Mr.+Sharpsteen+&+Mr.+Roehlke+Lesson+Plan+2

** Time: 30 min. **
 * Strategy Lesson Plan **


 * Co-Teachers: __Daniel Sharpsteen & Lance Roehlke__ **
 * Instructional Strategy: __Compare & Contrast__ **

** TPA Approved Lesson Plan Template **

-Ask and find answers to questions about ways in which science and technology affect our lives. How the automobile affected American life in the 1920s. Examples being, family life, development of suburbs, migration from rural to urban areas, and the arrival of the assembly line. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:** || -By guiding the students in answering questions on how the automobile and the assembly line/factory affected Americans life. -Have the students construct either an advertisement for a new vehicle or a help wanted poster for a car manufacturer. Within their work they should indicate the major benefits of it. |||| **What do you want students to be able to __do__?** To evaluate new technology and determine how its affect can be far reaching. || -Assembly line -Suburbs |||| **__ How __ will you teach this key vocabulary to enable students to meet the learning objective?** By explaining how the assembly line revolutionized manufacturing. Show how the availability of automobiles gave people the means to move out of urban areas. || How did the automobile affect U.S. society and economy? |||| **How will you differentiate for all the learners.** || Youtube video found at: http://www.youtube.com/watch?v=QdwH84AT5fU || (What will you do? What do you expect students to do? Include set induction and closing.)  ||  ** Time Allotment ** ||
 * ** Desired Results ** ||
 * **__Co-Teaching__: List the co-teaching style you’ll be using and why you have chosen this co-teaching method.** Team teaching would be the best suited for our lesson plan. The reason for this is that we will be simultaneously writing on the board inferences the students have made on the specific technology given to them to analyze. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**
 * -**Identify and analyze reactions to science and technology from the past or present and predict ongoing effects in economic, geographical, social, political, and cultural areas of life. ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**
 * **__Group Accountability (Formative Evaluation)__**
 * How will you check to see whether your class has met your learning objectives?**
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**
 * **What is/are the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**
 * **Materials/Resources Required:**
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Begin class by telling the students that we will be evaluating the automobile and how it affected the U.S. society and economy in the 1920s. || 1 min. ||
 * Have a lecture/discussion on how the automobile affected family life, the development of suburbs, migration from rural to urban areas, and the arrival of the assembly line/factories. || 10 min. ||
 * Show Charlie Chaplin video on assembly lines. || 4 min. ||
 * Construct a Venn-diagram and have the students compare and contrast the affects of the railroad (from the previous lesson) and the automobile. || 3-4 min. ||
 * Have students construct either a advertisement for a new vehicle or a help wanted poster for a factory. After this we will examine the student’s work and discus the big picture questions. “How did the automobile affected the world. What did the invention of the car allow people to do? How did it change where people lived? || 10 min. ||