaching
ED 459
Application of Knowledge Unit Plan
Approximately how many people line the streets for the parade? (More than
300,000 people)
What is the maximum length and width for a float? (Length-60 feet and width
20 feet)
At what rate of speed do the parade units travel? (2.5 mph)
Often the people ride on the floats. What is the minimum age of a person who
may ride the float/ (10 years of age)?
What are some of the safety requirements for the floats? (No sharp of pointed
edges on the float may be exposed. Each float must have a fire extinguisher.
Handholders are required for people standing on the float. Emergency towing
units are placed along the parade route. No articles may be thrown into the
crowd from the float.)
Video Activity: Floats:
View the video, Floats. Discuss with the students the organization, time, and materials needed to
plan and construct the floats.
Fifth Gear: Shaping Up for the Race
Standards:
Health & Wellness:
4.1.1 Explain the connection between behaviors and personal health.
4.7.1 Describe positive health behaviors.
Physical Education:
4.3.1 Identify and demonstrate the physical, mental, social, and emotional benefits of
participation in health-related physical fitness activities.
4.4.3 Describe exercises/activities that will improve each component of health-related
physical fitness.
Day 9:
Objective: Students investigate if Race Car Drivers are athletes.
1. Are Race Car Drivers Athlete? Activity
Materials:
Post-it note for each student
Kendra Luckey
Supervised Teaching
ED 459
Application of Knowledge Unit Plan
Yes/No chart
Give each student a Post-it note. Pose the following question to students. Ask each
student to respond on the post-it note with yes or no and to write a sentence that
supports his or her opinion. On the chalkboard or a poster board, create two columns, one
column for YES and one column for NO. Instruct students to place their post-it notes
under the corresponding column. Discuss the students responses.
2. Seat Stimulations Activity
Materials:
Several pillows
Textbooks
Timer
Sit in a position similar to a race car driver. Place pillows at a 30-degree angle behind the
students back. Have the student hold two textbooks at arms length to represent the effort
needed to control an Indy car at speed. Set a timer for two minutes and hold the position.
Discuss what it would be like to sit in a race car for two hours.
Day 10:
Objective: Students investigate if Race Car Drivers are athletes.
Video Activity: Fit to Win!
Prior to watching this video, discuss with students the following key points.
Both drivers and crew members work out 4-6 days a week. Like other professional sports, some
teams even employ a certified strength and conditioning coach who travels with the teams.
The drivers use many muscles, but a lot of their training involves neck exercises. Over the course
of a race, a drivers neck has a lot of force on it, which cause fatigue. When a driver becomes
tired, it is more difficult to make quick decisions. The drivers must sustain fitness over the course
of a race.
For each pit crew, a limited number of team members may cross over the wall to work on the car.
Each crew member has different job, but they all must be very quick. A special training program
is designed for each crew member. Flexibility is more important for pit crew members than for
the drivers. Special exercise programs are designed with flexibility, strength, balance, and
cardiovascular activities. Some of the exercises include bent over row, push-ups, bicep curl, and
abdominal crunch. In addition, drivers must sleep six to eight hours each night, eat healthy food,
and drink lots of water.
Kendra Luckey
Supervised Teaching
ED 459
Application of Knowledge Unit Plan
Mathematics:
4.NS.1: Read and write whole numbers up to 1,000,000. Use words, models, standard
form and expanded form to represent and show equivalent forms of whole
numbers up to 1,000,000.
4.C.1: Add and subtract multi-digit whole numbers fluently using a standard algorithmic
approach
Science:
Science and Engineering Process Standards (SEPS)
SEPS.1 Posing questions (for science) and defining problems (for engineering)
SEPS.2 Developing and using models and tools
SEPS.3 Constructing and performing investigations
SEPS.4 Analyzing and interpreting data
SEPS.5 Using mathematics and computational thinking
SEPS.6 Constructing explanations (for science) and designing solutions (for engineering)
SEPS.7 Engaging in argument from evidence
SEPS.8 Obtaining, evaluating, and communicating information
4.PS.1 Investigate transportation systems and devices that operate on or in land, water,
air and space and recognize the forces (lift, drag, friction, thrust and gravity) that
affect their motion.
4.PS.2 Investigate the relationship of the speed of an object to the energy of that object.
3-5.E.1 Identify a simple problem with the design of an object that reflects a need or a
want. Include criteria for success and constraints on materials, time, or cost.
3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how
well each is likely to meet the criteria and constraints of the problem.
3-5.E.3 Construct and perform fair investigations in which variables are controlled and
failure points are considered to identify aspects of a model or prototype that can
be improved.
Social Studies:
4.4.8 Define profit* and describe how profit is an incentive for entrepreneurs
Visual Arts:
Kendra Luckey
Supervised Teaching
ED 459
Application of Knowledge Unit Plan
Day 11:
Objective: Students understand the purpose of the flags used at the race.
1. Green to Checkered Activity
Materials:
Verizon IndyCar Series Flag Chart (found on the Student Information Text)
Copies of the Verizon IndyCar Series Flag Design Sheet
Discuss with the students the purpose of flags. Explain some flags are designed to be symbolic
such as the United States of America flag or the Indiana flag. Other flags are used as a form of
communication.
Instruction students to locate the Verizon IndyCar Series flag chart found in the Informational
Text. Discuss each flag and its meaning. Although the drivers have radio communication with
their teams and the Verizon IndyCar Series officials, it is not uncommon for the communication
equipment to encounter.
Day 12:
Objective: Students get a better understand of the money it takes to pursue racing.
1. Video Activity: Racing Careers & Jobs
Explain to student the racing industry offers many career opportunities. View the Racing
Careers & Jobs video.
2. Lets Go Racing Activity
Materials:
Budget sheet for each student
Make a transparency copy of the budge sheet
1 copy of Team Sponsor Cards sheet (Cut apart cards.)
1 copy of Event Cards sheet (Cut apart cards.)
Notebook paper
1 dice
Calculator (optional)
Students will work in teams as business partners to make budgetary decisions related to a race
team. The goal is to direct the race team without going in debt. Ultimate success is attained if the
team makes a profit.
Kendra Luckey
Supervised Teaching
ED 459
Application of Knowledge Unit Plan
to guide the students. After each team makes its calculations, the teachers rolls the dice
again. Continue with this format until all the cards are selected.
11. To end the activity, announce the checkered flag is waving. If a team went bankrupt, they
are not eligible for the final prize money as they were not able to make the race. For
finishing the race, every team receives $10,000. Roll the dice one more time. The
winning car number is the Indianapolis 500 champion and receives $50,000.
12. Discuss with students the financial decisions they made throughout the game. Ask them
to share what financial decisions they would change.
Day 13:
Objective: The students understand the Indy has evolved throughout the years.
1. Video Activity: Evolution of an Indy Car
a. Through the years, race cars have evolved. Not only are cars faster, but they are
safer. Show the video. Discuss reasons for designing new cars.
2. Alike or Different? Activity
Materials:
Copies of the Alike or Different worksheet
Distribute a copy of the Venn diagram to each student. Compare and contrast a race car
from 1911 to todays race car. After completing the chart, explain to the students that the
Indianapolis Motor Speedway Museum needs some help. Many tour groups are schedules
to visit the museum in May. The first display the tourist will see is a 1911 race car and a
race car for this years Indianapolis 500. Tourists are always asking how cars are similar
and different. Use the Venn diagram to write an informative essay to compare and
contrast cars of yesterday to cars of today for the display in the museum.
Day 14:
Objective: Students comprehend and understand that testing is a vital component to keeping
the sport safe.
1. Video Activity: Testing and Safety
a. View the video, Testing & Safety. Discuss the video. Ask the students to share
their observations about preparing a race car. List on the board what the crew
members did in the video to prepare the car for race day. Discuss that crew
members are constantly using scientific principles and mathematics to adjust the
car.
b. Explain in science it is important to focus on one variable at a time. In a science
experiment, scientists study one variable at a time to determine its impact on the
experiment. If too many changes are made at once, the cause and effect cannot be
determined. Thus, it is important to make one change at a time and test that
variable several times.
2. In the Drivers Seat Activity
Kendra Luckey
Supervised Teaching
ED 459
Application of Knowledge Unit Plan
Materials
Copies of In the Drivers Seat writing prompt
a. Brainstorm a list of words to describe what a driver would feel, hear, see, and smell as he
or she drives around the Indianapolis Motor Speedway at 220 miles per hour.
b. Give each student a copy of the writing prompt, In the Drivers Seat. Students write a
narrative about being a Verizon IndyCar Series Driver.
The Checkered Flag
Objective: Students applied what they have learned before attending the field trip and have a
better understand of the tours.
1. Video Activity: Indianapolis Motor Speedway Tour
The Indianapolis Motor Speedway is huge facility that span 1,025 acres. Share with students
the Indianapolis Motor Speedway Tour video. For students who will attend the IMS Study
Trip, the video highlights some of the sites they will visit.
2. Study Trip
The class visit the Indianapolis Motor Speedway where they participate in guided Study trip.
After students participate in the Study Trip, complete the final section (What You Learned?)
of the KWL chart.
The Victory Lap
Day 15:
Objective: The students have learned and succeed to grow in knowledge about the Indianapolis
500.
Are You an Indy 500 Expert? Post Assessment