Indiana Wesleyan University

Elementary Education Lesson Plan Template (DIRECT INSTRUCTION)

Social Studies--2007 ACEI Standards

Student: Elena Check School: Eastbrook South Elementary

IWU Supervisor: Earl Gloria Co-op Teacher: Mrs. Holt
Teaching Date: April 18th, 2018 Grade Level: 6th

READINESS
I. Goal(s)/Objective(s)/Standard(s)

A. Goal– The students will be aware of the developments and innovations of the Industrial Revolution.

B. Objective(s) – The students will be able to state how the Industrial Revolution came about and the
impact Rube Goldberg had.

Condition:

Industrial Revolution: the rapid development of industry that occurred in the 18th and 19th century in
Britain—the introduction of machinery
Innovation: a new idea, product, or method

C. Standard(s) –

IAS: 6.1.14— Describe the origins, developments and innovations of the Industrial Revolution and explain the
impact these changes brought about.

NCSS: Science, Technology, and Society

ISTE: 2a. Students cultivate and manage their digital identity and reputation and are aware of the permanence of
their actions in the digital world.

II. Materials & Management:

A. Materials: Pencil, large paper, scrap paper, laptop, a couple of printed articles [incase a laptop is out
of battery]
B. Time: 1 hour
C. Space: 6th grade classroom—the students’ seats and stations
D. Behavior: I will be using the light method as well as the finger on the nose method. For the light
method, I will use this when the students are working together and by themselves…there are 3 light
switches in the room and if they are too loud I turn off one, if they continue to be loud I will turn off
another one and then finally, if they turn of the 3rd they will be given a consequence. If they are talking
while I am teaching, I will put my finger on my chin and they will all follow and do the same while
shutting off their voices.
E. Technology: Computer—Google Classroom, projector

III. Anticipatory Set— 5 minutes

“Good afternoon, students. How many of you have seen the movie Sing? There is a part in that movie
that I want you to watch, it’s actually my favorite, and then afterwards I am going to have you watch
another short clip from Honey, I shrunk the Kids.”
- https://www.youtube.com/watch?v=sAHGVLW5cs8 (2:07)
 - https://www.youtube.com/watch?v=93WdX7v3DWU (0:43)
- State purpose statement.
IV. Purpose: “Today we are going to be learning about the beginning of the Industrial Revolution and the role
Rube Goldberg had.”

PLAN FOR INSTRUCTION

V. Adaptation: (ACEI 3.2)

A. Remediation –
B. Enrichment –
a. I will ask prior knowledge questions.
b. I will use higher vocabulary while reiterating what they learned in their reading and videos.
C. ELL – N/A
D. Exceptional Needs- Students will work individually but then collaborate with their peers in their
groups, if they do not understand the material, they can be helped easily.

VI. Lesson Presentation: 20 minutes

“We are going to be splitting up into stations. Please look at the board to see your name and what center you
will be heading to. You will be at these stations for 10 minutes and I will keep a timer up on the board so you
can keep track of the time as well. At each station, you will receive instructions by the adult there. Although
they are not normally in our class, please be respectful to them and what they say. When you hear the timer, you
will also hear music, this is when you will switch rotations. You must be sitting down at your next rotation
when the music stops, this is when your 10 minutes will begin again.”

“If you are in the blue group, you will start at the reading station. This is where you will read articles on Rube
Goldberg and his inventions. If you are in the purple group, you will be at the technology station, where you
will watch videos on Rube Goldberg and his machine ideas. After we are done in our groups, you each are
going to sketch out your own machine.”

“I would like the blue group to go to their station. I would like the purple group to go to their station.”

Blue Group—Reading (9 minutes):

“You will be reading over these articles online. Grab a partner in your group and take turns reading aloud to
each other. They are posted in google classroom. Also, on a scrap piece of paper you will write down at least 5
interesting facts that you read about. Keep these in mind for your machine that you are going to create later.”

- https://www.history.com/topics/industrial-revolution
- https://www.nytimes.com/2013/12/10/science/exploring-an-inventors-cartoons-in-the-art-of-rube-
goldberg.html
- http://www.rube-goldberg.com
- https://www.teachengineering.org/lessons/view/cub_simp_machines_lesson05

Purple Group—Technology (9 minutes):

“You will be watching videos over the Industrial Revolution, Rube Goldberg, and examples of his machines.
While you are watching these videos, I want you to write down at least 10 objects you did not think would be a
part of the machine. You may work with a partner, but each of you needs their own sheet of paper. You must
watch the first video, and then you and your partner must watch at least 2 other videos listed—but you get to
pick which two from your options. Make sure that you are also watching your time and using it wisely.”
 - https://www.youtube.com/watch?v=Xh_Lk7kDrUI (3:33)
- https://www.youtube.com/watch?v=7UdzAaw-H0o
- https://www.youtube.com/watch?v=B17OvPYM040
- https://www.youtube.com/watch?v=3rjLPX-LcB8
- https://www.youtube.com/watch?v=pzukadYhr6c

A. INPUT:

Input Modeling/Modeled Practice – 25 minutes

o The students will be given a large paper at the end of the lesson and they are to draw their own
Rube Goldberg machine. Before they begin, they will make sure that their name is on it and
describe what the Industrial Revolution was and how Rube Goldberg played a part in the
beginning of the Revolution. Then, when they are done with that, I will explain to them that they
are going to make their own machine, but in their machine, they have to use at least 5 of the
objects that they found in the Technology Station.

Checking Understanding –

- While they are at their stations, I will be walking around and asking stimulating questions to make sure
that they are understanding the information being given to them and applying it in their lists and
machines. I will check for each students’ participation in the station that they are at.

Guided Practice –

- In their stations, the students will be talked to about the Industrial Revolution and the part that Rube
Goldberg played in that time period. With this, the students will be directed towards what to look for in
the articles and pin point important developments and innovations of this revolution.

OUTPUT: (ACEI 2.4 & ACEI 3.3)

Independent Practice – 25 minutes

After the students return to their seats from their stations, they will receive a large piece of paper and they will
create their own Rube Goldberg machines. The students will then draw out their objects, and label them,
explaining what they do and what their goal is for the machine.

For example: My machine is made to make me a PB&J sandwich.

Closure – 5 minutes

- When there is 5 minutes remaining, I will have them find a stopping point and I will go over what the
Industrial Revolution was, innovations and developments that came from this time period, and have
them do an exit slip.

PLAN FOR ASSESSMENT (ACEI 4.0)

Formative:

The students will do an exit slip, and on this exit-slip they will write the definition of the Industrial Revolution.
Summative:

The students will make an illustration of their own Rube Goldberg machine.

The machine must have:

- At least 5 of the objects they wrote down in their technology station.
- Label the objects they are using.
- State the goal of the machine.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Could the students relate to this well? Did they stay engaged?
8. Was the assessment too vague? Too hard?