Technological Revolution Materials

Technological RevolutionMaterials

Lindsay HutchinsonOctober 28, 2013

CIEC 600-131

Materials- Overview Objectives Audience

Second GradeThird GradeFourth GradeFifth GradeAll ESL Students

Second Grade SS.2.H.C1.1 create timelines using documents and oral accounts to investigate ways communities and generations of families change. SS.2.H.C1.2 identify cultural contributions and differences made by people from the various regions in the United States using literature, documents and oral accounts. SS.2.H.C1.3 explore the impact historical figures have had upon our society. ELA.2.R.C1.6 describe the connection between a series of historical events, scientific ideas or concepts or steps in technical procedures in an informational text. (CCSS RI.2.3)

Third Grade SS.3.C.3 investigate significant cultural contributions of various groups creating our multicultural societySS.3.E.5 correlate competition for products with increases in advertising and changes in pricing SS.3.E.4 use charts, maps and other data sources to correlate occupations with the economy and the available resources of a region (e.g., West Virginia has coal mining; Pennsylvania has steel mills; etc.). ELA.3.L.C15.1 demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Fourth Grade SS.4.E.1 investigate and recognize people as consumers and as producers of goods, and the effects of competition and supply and demand on prices through projects (e.g., developing budgets or products in simulated situations, etc.). SS.4.E.2 analyze communication techniques that impact consumer choices (e.g., print/non-print, advertisement, media, etc.) while distinguishing the relationship of taxation and public services. SS.4.E.3 use documents (e.g., business, government reports, government job reports, employment bureaus, etc.) to determine jobs that are needed according to supply and demand on a national level ELA.4.L.C16.1 use knowledge of language and its conventions when writing, speaking, reading, or listening

Fifth Grade SS.5.H.CL5.1 examine how the Industrial Revolution was furthered by new inventions and technologies (e.g., light bulb, telegraph, automobile, assembly line, etc.). 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.). SS.5.H.CL5.3 explain the causes and effects of immigration and urbanization on the American economy during the Industrial Revolution (e.g., role of immigrants, the growth of cities, the shift to industrialization, the rise of big business and reform movements, etc.). ELA.5.L.C15.2 demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing

Materials and Links HOMEPAGE

Click on the link to access specific Material slideOn each slide, there is a “Home” hyperlink that will send you back to this page once you click it.

1. Internet 9. Google Trends

2. PowerPoint 10. Desktop Computer CDs

3. Publisher 11. Voki

4. EduBlog 12. Porta Portal

5. Smart Board 13. Wordle

6. Show Me App 14. Student Choice

7. Smart Exchange 15. Amazon

8. iPad Timeline 3D App 16. Instagram

Internet Students have access to the outside world! The other Materials being utilized during this unit include Internet access. The Internet is the building block to this unit.

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POWER POINT

Used to show pictures during this era and as a way for short, direct instruction. Enhances student learning and understanding of content being taught during this unit.

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PUBLISHER Students will create a brochure to advertise for a popular supply and demand during the Industrialization period by using Microsoft Publisher.

Publisher is also a good resource to make newsletters for parents to keep them included in their child’s education.

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Students will use EduBlog to talk about important facts they have learned as well as their way to communicate their ESL journey.

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Very similar to Power Point, but Smart Board is interactive and sensory compatible. Smart Board presentation is to show pictures and interactive information about impactful inventors and scientists during this period. a. National Geographic has wonderful clips that will be incorporated in this projectb. Henry Ford, Thomas Edison, The Wright Brothers, Alexander Graham Bell, and Albert Einstein will be Big 5 role players

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Students will Re-Create an invention as well as talking about their invention and what is it, why, etc. through the use of the ShowMe App.

Students can also review and watch other Show Me Apps by other students and teachers to gain more information.

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Already prepared Smart Board Lessons by other teachers that can be useful as a “Brain Starter” or “Review”

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Students will re-create their timeline during the Industrialization period/era. Home

Great resource to see what trends were popular during an era as well as why. My favorite teaching resource! I love Google Trends and students love it too!

Google Trends

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Used as Lesson Contingences is students finished their assignment/project first. These are all ESL CD-ROMs so they are beneficial to their ESL learning and not “play time”

Desktop Computer Software CD-ROMS:

*Vocabulary Builder*Story World*Talk Now!*TeLL me More

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Students can create their own Voki and make it to where it resembles the Industrialization era.

Students can add audio and make their Voki talk! Once their Voki is created, they can post it on EduBlog for students to comment and interact. Wonderful resource.

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I will enhance my porta portal and include websites that are useful during this unit. Students can go to my porta portal and click the links I have provided instead of gearing off task.

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Wordle is a toy for generating “word clouds” from text that you provide.Will use Wordle to visually see what words were the predominant and most influential words in their assignment or in any content during this unit.

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Student Choice Each student will work with their grade level and create their own project reflecting this era and objectives. Students can use any kind of technology; I will have to approve it first.

Parents could even participate and come into the classroom to view their student work. By using Publisher, parents could be given a newsletter about student projects.

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Sounds trivial and unimportant, but when teaching units or themes I find it important to dress the part.For this unit based on the Industrial Revolution, I will find clothes that people would have worn during this period in our history as well as using décor for the classroom. Amazon is great for this kind of thing. Home

I will use hashtags and set up an account on Instagram to post pictures from this era as well as including hashtags for students to collaborate with each other. Students can also post pictures that they find during this educational learning experience through this unit.Example: #grahambell

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Resources• http://www.industryweek.com/site-files/industryweek.com/files/imagecache/galleryformatter_sl

ide_penton/gallery_images/1908-ford-interchangeable-parts.jpg• http://wrightbrothersnow.blogspot.com/• http://wouterdeheij.files.wordpress.com/2013/04/einsteinquotes.jpg• http://edublogs.org/wp-content/themes/edublogs_2012/images/logo-small.png• http://edublogs.org/wp-content/themes/edublogs_2012/images/logo-small.png• http://

my.edgewood.edu/sites/services/itso/Technology%20Newsletter/Graphics/SmartBoard.jpg• http://b.vimeocdn.com/ts/141/649/141649307_640.jpg• http://www.ict4lt.org/images/germannow.jpg• https://www.eurobooks.co.uk/thms/vocbmul.jpg• http://www.wordle.net • http://www.amazon.com/• http://statigr.am/p/576766785672364767_608219015

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