TRAVELING THROUGH HISTORY

Fall 2018 Allison

Unit Overview:
https://s3.amazonaws.com/embed.animoto.com/play.html?w=swf/produ
ction/vp1&e=1544475172&f=ZzN8HyaT7W6Bkh1N0IwtQA&d=0&m
=p&r=360p+480p&volume=100&start_res=360p&i=m&asset_domain=
s3-p.animoto.com&animoto_domain=animoto.com&options=autostart
 Table of Contents

Cover Page ........................................................................................ 1

Rationale.............................................................................................. 3
Concept Map........................................................................................ 4-5
Content Outline.................................................................................... 6
Language Arts Lesson.......................................................................... 7-11
Math Lesson......................................................................................... 12-15
Science Lesson..................................................................................... 16-20
Appendix............................................................................................. 21-30
Glossary................................................................................................ 31
Resources.............................................................................................. 32

2
 Rationale
In this unit on The History of Ohio Transportation students will gain knowledge on one
mode of travel derived from Ohio. They will learn that people are constantly traveling by
multiple modes of transportation such as cars, buses, planes, and trains. They will be able to
recognize how transportation has evolved over time and their participation in utilizing
transportation. This unit will allow students to analyze how transportation methods came about.
They will also be able to learn and follow a detailed explanation of the interurban railroad. The
Social Studies standard that is focused on throughout this unit is the Ohio State Standard 14.
This standard states “Ohio’s location and its transportation systems continue to influence the
movement of people, products and ideas in the United States”. This allows students to
understand the purpose behind the creation of the interurban railroad. They will be able to
analyze the benefactions of the interurban railroad at that time and observe the operations that
they performed.

3
 Concept Map

SCIENCE LANGUAGE ARTS MATH

CANAL AND LOCK 6E MODEL BACKWARDS
GIZMO DESIGN MODEL

Ohio Social Studies State Standard

14. Ohio’s location and its transportation systems continue to influence the movement of people,
products and ideas in the United States.

Science: motion and energy

4
Language Arts: exploring the history of the creation of the interurban railroad

Math: Measuring distances that the interurban railroads in Ohio traveled

5
 Content Outline
Rationale:
A. The rationale is included to provide a brief summary and overview of each individual
lesson, it also allows you to see how history is incorporated and detailed in all three
lessons.
Concept Map:
A. Visuals provide a look into what key point will be targeted in each individual lesson. This
also provides the social studies standard that is key to each lesson.

Language Arts:
A. Ohio, Grade 4, Read with sufficient accuracy and fluency to support comprehension.
B. The focus of this lesson is for students to focus on grammatical and writing skills while
exploring the history of the creation of the interurban railroad.

Math:
A. Ohio, Grade 4, Solve real-world problems involving money, time, and metric
measurement.
B. In this lesson, students will focus on the length of the route that the interurban railroads
traveled, they will also explore the different units of measurement.

Science:
A. Ohio, Grade 4, Energy can be moved from place to place by moving objects or through
sound, light, or electric currents.
B. The science lesson will focus on the two types of energy, potential and kinetic energy,
students will analyze the differences between these two and engage with the gizmo and
other hands on models to decide what energy they portray.
Conclusion:
A. Students will be able to explain what they have learned about the importance of
interurban railroads in Ohio History and why it was beneficial during that time frame.
6
 Language Arts Lesson
Lesson Title: How Interurban Railroads Came About Grade: 4 th
Learning Target:
-The student will be able to recognize different methods of transportation and the importance of
each method of transportation.
-Students will be able to make inferences and asks questions about transportation.
-Students will be able to analyze the creation of interurban railroads and briefly summarize
important figures and aspects of how transportation evolved from interurban railroads through
writing understandable texts.

Grade Level Guide:

Content Curriculum Focal
Points according to
NCTE/IRA
Students conduct research on
issues and interests by
generating ideas and questions,
and by posing problems. They
gather, evaluate, and synthesize
data from a variety of sources
(e.g., print and non-print texts,
artifacts, people) to
communicate their discoveries
in ways that suit their purpose
and audience.
Common Core State
Standards
Language Arts
1. Read with sufficient
accuracy and fluency to
support comprehension.
2. Write opinion pieces on
topics or texts,
supporting a point of
view with reasons and
information.
Social Studies
14. Ohio’s location and its
transportation systems
continue to influence the
movement of people,
Interdisciplinary Connections
Students will know how to read,
reconstruct, and interpret the
past in order to answer their
questions. During their studies,
learners will develop an
understanding of spatial
perspectives, and examine
changes in the relationship
between peoples, places and
environments. They will also be
able to relate how transportation
methods have evolved over time
and how that affected the job
industry of the important
historical figures.

7
 products and ideas in the
United States.

Academic Language: traveling, modes of transportation, interurban, railroads

Students’ Needs: Students should have an idea of what transportation is and how transportation
has changed. Engage them in what modes of transportation they use daily and discuss why they
think it is important to society. Students should also have an idea of how important the facts of
history are and be able to take away who helped bring about interurban railroads.
Universal Design for Learning:
Struggling Writers Special Needs Struggling Readers

Provide a highlighted summary
of a select reading guide so they
can focus on the lesson instead
of spending the whole time
trying to write down all the key
points of the lesson.
Create an interactive video so
that the children can express
their feelings on the topic, and
we can work at a pace that will
hold everyone's attention and
allow all to participate.
I would provide a Cornell note
taking method sheet for each
student, so they can organize
their thoughts and share them
easily during a group discussion.

Materials: Smart board with original video, highlighted summaries, cornell note method papers,
notebook, crayons, board, and pencils, questionnaire
Language Function: Having students interact with the video and stopping to think of solutions
or questions places them in a historian-like mindset. Through engaging group discussion,
researching, and creating images students will be exposed to academic language.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan (step by step sequence of the lesson)
Before: Introduce the lesson by having a group discussion, start by asking the students to share
their knowledge of what transportation is and ask if they have an idea of what it means to
transport. (Engagement). Follow up with transitioning into focusing on the background and
8
 introduction of interurban railroads. (Elaboration) Pass out key points (highlighted for
struggling writers) and briefly explain the difference between railroads and interurban
railroads.

During: Explain the full history of interurban railroads and play the interactive video that will
allow students to answer questions about interurban railroads. (E-Learning) Have students
write down two facts they learned from the video and have them think of historian-like
questions they would ask the creators of the interurban railroads. Then have students give their
reasoning behind why they would ask their specific questions. (Exploration and
Explanation: Pass out the note taking sheets, so students can begin to gather their thoughts
and self-review the topic.

After: Students will complete a questionnaire about the lesson to show what knowledge they
gained and to prove that they were being attentive. (Evaluate) Then to finish students will
begin to work on their reflection of how interurban railroads came to be.

Assessment:
Type of assessment Description of Modifications Evaluation Criteria-
assessment

Have students give one Have them discuss in

fact about what they know created groups 1 gifted Make sure they are staying
Informal about trains student and 3 struggling on tasks and discussing
students to brainstorm objectives when
before sharing discussing and make sure
each student is actively
talking.

Informal Have each student write Have students draw an Observe their images or
down two bullet points image that represents their key points and
each on information two facts they learned make sure they are
they learned fully understanding the
theme and subtopic.

Formal Have students take a Allow the students one Grade the
questionnaire that will extra class period to ask questionnaire, fully
provide feedback on further questions and review it as a class, and
how well they answer any more

9
 understood the topic complete their questions left
and have them write questionnaire. remaining.
two paragraphs on how
the interurban railroad
came to be.

Resources: How to include multiple intelligences when teaching Social Studies. This video will
allow the teacher to include instructions and ways of learning for all students.
[Jennifer Williams]. (2016, May 29). Multiple Intelligences in SS [Video File]. Retrieved from
https://youtu.be/Jq8x0VNfAxs

Analyzing Teaching: To be completed after the lesson has been taught.

What worked?
What didn’t? For whom?

Adjustments
What instructional changes do you need to make as you
prepare for your next lesson?

Proposed Changes Whole class:

If you could teach this lesson again to this group of
students what changes would you make to your
instruction?
Groups of students:

Individual students:

Justification

10
 Why will these changes improve student learning?

What research/theory supports these changes?

Additional questions to consider when reflecting and completing the chart above: Did your
activity address your goals? Did your lesson plan reflect what you intended to teach? Were you
pleased with the sequencing of the lesson or would you change anything? What would you do
differently next time or what extension activities do you think would supplement this lesson? It
may be helpful to cite one resource that supports your instruction.
For the purpose of this Unit Project, you will not be filling this out but instead will submit
your reflection to me after your in-class presentation and attending the Gizmo Expo (due by
midnight of the final exam day). However, I wanted to leave this section here in the lesson
plan template to encourage you all to be reflective practitioners in the future; to always reflect
on your teaching!

11
 Math Lesson Plan
Lesson Title: Money Making Transportation Grade: 4th
Learning Target: The students will be able to recognize the cost of building an interurban
railroad.
Students will be able to measure distances between two locations.

Grade Level Guide: Content Standards

Content Curriculum Focal
Points according to The
National Council of Teachers
of Mathematics
Know relative sizes of
measurement units within one
system of units including km,
m, cm; kg, g; lb., oz.; l, ml;
hr., min, sec. Within a single
system of measurement,
express measurements in a
larger unit in terms of a
smaller unit.
Ohio Fourth Grade Common Interdisciplinary Connections
Core State Standards
Mathematics Throughout this lesson
students will learn about the
4.MD.2 Solve real-world
cost of materialistic building
problems involving money,
and computing distances.
time, and
This will teach them that
metric measurement. there are many financial
thought processes that go into
Social Studies the aspect of building.
14. Ohio’s location and its
transportation systems
continue to influence the
movement of people,
products and ideas in the
United States.

Academic Language: financial, moving, materials, distance, calculating

Students’ Needs: Students will need to understand the process it takes to build and the thoughts
that go into it. They will also need to know what traveling and distance mean and have
12
background knowledge of money and the metric system. Ask them what they know about
transporting people and goods and if they know about measurement.

English Language Learners IEP Students

I would have a script in Spanish and English for
the video and then also do this for the
instructions since this lesson is hands on.
Since the students will be working in groups, I
would place the students with an individualized
education program in a group with an advanced
student who could act as a buddy throughout the
activities of the lesson.

Materials: script, video, laptop, internet access, rulers, graph paper, pencils, change, conversion
sheet, and fake money
Language Function: Students will learn about financials while discussing how much money it
took to create the interurban railroad and will be participating in learning about measurements
when graphing distances between railroad stations and when watching a video on the metric
system. This provides a basis for them to explore the different measurements and allows them to
learn about angles and distance.
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize
Lesson Plan:
Before: I will begin the lesson by engaging students in discussion about interurban railroads
and how they will measure different distances that interurban railroads traveled. I will also
discuss with them the effectiveness of the interurban railroad cost wise versus railroads. We
will end the analyzing with a discussion of the different measurement systems with a
conversion sheet.
During: Students will watch a video on the different measurement systems (standard and
metric) to understand the units they will use to calculate distances traveled by interurban
railroads. They will then look at the route between Cincinatti and Dayton and graph it in their
groups. They will determine how long the route is and write down and explain how they
discovered this. (Stage 1: Identify desired results)
After: Have students discuss what materials are used in building interurban railroads and
discuss if they think if that is expensive for that time period. This discussion will occur by

13
 asking students guiding questions. Have them share what other designs or math aspects they
observed while completing activities.
Assessment:
Type of Assessment Description of Modifications Evaluation Criteria
Assessment

Formal Have students provide Have students retest Make sure they are
three facts they who cannot provide reviewing the video
learned from the video, three facts or and their conversions.
these facts can be conversions from the
conversions that they video.
learned.

Informal Have students draw a Have students circle on Make sure they
general picture of the a printout the route understand the
function of interurban that they graphed. concept of graphing.
railroads.

Informal Have students provide Let the students Make sure the students
one material used in discuss with each other are participating and
the building of the information they paying attention.
interurban railroads. learned from the
lesson.

Resources: Teaching Conversions of Measurement

This video provides value to this lesson because it provides a visual way to teach students about
conversions and allows students to learn through song.
Numberock, M. S. (2015, October 28). Metric System Conversions Song | Measurement by
Numberock. Retrieved from https://www.youtube.com/watch?v=djTNUp4XIRo
Analyzing Teaching: To be completed after the lesson has been taught.
What worked?
What didn’t? For whom?
Adjustments
What instructional changes do you need to make as you
prepare for your next lesson?

14
 Proposed Changes
If you could teach this lesson again to this group of
students what changes would you make to your
instruction?

Justification
Why will these changes improve student learning?

What research/theory supports these changes?

Additional questions to consider when reflecting and completing the chart above: Did your
activity address your goals? Did your lesson plan reflect what you intended to teach? Were you
pleased with the sequencing of the lesson or would you change anything? What would you do
differently next time or what extension activities do you think would supplement this lesson? It
may be helpful to cite one resource that supports your instruction.
For the purpose of this Unit Project, you will not be filling this out but instead will submit
your reflection to me after your in-class presentation and attending the Gizmo Expo (due by
midnight of the final exam day). However, I wanted to leave this section here in the lesson
plan template to encourage you all to be reflective practitioners in the future; to always reflect
on your teaching!

15
 Science Lesson Plan
Lesson Title: Experimenting through Transportation Grade: 4th
Learning Target: The student will be able to describe how interurban railroads are able to
move.
Students will be able to describe how interurban railroads receive their power.
Students will be able to briefly explain each role of an operator that helped the interurban
railroad travel from city to city.

Grade Level Guide: Content Standards

Content Curriculum Focal
Points according to the Do-
DEA College and Career
Ready Standards for Science
Fourth grade Ohio students
will be able to use evidence to
construct an explanation
relating the speed of an object
to the energy of that object and
make observations to provide
evidence that energy can be
transferred from place to place
by sound, light, heat, and
electric currents.
Common Core State Standards Interdisciplinary Connections
Science Throughout this lesson
PS3.A: Definitions of Energy students will to observe the
The faster a given object is motion of interurban railroads
moving, the more energy it and understand how the
possesses. (4- motion is derived from energy.
PS3-1) They will also understand
Energy can be moved from what it means for an object to
place to place by moving be moving or for an object to
objects or be at rest.
through sound, light, or
electric currents. (4-PS3-2),(4-
PS3-3)
PS3.B: Conservation of
Energy and Energy Transfer
Energy is present whenever
there are moving objects,
sound, light, or

16
 heat. When objects collide,
energy can be transferred from
one object
to another, thereby changing
their motion. In such
collisions, some
energy is typically also
transferred to the surrounding
air; as a result,
the air gets heated and sound is
produced. (4-PS3-2),(4-PS3-3)
Social Studies
14. Ohio’s location and its
transportation systems
continue to
influence the movement of
people, products and ideas in
the
United States.

Academic Language: motion, electricity, modes, miles per hour, speed, kinetic, potential

Students’ Needs: Students will need to understand that there are multiple aspects that went into
the production of interurban railroad movement and understand the differences between motion
and the differences between the materials of modern-day railroads and interurban railroads.

Universal Design for Learning

English Language Learners
When the children are experimenting with the
model train track or gizmo try to ask
questions or analyze in simple terms why
interurban railroads traveled the routes and
how it helped improve the economy because
it moved faster.
Non-Verbal Students
If the student has accommodations such as a
go-talk inform them of the topic and allow
them time to type or tap questions they may
have.

17
Materials: model train track, computer and smart board, dry erase boards, potential and kinetic
energy video, guest speaker who operated interurban railroad or is knowledgeable about them,
gizmo

Language Function: Having students engage with the model train track after viewing the video
on kinetic and potential energy will allow them to connect the energy principles of the interurban
railroads and understand the connection between energy and movement and when energy is
present.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan

Before: I will introduce the guest speaker and then the students will discuss what they have
already learned about interurban railroads and why they travel. This will allow for the students
to engage in discussion and potentially trigger questions they may have for the guest speaker.
Students will then share what they know about energy and motion.

During: The students will engage with the gizmo and the model railroad track, following they
will engage in carpet time and will watch a video about kinetic and potential energy. They will
then assess objects in the room and decide whether they are kinetic or potential this will help
them differentiate between the two. I will then discuss the interurban railroad and how the
motion of the railroad means that there is present energy and how the energy levels increase
the faster the motion. The students will then go back and work with the gizmo and move the
model through the canal at different speeds to observe the measure of energy. Students will
then gather to listen to our guest speaker share details and facts about the materials of the
interurban railroad and how each part contributes to the motion of the railroad.

After: Students will provide a brief summary of the operation of the interurban railroad and
how it operates. They will list three things about energy that they learned and end by listing
one part of the interurban railroad that helped it to move.

Assessment:
18
 Type of assessment Description of Modifications Evaluation Criteria
assessments

informal Students will be given Provide examples beforeStudents are able to

five objects and they willthey begin their work. correctly identify three
determine whether they out of five items without
have potential energy, assistance.
kinetic energy, or both

informal Students will draw an Explain that some objects Students have correctly
object that contains bothonly exhibit one type of drawn one object that
kinetic and potential energy. distinctly portrays both
energy kinetic and potential
energy.
informal Ask students to explain Explain the motions thatMake sure students are
one activity where they you portray in baseball correctly understanding
exert potential and the difference between
kinetic energy. when they are moving in
these activities versus
when they are still.
Resources: energy worksheet, Potential and Kinetic Energy Video
[Rhea Banas]. (2015, January 14). Potential and Kinetic Energy [Video File]. Retrieved from
https://www.youtube.com/watch?v=uCmo9a8k5lQ
Analyzing Teaching: To be completed after the lesson has been taught.
What worked?
What didn’t? For whom?

Adjustments
What instructional changes do you need to make as you
prepare for your next lesson?
Proposed Changes Whole class:
If you could teach this lesson again to this group of
students what changes would you make to your
instruction?
Groups of students:

Individual students:

19
Justification
Why will these changes improve student learning?
What research/theory supports these changes?

Additional questions to consider when reflecting and completing the chart above: Did your
activity address your goals? Did your lesson plan reflect what you intended to teach? Were you
pleased with the sequencing of the lesson or would you change anything? What would you do
differently next time or what extension activities do you think would supplement this lesson? It
may be helpful to cite one resource that supports your instruction.

For the purpose of this Unit Project, you will not be filling this out but instead will submit
your reflection to me after your in-class presentation and attending the Gizmo Expo (due by
midnight of the final exam day). However, I wanted to leave this section here in the lesson
plan template to encourage you all to be reflective practitioners in the future; to always reflect
on your teaching!

20
Appendix

21
22
23
24
Interurban Railroad Questionnaire

1. What is an interurban railroad?

A. Something that moves
B. A train
C. An electric railway that provided not only transport, but also were the earliest sources of
electric power outside of large cities.
2.What was the goal of the interurban railroad?
A. To get rid of cars
B. To help with transportation
C. To provide jobs

3. What mode of transportation came prior to the interurban railroad?

A. The horse car
B. A bus
C. A truck

4. When were powerful motors for the interurban railroad first designed?
A- 50 years ago
B- 1870's
C- 1927
5. Modern day railroads are the same as interurban railroads?
A. True
B. False

25
 Engineering & Science Education Design: Gizmo
Instructions
Engineering Innovations I, Fall 2018, Team Number 1
Purpose: Demonstrate the use of a river lock that enables a boat to travel from one level of a
canal to a higher level.

Instructions for use: 1. Fill downstream area 4 inches high with water and fill upstream area
completely full with water.

2. Open the low-end side (door 1) and push the boat into the lock apparatus

3. Close door 1 with door latch

4. Open gate 3 and continue to feed water from the lower level into the top level so that water
runs freely simulating the flow of a river

5. Once lock has been filled to the level of the upstream side, close gate 3, open door latch 4,
open 2nd door, and push the boat out upstream

26
Materials needed: 1-9ft by 1in by 8in board, 1-24x24 inch piece of plywood, 27-2-inch drywall
screws, latex paint, 4 small hinges with screws, 34 inches of rubber window seal, 1 tube of
liquid nails.

Tools needed: saw, screw driver, paint brush, tape measure, marking implement

Building instructions: 1. Saw the board into 2-24in lengths, 3-1ft lengths, 1-7in length, 1-4.5in
length, 2-5in lengths, and random blocking from the scraps which will be mentioned later.

2. Glue and screw the 2-24in pieces and 2-1ft pieces to make a box and mount that on the ply
wood (Figure A).

3. Take the 3rd 1ft section and on one end cut 0.5in notch 1in in then cut a 1.5in notch at 4in
from the same end 1in deep. From the opposite end at 1.25in and 4.5in make 2 parallel cuts 4in
in and remove the material in between to create the top door of the lock (Figure B). Glue and
screw this board at 10in from the upstream side

4. Take the 4.5in piece of board and cut 6.5in, at 1.5in down, and remove the large piece to
create an L-shaped piece of wood. Glue and screw this 7 inches from the center piece on the
downstream side.

27
5. Take the 7in piece of board, cut 1in and 1.5in from the end and cut 1.25in deep creating a
notch, then glue and screw that to the end of the L-shaped piece and the inside edge of the
door on the middle piece. This creates the frame work for the lock.

6. Using the scrap wood cut 3-3in by 3in squares. Take one and glue it to the 7in piece at the
top and replicate the notch to start to create a channel. Glue a 2nd square that has a single cut
1.5in in with the notch taken completely out creating a cut out square on the top of the piece.
Screw both of these pieces to the 7in board. Glue and screw the 3rd square on and leave as is.
This creates the channel that the water will follow to fill the lock from the upstream side (Figure
C).

7. For bottom door, take the 5in board and cut it down to 7in long. Attach one hinge mid-
center of the 7in side and attach to the downstream door side (Figure D). Take a 2 nd hinge and
a piece of wood 2in by 3in and mount to the side of the tank so that when the hinge is closed it
locks the door shut.

8. For top door, take your second 5in piece and make a cut at 5in. Take the off cut and
assemble it with the main 5in board and a 3rd hinge and attach it over the upstream side.
Duplicate the latch system with a 4th hinge.

9. Make sure that the channel is open so that only about 0.25in is covered by the hinge block.
Then attach a 2in by 2in block so that it protrudes 0.25in over the main filling channel, to create
lips to capture the flood gate.

10. Paint the entire apparatus with 2 coats of paint. Apply liberally to all joints to reduce
leakage. (Figure E&F)

11. Cut 1-16in piece of window seal and attach it in a “U” configuration between the lower end
door and the gate to create a water proof seal. Do the same thing with the upstream gate
using a 14in piece of window seal.

12. Line the floodgate notch with a 4in strip of window seal. Then carve and paint a relatively
tight-fitting gate to seal off the upper portion.

28
29
 Trail Life Activity Sheet to go with Gizmo!

Name of Gizmo & grade level Canal and Lock Gizmo

Grades K-5th
Lesson Aim/Objective Observe knowledge of angles, measures, and
directions

Materials Tape, markers, pencil, paper

Motivation Math is normally overlooked when

incorporating academics into fun learning
resources, so I felt this way an interesting
and simplistic way to tie in math to science.

Instruction/Procedure Have students move the controller stick at

multiple angles such as a ninety-degree
angle and then observe the direction in
which the robot traveled and mark the
location of the robot with tape and measure
the angle of the robot to the nearest point of
the maze

Assessment Activity Have kids portray different angles by

simplistic drawings on paper.

Follow Up Have students name one angle that they

learned from doing the activity and provide
the degree of that angle.

30
 Glossary
Calculating: to determine or ascertain by mathematical methods
Distance: an amount of space between two things or people.
Electricity: a form of energy resulting from the existence of charged particles
Financial: the finances or financial situation of an organization or individual.
Gizmo: an educational device that brings to life a STEM concept to allow for inquiry-based
learning and active learning out of the STEM areas to occur.
Interurban: a railway or train operating or traveling between cities.
Kinetic: relating to or resulting from motion.
Materials: the matter from which a thing is or can be made.
Miles per Hour: imperial unit of speed expressing the number of statute miles covered in
one hour.
Modes: a way in which something occurs or is experienced, expressed, or done.
Modes of Transportation: a term used to distinguish substantially different ways to
perform transport.
Motion: the action or process of moving or being moved.
Potential: the energy possessed by a body by virtue of its position relative to others, stresses
within itself, electric charge, and other factors.
Railroads: a system of railroad tracks with the trains, organization, and personnel required
for its working.
Speed: the rate at which someone or something is able to move or operate.
Traveling: make a journey, typically of some length or abroad.

31
 Resources
Language Arts Lesson:
[Jennifer Williams]. (2016, May 29). Multiple Intelligences in SS [Video File]. Retrieved from
https://youtu.be/Jq8x0VNfAxs

This resource with be assistive in providing multiple ways to engage students ij their writing
activities and learning about history. This gave me an insight to how important it is to have
multiple ways to teach a single lesson because not all students benefit from being taught the
same way. It provides a list of the multiple learning types along with accommodations to use
when teaching.
Calvert, J. (2001, January 23). Retrieved December 4, 2018, from
https://mysite.du.edu/~jcalvert/railway/trolley.htm
This thorough article provides all the details of the interurban railroads and allows the teacher to
analyze and go over all aspects of this mode of transportation, this is also the highlighted article
that will assist struggling writers.
Math Lesson:
[Numberock, M. S.]. (2015, October 28). Metric System Conversions Song | Measurement by
Numberock. Retrieved from https://www.youtube.com/watch?v=djTNUp4XIRo
This video adds purpose to the math lesson because it allows students to understand that the
world does not use the same measurement system. I also felt that it was a fun interactive way to
explain what could be viewed as a complex idea.
Science Lesson:
Gizmo (listed in the appendix)
The canal and lock gizmo provides a hands on way for students to understand why lock systems
are needed for ships when transporting goods or passengers, they will be able to view the
negative effects that will be caused by not having the lock system to help raise the water level for
the ship to be able to travel on to the opposite side of the lock.
[Rhea Banas]. (2015, January 14). Potential and Kinetic Energy [Video File]. Retrieved from
https://www.youtube.com/watch?v=uCmo9a8k5lQ
This video is effective in the lesson plan because it provides an entertaining kid friendly
explanation of the differences between potential and kinetic energy, I felt that most kids are not
familiar with these terms, so this provides a simplistic explanation of the two types of energy.

32
33