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LESSON PLAN for Elementary Social Studies

How do Inventions Change Places?

2
nd
Grade Social Studies

Vinton Elementary School Mansfield, CT
20 students, 2 English Language Learning students
Proficient/goal reading level
Suburban
Fall Semester

Curricular context:
Unit: Industrial Revolution
Following Lesson: Inventions that changed the world lesson

Standards/Frameworks: 2.4 Demonstrate an ability to participate in social studies discourse through
informed discussion, debate, effective oral presentation

UNIT Content Objective(s):
1. Students will be able to demonstrate in a discussion form how demographics change across
places and periods of times due to factors such as inventions.


LESSON 1

Content Objective(s):
1. Students will be able to name 2 inventions from the Industrial Revolution and orally describe why
they were invented or how they changed the world in their own terms.

Language Objective(s):
1. Students will be able to correctly incorporate key mortar terms (because, as a result of) when
describing the cause and effect of 2 inventions.

Key Vocabulary with Definition(s):
- Transitional words: such as, because, next, as a result of,
- Invention: A new device, method, or process developed from study and experimentation

Materials:
1. Poster boards
2. Markers, crayon, pencils
3. 6 Different books on different inventions
4. Sticky Notes
5. 5 Different Books on Inventors
- Turning Point: The Invention of the Telephone by Sarah Gearhart
- TIME for Kids: Benjamin Franklin
- The Flyer Flew! The Invention Of The Airplane by Lee Sullivan Andrews
- Turning Point: The Camera By Joseph E. Wallace
- Thomas Edison: The Young Inventor by Sue Guthridge



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Learning Activities
Initiation:
- Students will gather on the learning carpet with their book on their lap. I will remind the
students that the day before in class they read their own personal book on a certain invention
- I will have an open ended question for students reminding me of what qualifies something as
an invention, ex: Can someone remind me what makes something an invention?
- Once I receive a satisfying answer, I will explain the process for the activity today. Paired
work with key question How did your invention change the world, then create posterboard
with picture of invention and sentence describing how it changed the word using LO1.
- At this point I will present my example poster board with the sentence example. My
invention of the light bulb changed the world because it let people stay up later.
- I will create a list on the board of the key words they should use in their sentences from
LO1. There will also be sentence strips with blank examples (ex sentence strip: As a result
of my invention __________ or My invention changed the world because ______.)
- Next I will break the students up into pairs. Both partners would have read the same book
independently the day before, one having greater comprehension skills than the other.
(matching ELLs with non-ELLs)
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Lesson Development:
1. Students will skim the text in pairs one more time looking for an answer to the guiding
question, How did our invention change the world
2. Together they will put sticky notes in the book when they see things that show them how
their invention changed the world when reading together
3. They will together answer the question: how their invention changed the world
4. Once a teacher or aid checks the groups work, they can move onto completing their poster
board at their desks
5. They will begin to create their poster board with the requirements I exampled in the pre-
lesson activity. My example will remain on the board for an example, but will not be one of
the inventions the students read about.
6. The students will write one sentence on the poster board describing how it changed the
world using one of the key words
7. Once their whole desk group of 4 is finished, each student will share their individual poster at
their quad.

Closure:
- Students will write about their 2 favorite inventions from their groups table on an exit slip.
- The exit slip will contain the name of the invention, why it was invented, and/or how it
changed the world.


OVERVIEW OF LESSONS

Opportunity to engage in Higher-order thinking (H.O.T.); describe when, during the lessons,
students must think for themselves rather than just memorize or find information:

In all of the books, there will be no direct statement saying how the invention changed the world or
how it applies to their life directly. They need to take the information that they were provided with
from the text and see how it changed a larger group of individuals, and even further, how it affects
their life today. I will provide a simple, basic invention poster that the children will be able to model
after. However, the students will not have the option to chose my invention so they can make their
own unique outcome.

In a sentence or two, explain which social studies concept or skill this lesson conveys, and why it is
so important for future citizens to have this skill in order to understand, make sense of, or participate

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in the social world. [See requirement in syllabus for teaching a concept or skill important for citizens
in a democracy.]

This social studies lesson demonstrates to students how places change over time. Inventions are a
great because leading to the effect of a society changing. Not only does it allow students to see that
things were not always the way they appear today, but it also empowers to students to feel as if they
can make a change in their own society.

How the lesson is designed to meet the needs of ELLs and any other sub-groups of students; even
if your particular class has not ELLs, please practice adding elements that would meet their needs.

Since students will be scaffolded together during their group pair & share, the stronger students can
help aid the ELL students in interpreting the text. Not only does the scaffolding work for ELL
students, but it allows extra support or students who have difficulty with overall comprehension of
the text and would be unable to come to a conclusion of how the invention changed the world.

Assessment (Please note the assessments that are built into your lessons OR that will follow, and
identify the objectives being assessed by each assessment, e.g.,CO1, LO1&2):

By evaluating the students exit slips, each student should have 2 inventions and how they changed
the world (CO1). The most important part would be the students understanding and articulating how
that invention changed the world, not a factual comment like when it was invented. I will walk around
to assess my ELL students and those who have difficulty with comprehension to make sure that they
are correctly completing LO1. If I can not reach the rest of my students in the class period I will
evaluate by their posters originality of the sentence for CO1 and key terms correctly used for LO1
with a rubric




Selected SIOP Features Checklist
Preparation:
__ Content objectives
__ Language objectives
__ Adaptation of content

Comprehensible Input [covered in our
course]:
__ Clear explanation of academic tasks
__ Variety of techniques
Strategies [H.O.T. covered in math methods]:
__ Questions & tasks to promote H.O.T.

Building Background [tentative, to be
introduced in class 9/8:
__ Links to Background Experience
__ Links to Past Learning
__ Provision of needed background knowledge
__ Key vocabulary