Specific Objectives: 1. Students will understand how urbanization and industrialization contributed to the growth of America 2. Students will be able to discuss the elements that compose a city 3. Students will understand how cities such New York were planned and created 4. Students will design a city while incorporating the design principles behind New York City Standards: NCSS Common Core State Standards Thematic standards met: 1. Culture 2. Time, continuity, change 3. People, Places, and Environment N/A
Academic Language: Infrastructure, city, design, skyscraper, urban, metropolis, population growth, public transportation, suburban,*other depending on textbook* Students needs: Students should be familiar with urbanization and industrialization of America. They should be aware of the developed infrastructure and basic vocabulary from 8 th grade American history courses. English Language Learners Special Needs (can be a group such as struggling readers or individuals) ELLs will be able to learn terms from the prezi at the beginning of the lesson. I will give any student who needs assistance specialized individual attention. During the group activity, group members will be encouraged and expected to assist their classmates in understanding the instructions. Children with any reading disorder will benefit from me reading the instructions aloud. Instructions will be clearly written so they do not cause confusion for any of the students with reading disabilities. I will encourage the students to assist their struggling classmates. If this is not effective, I will personally assist the student. Materials Needed: Urban Growth in America Program iPads with internet access *insert website* Poster paper Markers Projector Laptop Procedure For the Lesson: 1. Introduce the students with a bellringer asking them what they know about city planning. Answers may include: Infrastructure is the most important key component. Cities must provide public transportation. A city must plan for population growth. 2. Show students the "Inventions and Industry" and "The Rise of New York City" segments in the Urban Growth in America program. Continue with Prezi that I made to demonstrate growth of New York. 3. Divide students into groups of three or four and explain that they will design their own cities. Along with what they've just learned about urban growth, they should also use their own knowledge of cities to guide their designs. Remind them that their cities should include all of the necessary elements and should be planned in a logical fashion. 4. After giving the groups time to develop an initial list of necessary elements, tell students that they must include these items it their city design: A street design, such as the grid system used in New York City A plan for infrastructure-electricity, plumbing, garbage disposal, etc. Places for people to live Places for people to work Restaurants, movie theaters, sports and concert arenas, and other places for entertainment Parks and other recreational areas 5. Provide each group with an iPad to log onto the website to design their city. The students may also use the poster paper and markers to collaborate ideas before beginning. 6. During the next class, have the groups share their city designs and discuss the students' ideas. Ask: How did each group fit in all the necessary elements? Do people have enough room to live and work comfortably? 7. Ask students to name some of the problems associated with cities, such as crime. Looking at their designs, can they see any contributing factors for these problems? (For example, overcrowding or competition for goods and services.) Show students "The First American Gangsters" segment in the Urban Growth in America program.
Risk Management: Students with epilepsy or any other issues associated with prolonged screen time will be monitored. There are no other risks involved.
Language Function: Throughout the class period I will be the example of proper terminology and English. Before, during and after the class period I will engage the students on their experience with designing their own cities. During the class period I will ask questions incorporating the academic language such as: What is infrastructure and why is it important? Does your city account for population growth? Will your city have public transportation? Is your city more urban or suburban? How can you compare your planning experience to the early developers of New York City?
Lesson Plan
Before: As the students walk in, I will have a bellringer written on the board. The students will be expected to have the question answered on their paper by the time the bell rings. It will state: What key components do you think go into planning a city? Which is the most important? I will briefly inquire their answers to promote a short class discussion. Then I will introduce the lesson of urbanization.
During: During the lesson, I will show them several videos from the Urban Growth in America program. After each video, I will promote a short class discussion on each video in order to ensure that the students are alert and understanding of the content. Some questions I will ask include: What was effective about the planning of New York City? What could have been different to improve industrialization? I will explain the details of the activity, and then divide the students in to pre-selected groups. As the students work on their activity, I will walk around to encourage discussion and ask questions as stated in the procedure for the lesson such as: What is infrastructure and why is it important? Does your city account for population growth? Will your city have public transportation? Is your city more urban or suburban? How can you compare your planning experience to the early developers of New York City?
After: Students will be given two days to work on the activity. After all of the groups have presented, students must complete a one page reflection on the experience, 1.5 spaced, size 11 font. The reflection should include their personal experience, what they learned, ideas they contributed to the group, and what they would do differently if given another opportunity.
Assessment: Type of assessment (formal or informal) Description of assessment Modifications to the assessment so that all students could demonstrate learning Evaluation Criteria- What evidence of student learning (related to the learning objectives and central focus) does the assessment provide? Informal Students are given bellringer and reflection paper to assess their before and after experiences.
Students are to complete the bellringer before class begins. The one page reflection will be due the day after all presentations are given. Any students needing modification will be sought out by me or I will find them to discuss how I will alter the assignment for their specific needs. The assessment allows for students to demonstrate their knowledge of the material covered. Students will be able to demonstrate what is incorporated in city planning based on personal experience.
Resources: Resource for Lesson Plan guide: http://www.discoveryeducation.com/teachers/free-lesson-plans/urban- growth-in-america.cfm City design example: http://www.planitgreenlive.com/en/build-your-own-city New York video: https://www.youtube.com/watch?v=BC3_pei8L7s
Veronica Dvorjak CSC 155 Prof. Bortz October 6, 2014
Writing a lesson plan for the first time was a somewhat frustrating experience. It was difficult to pick a topic and locate the proper materials for the topic I wanted. Since history has such a broad spectrum of content, it was difficult to find something useful without having a textbook and curriculum to use in the lesson. Since I have only just begun my education on education, it was difficult to design a lesson for ESL and other special needs students since I do not have much experience. Over the next few years, I know I will improve with my lesson plan writing. After compiling field experience and spending more time in my courses, I will be able to write more effective lesson plans that incorporate technology. It is important for pre-service teachers to remember that there is always room for improvement.