(3)_1.docx · web viewhrp. trainsportation . unit . overview:

HRP

Trainsportation

Unit Overview:

Students will have background knowledge about the concept of a community. Students will be introduced to the concept of transportation and the many different kinds of transportation in a community in which they live. They will discover how transportation in a community can change over time and its impact on the way people communicate and get goods from place to place.

Unit Title:

Transportation in a Community: Then and Now

Knowledge: The students will understand how railroads revolutionized transportation in their community and the world. The development in transportation promoted growth in the areas of communication and manufacturing. The students will discover that Indiana is one of 50 states and that transportation linked people across the United States. The students will develop a sense of understanding, the link between the progresses of transportation and how it helps to better communication in a community and across the country.Comprehension, Application, Analysis, Synthesis, and Evaluation:

The students will use the knowledge they have acquired through read alouds, retellings, simulations, nonfiction reading analysis, technology, and other teaching strategies to produce an interactive story board.

Time:

Each lesson topic is broken into 2-3 activities, synonymous with days, and take approximately 20-30 minutes per activity.

Indiana State Standards:

Social Studies

Standard 1: History

English Language Arts

Common Core Reading Standards for Informational Text (RI.1-RI.10)

Common Core Reading Standards for Literature (RL.1-RL.9) Common Core Writing Standards (W.2, W.3, W.5, W.7, W.8) Common Core Language Standards (L.1-L.5) Common Core Speaking and Listening Standards (SL.1-SL.6)

Concepts:

Then and Now (Social Studies Standard 1: History)

Unit Vocabulary:

Transportation Community Change Train Transcontinental Railroad Indiana United States Locomotive Engineer Freight Train Inter Urban Time Schedule Entrepreneur Economics Immigration Maps Map Key Promontory, Utah Time zones Goods Services Trade

Unit Vocabulary Strategy:

Students will keep a vocabulary journal throughout the unit. Vocabulary words will be added to the classroom vocabulary word wall. Students will be assessed informally and formally their use of the words in writing and

speaking.

Outcome:

Students will be able to understand the concept of transportation and its use in a community.

Students will be able to understand that transportation changes over time. Students will be able to understand what makes an entrepreneur.

Essential Questions:

How does transportation change a community? What makes an entrepreneur? How did trains change our economy?

Overview of Unit Lessons:

Lesson Titles Lesson DescriptionLesson 1: What is Transportation?Standards:

Introduction to the term transportation and identify modes of transportation.

Lesson 2: History of TransportationStandards:

Compare and contrast modes of transportation then and now.

Lesson 3: All Aboard! TRAINSportationStandards:

Introduces trains as a mode of transportation in the 19th century in Wayne County, Indiana.

Lesson 4: What Makes an Entrepreneur?Standards:

Introduces the term entrepreneur and what makes an entrepreneur.

Lesson 5: EconomicsStandards:

Impact of trains in the innovation of time and transportation of goods.

Lesson 6: A Community: Then and NowStandards:

Communities change over time.

Overview of Unit Teaching Strategies:

Social Studies Writing Comprehension VocabularySimulation R.A.N. Retelling Word WallCommunity Maps Diamond Poem Compare/Contrast Picture/word CardsTimeline Photo Essay Inferring Vocabulary Journal

Telling Sentences VisualizingQuestioningGraphic Organizers

Overview of Unit Content:

Concept Development: The students will understand how railroads revolutionized transportation. The advances in transportation stimulated growth in the areas of communication and manufacturing.

Integrative: Indiana Common Core Standards (Reading, Writing, Social Studies) along with Social Studies Components (History, Geography, Economics, Sociology).

Value-based: The value to the students will be their understanding of how transportation connected the East and West and brought people and goods to Indiana.

Challenging: Students will be challenged to consider that communication was only as good as the fastest mode of transportation of the day.

Active: During this unit students will be active mentally and verbally. Multimedia used: Computer\Internet, iPod Touch, Digital Projector, Document

Camera

Overview of Content Area Connections:

Math Science Music Art Literature/MediaTime 5 Senses Train Rhymes Nature sketches VideosFewest Movement Train Songs Drawings Primary SourcesMost Sound Trade Books

EnvironmentSpeed

Unit Assessment Tools:

Anecdotal Notes 6+1 Traits Writing Rubrics TAH Rubric

Hook:

The students will be introduced to this unit through a read aloud, The Little House by Virginia Lee Burton. Throughout the story students will be given the opportunity to “turn and talk” and share their observations about the book. Students understanding of the books concept, then and now, will be assessed through anecdotal notes and listening to student responses during class discussion. The information gathered will serve as a pre-assessment to the students understanding of transportation in a community and how communities change over time.

Lesson 1: What is Transportation?

Lesson Overview:

This lesson introduces students to the many different kinds of transportation in a community. Then they make a bar graph of the ways they get to school.

Activity 1: Transportation in a community

Discuss and identify modes of transportation in a community.

Resources and Materials:

1. This is the Way we go to School by 2. Easel/white board3. Labels: Air, Water, Land4. Pictures of various modes of transportation from book and others

Teaching the Lesson

Hook:

1. Ask: Does anyone know what the word transportation means?2. Ask: Do you know any types of transportation?3. Read: This is the Way we go to School.4. Ask: Do you see any differences in the way these children go to school?

Procedures:

1. After reading: identify the different forms of land, water and air transportation. 2. Discuss other modes of transportation not mentioned in the book.3. Show pictures illustrating different kinds of transportation4. Explain: Transportation modes can be air, water, land.5. Have students put the different modes of transportation in the correct category.

Summarizing and Assessing:

1. Point to the chart and have students compare and contrast the modes of transportation.2. Listen to students during the sharing of the book for comprehension.3. Observe students placement of the different modes of transportation on the whiteboard.

Activity 2: Transportation to school

Objectives:

Students will be able to:

Identify how they get to school.

Contribute to a web of transportation. Contribute to a bar graph showing how they get to school.


1. How do you get to school? Worksheet2. Crayons3. Scissors4. Chart paper5. Easel6. Tape

Teaching the Lesson

Hook:

1. Write transportation in the middle of a web.2. Have students recall modes of transportation.3. Ask: What kinds of transportation can people use to get to…”4. Ask: How did you get to school today?5. Turn and talk to partner and share how they got to school today.

Procedures:

1. Handout worksheet2. Model how to choose and color how they got to school today.3. Students will color one of the pictures from the worksheet and cut it out.4. Students will tape their mode of transportation on the class graph “Ways We Get to

School.”5. Count each row on the graph6. Ask: How many students get to school this way?7. Ask: Which way do the most students get to school?8. Ask: Which way do the fewest students get to school?


1. Observe students answers when asked to show on their fingers “How many students…”for the different modes of transportation on the bar graph.

Lesson 2: History of Transportation

Lesson Overview:

Students discover the history of transportation in their community. They will construct a timeline of the different kinds of transportation. They will compare transportation of then and now on an interactive story board.

Activity 1: Transportation Maps

Objectives:


Use maps to show transportation changes. Understand the use of transportation in a community. Create a transportation map of a “made up” community.


Various transportation maps past and present with important locations labeled (hospital, grocery stores, gas stations, depots, thrift shops, manufacturing, schools, churches, etc.)

Chart Paper Markers Crayons

Teaching the Lesson:

Hook:

1. Show student different transportation map.2. Have them predict what the maps represent with “turn and talk” partner.

Procedures:

1. Discuss students observation about the maps.2. Ask : “What kind of transportation do you and your family use?” 3. Ask: “Why would transportation be important in a community?”4. Create a list of responses.5. Explain that public transportation routes a typically located near or close to important

community resources/places6. Create a list of important community resources/places.7. Create a map key with that represents the different modes of transportation routes and

community resources/places.8. Tell students they will create their own community map with transportation routes.


Observe if student understands that community transportation routes are near or close to important community resources/places.

Activity 2: Comparing Transportation: Then and Now

Objectives:


Compare pictures of transportation. Describe how the modes of transportation are different. Create a t-chart of “Then and Now” modes of transportation. Contribute to a class sentence about transportation.


1. Pictures of modes of transportation past and present.2. Maps of transportation routes past and present.

Teaching the Lesson

Hook:

1. Show the students black and white, “then and now” photos of different modes of transportation.

2. Have the students decide if the modes of transportation are from the past or present.3. Add to the class story board.

Procedures:

1. Ask: What kind of transportation would people use in the 1800’s.2. Compare and contrast the modes of transportation in the pictures.


Assess students t-charts for accuracy of “Then and Now” photographs.

Lesson 3: All Aboard! TRAINSportation

Lesson Overview:

This lesson introduces and focuses on trains as a mode of transportation. Students will participate in a story retell of the parts of a train. Students will complete an informational writing piece using R.A.N.

Guest Speaker:

Representative from the Wayne County Railroad Association

Activity 1: What is a train?

Objectives


Generate a list of “What we think we know” about trains on the class R.A.N. organizer.


1. R.A.N. folder organizer2. Post-its 3. Pencils

Teaching the Lesson

Hook:

Ask: What do you think you already know about trains?

Procedures:

1. Students will add their “what they think they know” on the post it.


Activity 2: Taking a Trip

Objectives


Understand the concept of trains and different jobs of each part. Participate in a retelling of the story. Evaluate information on the R.A.N. organizer to confirm information, add new

information, and/or misconceptions.


1. Book I’m Taking a Trip on my Train by Shirley Neitzel2. Name tags with each job of the train3. Train whistle4. Conductor hat5. Scanned pictures from the train parts in the book6. Paper

Teaching the Lesson

Hook:

1. Read: I’m Taking a Trip on my Train by Shirley Neitzel

Procedures:

1. Review the jobs of the train with names and picture cards.2. Choose students to play the roles as retell the story.3. Engage students in acting out the rebus story.4. Write "On a Train Ride" on the board.5. Using a t-chart format write: Where? Who? What?6. Have the students close their eyes and imagine they are on a train ride.7. Turn and Talk and share. 8. Generate a list on a t-chart.


1. Observe students comprehension during the story.2. Observe students participation during the retelling.3. Students will complete the following sentence and share. 4. On a train trip, I went ____________________. I saw _______________. I liked the

_____________________. 5. Create a class book entitled: “On a Train Ride”6. Add any new learning, confirmed, or not confirmed to the class R.A.N. folder.

Activity 2: Back in Time with Trains

Objectives


Discover how different engines work and how people make them run. Evaluate information on the R.A.N. organizer to confirm information, add new

information, and/or misconceptions. Create a train timeline.


1. Book: Steam, Smoke, and Steel: Back in Time with Trains by Patrick O’Brien.2. R.A.N. organizer3. Post its

Teaching the Lesson

Hook:

Read: Steam, Smoke, and Steel: Back in Time with Trains by Patrick O’Brien.

Procedures:

1. Have students “turn and talk” during the reading of the book.2. Have students color the trains from each time period and put in order on a timeline.


Informally assess each students participation before, during, and after the reading. Assess students timeline for accuracy.

Activity 3: Trains in our Community

Objectives:


Identify uses of trains in their community. Construct a photo essay of trains being used for travel, communication, and getting goods

from place to place. Examine primary sources such as tickets, schedules, listen to stories, letters,

advertisements. Evaluate information on the R.A.N. organizer to confirm information, add new

information, and/or misconceptions.


1. Book: I’m Taking a Trip on my Train by Shirley Neitzel2. Book: Steam, Smoke, and Steel: Back in Time with Trains by Patrick O’Brien.3. Primary sources from Indiana Historical Society (copies of tickets, train schedules,

advertisements).4. Book: TheHistory of Transportation in Wayne County, Indianaby Luther Feeger.5. R.A.N. organizer6. Pictures of trains doing different jobs.7. Chart Paper8. Markers9. Computers with Microsoft Word

Teaching the Lesson

Hook:

1. Read excerpts from newspaper articles collected by Luther Feeger, TheHistory of Transportation in Wayne County, Indiana.

Procedures:

1. Generate a list of uses of trains in a community.2. Using the information from the R.A.N., have students write telling sentences

under the pictures of trains illustrating different uses.3. Have students create a Photo Essay using Microsoft Word that documents the

uses of trains in a community (i.e. passenger car hauling people, engine with engineer, etc.).

4. Add train pictures and sentences to interactive story board.


Assess student understanding of uses of trains in a community by correct photos and sentences generated from the R.A.N organizer.

Lesson 4: What Makes an Entrepreneur?

Lesson Overview:

This lesson focuses on present day and past entrepreneurs in our community who have made an impact on the economy. Students will participate in an interview with an entrepreneur from our community. Students will write a thank you letter to an entrepreneur in our community. Students will create an entrepreneur advertisement.

Guest Speaker: Robert Richert, The Furniture Gallery

Activity 1: Little Nino’s Pizzeria

Objectives


Define entrepreneur (business/social) Discover how businesses and people depend upon one another for good and services. Develop questions that they could ask an entrepreneur. Write a question for the guest speaker.


1. Book: Little Nino’s Pizzeria by Karen Barbour2. Writing paper3. Chart Paper4. Markers

Teaching the Lesson

Hook:

1. Ask: “Have you ever had an idea?”2. Ask: “What happens when someone has a good idea?”3. Give book introduction on Little Nino’s Pizzeria by Karen Barbour.

Procedures:

1. Read the book. 2. Ask comprehension questions:

How could you tell Little Nino’s was a successful business? Who made the decision to open a larger, fancier restaurant and close Little

Nino’s? Explain why Nino decided to open a new restaurant to replace Little Nino’s. Why did Tony miss Little Nino’s? List reasons why Nino was not happy as the owner of a fancy, expensive

restaurant. What did Nino like best about being an entrepreneur? Why do you think Nino changed the name of the restaurant to Little Tony’s

Pizzeria? Are entrepreneurs always successful in their businesses? Do you think Nino made the correct decision? What would you have done in his

situation?3. Collaboratively develop a definition entrepreneur given the information from the book.4. Generate a list of adjectives that describe an entrepreneur given the characters in the

book.5. Pretend that they are interviewers of the local newspaper and want to interview Nino to

generate a list of questions.6. Have students write one question they want to ask the guest speaker.


Informally assess student participation before, during, and after the reading. Assess students understanding of entrepreneur based on developed question.

Activity 2: Entrepreneurs in our Community

Objectives


Define the role of an entrepreneur in a community (business/social).

Identify important entrepreneurs in their community and their impact on the economy. Ask questions to gather information. Write a thank you letter to an entrepreneur in our community.


1. Guest Speaker—Robert Richert from The Furniture Gallery

Teaching the Lesson

Hook:

1. Prior to Mr. Richert arrival, show pictures of his business and give a brief history.

Procedures:

1. Students will have an opportunity to interview Mr. Richert with their pre-written questions.

2. After Mr. Richert’s visit, students will journal about their experience and any more thoughts or questions.

3. Students will write a thank you letter to Mr. Richert for his visit.


Observe students participation during the interview with Mr. Richert. Assess student journals and thank you letters for higher order thinking and connections.

Activity 2: Entrepreneurs and Trains

Objectives


Identify entrepreneurs from our communities past. Connect the contribution of the entrepreneur to the changes in the economy. Create a poster advertising their product, business, etc.


1. Book:TheHistory of Transportation in Wayne County, Indiana by Luther Feeger.

2. Picture of William Parry copied from the Palladium Item located in the book TheHistory of Transportation in Wayne County, Indiana by Luther Feeger.

Teaching the Lesson

Hook:

1. Divide the students into two groups. Group 1 will have string that can be used for a yo-yo in Town A. Group 2 will have the yo-yo without string in Town B. Neither group has money to transport their goods. However, in Town A there’s a yo-yo training school for kids and no one in Town A sells yo-yo’s. There is an entrepreneur with money to spend.

2. Choose one student to be the “entrepreneur” with fake money. Prompt the student to say they will help the groups, if asked.

3. Have students decide how they could get their products from one place to the other to make a useful product.

4. Observe if students ask the entrepreneur, what kind of transportation they would use, etc.

Procedures:

1. Bring students together and discuss.2. Ask: “Was this a hard activity? What were some problems you ran into? What kind of

things happened in your groups?”3. Address the role of the entrepreneur.4. Discussion will depend on how well the students get the simulation.5. Prompt students towards thinking about the entrepreneur having to invest his money into

creating a yo-yo with the two products.6. Show a picture of William Parry.7. Share his story from the newspaper article.8. Ask: “Would you be willing to invest all your money in something?

What could happen if it failed/succeeded?”9. Have students write in their journals what they think it would be like to be William Parry

in 1850’s and/or to be an entrepreneur.10. Have the students pretend they are entrepreneurs and create a poster advertising their

product, business.


Informally assess student participation during the simulation and discussion. Assess students understanding of entrepreneurship in their posters.

Lesson 4: Economics

Lesson Overview:

In this lesson,students will imagine what it would be like to operate a plane, train, or truck along a trade route across the United States. They will also look at maps of major U.S. transportation networks and will explain how specific products might get from one

place to another. Students will also begin to develop an understanding of how the innovation of time impacted people and transportation of goods from place to place.

Activity 1: Transportation of Goods

Objectives


Discuss modes of transportation used in getting goods from place to place. Explain how specific products might get from place to place in their community and

the United States. Discuss what it would be like to operate a plane, train, or truck. Write stories telling about themselves operating a plane, train, or truck in their

community or across the United States


1. Road Atlas 2. Student Atlas3. Map of railroad routes 4. Pictures of modes of transportation transporting goods5. http//www. U.S. Guide to the Union Pacific Railroad .com

Teaching the Lesson

Hook:

Ask students to tell what modes of transportation they think would be used to get products from place to place within the United States.

Make reference to interactive story board with different modes of transportation by air, land, and water.

Procedures:

Show students maps of the major transportation networks in the United States. Locate major interstates on a road atlas, major plane routes in an airline timetable, and

railroad routes at the U.S. Guide to the Union Pacific Railroad. Have them explain how specific products might get from place to place. For example, ask

them how:

artichokes might get from central California to Chicago; pineapples might get from Hawaii to Seattle; and oranges might get from Florida to Texas.

Discuss what they think would be the best and worst things about each mode of transportation.

Havestudents imagine that they are in charge of transporting products from one point to another in the United States.

Ask: “What would it be like to operate a plane, train, or truck? What places would they like to go?”

Have each student choose one mode of transportation. Have them write stories pretending they are in charge of transporting products from one

point to another in the United States using this mode of transportation. Ask: “Where would they go? What would they carry? What would it be like to operate

the plane, train, or truck?”


Assess students stories for understanding that different modes of transportation can be used to get goods from place to place and that depending on the mode it can be faster or slower.

Activity 2: Getting There on Time (DAY 1)

*This activity is comprised of a DAY 1 and DAY 2.

Objectives


Understand that time standards were developed in response to railroads. Understand why time zones were created. Understands the role of railroads in the creation of time standards.


1. Paper cup2. Glass or clear plastic container3. Thumbtack4. Masking tape5. Markers6. Water7. Wristwatch or classroom clock for time adjustment8. Instructions for water clock

http://www.ehow.com/how_5708370_make-simple-water-clock.html

Teaching the Lesson

Hook:

1. Get students thinking about time by asking questions like “How do you tell time? Do you wear a watch? Does a minute matter?”

2. Show students the water clock.

Procedures:

1. Ask them to guess what the water clock is. What do you think it is used for? Have you ever seen anything like it?

2. Explain what a water clock is and how it works. 3. Demonstrate the water clock.4. Ask: “What did you observe about this clock? How is it different from other clocks that

you have used?How did we setthis clock?Do you think that if we built 2 different clocks in this classroom at the same time, that they would keep the same time?”

5. Ask: “Do you think that if we built a water clock here in Richmond, Indiana that it would keep the same time as someone building a water clock at the same time in New York?”

6. Explain that depending how the clock is made will impact how it keeps time.


Assess student participation with discussion.

Activity 2: Getting There on Time (DAY 2)


Objectives


Understand that time standards were developed in response to railroads. Understand why time zones were created. Understands the role of railroads in the creation of time standards.


1. Watches 2. Timetable from the 1800’s and present3. Schedules from school, amusement parks, etc.4. Map with time zones5. Map worksheet

Teaching the Lesson

Hook:

1. Assign students to groups. Give each group a watch. Instruct them to come to a set place in the room at a specific time. (Each watch needs to be set ahead or behind, so that each groups arrives at the same place but at different times.)

Procedures:

1. Discuss with the class what they noticed.2. Ask: “How did this impact all of getting to the same place at the same time? What would

this mean for getting to a party or to school? What kind of things could happen?”3. Show the students the timetables.4. Ask: “What do you think these were used for?”1. Explain what the timetables are used for.2. Ask:” Why do you think those pictures were used?”3. Ask: “Have you ever seen something like the timetables before?”4. In groups, allow students to investigate the timetables and schedules.5. Have students write why we need time schedule, how does it impact our lives, what

happens if the schedule is not on time?6. Share and talk about importance of having schedules and the impact of not following the

schedule.7. Show the map of the United States with the time zones. 8. Ask students to share why the United States would have time zones.9. Tell the importance and impact it has on the railroads and even today.10. Have students color the different time zones on a map11. Add the map with the time zones to the interactive story board.


Assess student understanding during discussion and completion of map worksheet.

Activity 3: Transcontinental Railroad (DAY1)


Objectives:


Understand how the railroad was built. Understand that trains connected Indiana with the other 50 states. Discover how the hard it was to build the railroad, especially on immigrants. Construct a map of the United States linking the Railroads East and West.


1. Book: Ten Mile Day and the Building of the Transcontinental Railroad by Mary Ann Frasier

2. Post its3. Pencils

Teaching the LessonHook:

1. Do a book introduction of Ten Mile Day and the Building of the Transcontinental Railroad by Mary Ann Frasier

Procedures:

1. Have students listen to the story.2. As you are reading instruct students to write down any questions/thoughts they

have.3. After reading have the students post their questions in the “parking lot” for

discussion.4. Pull questions/thoughts from the “parking lot” and share.


Assess students comprehension during discussion.

Activity 4: Transcontinental Railroad (DAY2)


Objectives:


Understand how the railroad was built. Understand that trains connected Indiana with the other 50 states. Discover how the hard it was to build the railroad, especially on immigrants. Complete a map of the United States linking the Railroads East and West at Promontory,

Utah.


1. Computers/Internet

http://cprr.org/Game/Interactive_Railroad_Project/indexy.htm

2. Map of the Central Pacific Railroad route http://cprr.org/Game/Interactive_Railroad_Project/cpmap1.htm

3. Map of the Union Pacific Railroad route http://cprr.org/Game/Interactive_Railroad_Project/mappage.htm

Teaching the Lesson:

Hook:

http://cprr.org/Game/Interactive_Railroad_Project/mappage.htm

http://cprr.org/Game/Interactive_Railroad_Project/cpmap1.htm

http://cprr.org/Game/Interactive_Railroad_Project/indexy.htm

1. Tell the students that they are going to play a game that will where compete to build the transcontinental railroad on a computer game.

Procedures:

1. Begin by showing the class how to access the website and walk them through it.2. Divide the students into pairs. Some pairs will be the Union Pacific Railroad and others

the Central Pacific Railroad.3. Have the students compare and contrast using a Venn Diagram.4. Have students write their thoughts or draw a picture about the activity in their journals.5. Share6. Have students complete a map linking the East and West at Promontory, Utah.7. Link and mark the East and West at Promontory, Utah on the interactive story board.


Informally assess students participation with the group activity, Venn Diagram, and discussion.

Assess students understanding of the Transcontinental Railroad in their journals and maps.

Lesson 5: A Community: Then and Now

Lesson Overview:

This lesson helps students understand that communities change over time. They will examine community maps. Then they will make a story board that depicts the changes in the community from the 1800’s to present day using topics like transportation, travel, communication, getting goods from place to place. They will write a diamond shaped poem to go with the story board.

Field Trip:

Wayne County Historical Museum

Activity 1: Changes in a Community

Objectives:


Identify changes in a community, using information from a primary source. Compare and contrast differences in the community from 1830’s to present day.


1. Chart Paper2. Pencils3. Paper4. Primary source: copy of M.W. Teeter 1838 Journal located at Indiana History

Society

Teaching the Lesson

Hook:

1. Take a walk around the community. Have the students use their 5 senses to observe their surroundings.

Procedures:

1. Have students sketch a picture.2. Make a t-chart “Now” and “Then” with 5 senses as subheadings.3. Have students add words to the chart from their walking experience.4. Read an excerpt from primary source by M.W. Teeter his journey through

Richmond, Indiana during 1830’s.5. Ask: What do you think Mr. Teeter is going to see, hear, feel, taste, touch, smell

on his journey through Richmond in the 1830’s.6. Have the students close their eyes and visualize as being read the journal.7. Have students draw a sketch of what they visualized8. Have students add words to the chart that they heard written in the journal.9. Compare and Contrast “Then and Now” list.


1. Listen to students responses of the 5 senses.2. Notice the accuracy of responses when sharing Then and Now words.3.

Activity 2: Mapping It Out: Community Changes

Objectives


Use maps to understand changes in a community. Identify changes in a community using information from a story.


1. Book: The Little House by Virginia Lee Burton

Teaching the Lesson

Hook:

Procedures:


Activity 3: Future Changes in a Community

Objectives


Compare historical pictures and futuristic pictures of a community. Use a map to show future changes in a community. Write a diamond shaped poem about a transportation mode, communication,

manufacturing, travel, etc. about their community.


Teaching the Lesson

Hook:

Procedures:


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