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Learning Experience 1

Week 1/ Lesson 1, 2, 3

This week's lessons introduce the unit about Industrialization and specifically the Industrial Revolution. 

Students will be hooked into the unit by introducing them to the idea of inventions and innovations. They will be given the opportunity to dive deeper by learning about inventions made by peers their own age.

This will allow them to examine why inventions happen and also that 

inventions are not restricted only to scientists or adults. Inventions can come from anywhere in the world and from anyone at any age.

The unit's relevance will be made apparent by informing them of the 4th Industrial Revolution they are living through! 

Summary

Learning Outcomes

Advancements and inventions originate from a strong need. 

Why do people invent?

Standards

4.6 WESTWARD MOVEMENT AND INDUSTRIALIZATION: New York State played an important role in the growth of the United States. During the 1800s, people traveled west looking for opportunities. Economic activities in New York State are varied and have changed over time, with improvements in transportation and technology.

RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text 

(Standards: 1, 3, 4; Themes: MOV, TCC, GEO, ECO, TECH)

practice

focus

Economics and economic systems:

Explain what necessitates decision making

 

Gathering, interpreting and using evidence: 

Create an understanding of the past by using primary and secondary sources. 

learning

Theme

 Science, Technology, and Innovation (TECH)

Kind of Learning

Acquisition (A)

Meaning Making (M)

Transfer (T)

4C's

  • Communication

  • Collaboration

  • Critical Thinking

  • Creativity

Instruction

Online

iMovie/Quicktime video of slides with voice over

In Class

PPT

Assessment

Google slides for students to add their own slides and allow for collaboration

Flipgrid for presentations

Essential

question

Enduring Understanding

What the student will see/read/listen to/think about/ do

Understanding Vocabulary specific to the unit

How this "revolution" is different from the American Revolution or a war and represents change.

Vocabulary Focus: Innovation

goods, manufacture, factory are explained in English and in languages of students 

The Social studies glossary can be provided to all students as required to further deepen understanding and encourage home language,  discourse specific acquisition. 

Information about the resource

Teaching Resource

Text: How Machines Changed Culture. Industrial Revolution for Kids - Baby Professor

Text: Industrial Revolution for Kids - Carla Mooney

Differentiation Resource:

Glossaries for ELL learners

Teaching Resource

Text: How Machines Changed Culture. Industrial Revolution for Kids - Baby Professor

Visual Reference or Link for the resource

Why the resource is relevant to learning

Students need to understand discourse specific language before they can move into deeper acquisition and meaning making. 

A brief introduction to the two Industrial Revolutions we will focus on in this unit.

Kind of learning or assessment 

Learning: Acquisition

Time frame of the Industrial Revolutions

The first and second Industrial Revolutions spanned a period of 200 years.

In order to make sense of the upcoming information in terms of inventions and the history of the US, students needs to know the time frame of the revolution.

Learning: Acquisition

Differene betwen a Revolution and the Industrial Revolution
Vocabulary for unit
Industrial Revolution Time Line

Teaching Resource

Text: Industrial Revolution for Kids - Carla Mooney

The First Industrial Revolution
The Second Industrial Revolution

Why is it important for me to learn this?

First IR: Textiles

Second IR: Electricity

Third IR: Electronics & IT

Fourth IR: Cyber & Physical realms

We are living in this age now! 

In order to make sense of why they are learning about this unit, students must be able to see that this learning is relevant to them more than ever today. 

Learning: Acquisition

Meaning Making

Transfer

Four Industrial Revolutions Time Line

Teaching Resource

Image: Four Industrial Revolutions

Kid Inventors & Innovators

Video

Text

Graphic Organizers

Students watch a video about kid inventors. The focus of the video is on inventions and innovations by children today and what motivated them to make these.

Students also read two text excerpts about Braille and Popsicles and complete a graphic organizer that asks them to choose one invention/innovation that they thought was specifically important, helpful or complicated. 

Students get an opportunity to see peers from today's time creating inventions. The inventions are not all scientific but span multiple categories from popsicles, umbrellas to coding for the visually challenged. 

These sources allow students to start thinking about how innovations of inventions can bring about major changes or are sometimes just as important than the original. 

The organizer lets them communicate which invention they felt had the most impact or was complex . Allowing for higher order thinking.

Learning: 

Meaning Making

Assessment:

Formative

4C's 

Critical Thinking

Creativity 

Communication

Student Resource

Video: The New Yorker - Kid Inventors Tell All

Step/ Experience

Resource

Visual/Link

Purpose/ Rationale

category

Know Wonder Learn

What do students know at this point? 

What do they wonder about?

The learned column will be revisited at the end of the unit as part of a reflection in their performance task.

Student Resource

Graphic Organizer

KWL chart

Know Wonder Learn

Students start their own inquiry process by completing a KWL Chart about inventions.

Learning: 

Meaning Making

Assessment:

Pre-assesment

4C's 

Critical Thinking

Group Activity

Students work in groups of 3 to brainstorm at least 3 ideas that would help their communities or people in their lives.

This will require each student to contribute and partake in discussion.

Student Resource

Graphic Organizer

Brainstorm

Brainstorm Instructions For Group Work

Differentiation Resource:

Presentation of ideas:

Flipgrid Videos OR 

In Class Presentations

Presentation Directions For Group Activity

Students work in groups to come up with a list of things they believe would make their communities better. 

Groups will select one of their ideas and

present it to the class. 

 

They can choose to use either Fipgrid videos or in class presentations. 

Allowing students to design/sketch their idea and offering choice in terms of their means of expression, both allow for students to make choices that support their learning.

Learning: 

Transfer

Assessment:

Summative

4 C's

Collaboration

Creativity

Communication

Critical Thinking

Braille
Popsicles

Student Resource

Student Resource

Student Resource

Graphic Organizer

Text Excerpt 2: New Yorker Video

Source Mental Floss: 11 Kid Inventions

Text Excerpt 2: New Yorker Video

Source Mental Floss: 11 Kid Inventions

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