Unit Title: One change can impact the world Name: Sarah Jackson

Day 1 Day 2 Day 3 Day 4

Lesson Read Aloud Social Studies 1 Social studies 2 Science
Goals The students will be Students will Students will Students will be able
able to connect the understand the understand the rights understand the conc
plot and theme to differences between and privileges we of change and how t
character transportation in the have as citizens of the can see it in various
development. colonial times and United States of environments.
transportation now. America.
Students will
understand the Students will gain
concepts of including knowledge on how
others and being a the change of
good friend transportation has
helped the
development of
Indiana.

Objectives After engaging in a After completing this Students will gain After engaging in
grand conversation lesson, students will knowledge on the individual and group
about The Invisible be able to categorize history of freedom of work students will be
Boy, students will transportation speech and the able to evaluate the
apply their systems into their impact it has had on differences in a locati
understanding to the time period the nation. and how it impacts e
central message by environment.
illustrating a daily act At the end of this Students will
of kindness. lesson, students will understand the
know how to identify importance of
different types of freedom of speech
transportation based and how it has
on their influenced them
characteristics today.

After learning about

the history of
freedom of speech,
students will be able
to make connections
to it with their own
experiences.

Standards 4.RL.2.3 Describe a 4.3.9: Explain the 4.2.2 Describe 4.LS.2 Use evidence
character, setting or importance of major individual rights, such support the explanati
 event in a story or transportation routes as freedom of speech, that a change in the
play, drawing on in the exploration, freedom of religion environment may re
specific details in the settlement and and the right to a in a plant or animal w
text, and how that growth of Indiana and public education, survive and reproduc
impacts the plot in the state’s location which people have move toa new locati
as a crossroad of under Article 1 of or die
America. Indiana's constitution.

NCSS: Time, NCSS: Civics, Ideals,

continuity and and practices
change
Materials - The book, The Popsicle sticks, Paper, - Posted notes - Posters with
Invisible Boy, By Trudy Skewers, Cardboard - Posters vendiagram on it
Ludwig boxes, Transportation - Google trek link - Markers
- Matching cards - Guided notes - Notes guide
worksheet, “A day in
- Poster worksheet - Presentation
the life of a colonial
sailmaker”, “A day in
the life of a colonial
black smith”, “A day
in the life of a colonial
wheel maker”, “A day
in the life of a colonial
paper printer”,
Writing prompt
worksheet, Posters,
Markers

Managemen Time: 35 minutes Time: 30 minutes Time: 50 minutes Time: 45 minutes

t - Anticipatory set: 10 - Anticipatory set: 5 - Anticipatory set: 10 - Anticipatory set: 10
- Lesson: 10 - Intro: 5 - Instruction: 20 - Instruction: 20
- Response: 15 - Stations: 10 each - Understanding: 10 - Understanding: 10
- Closure: 10 - Closure: 10 - Closure: 5
Space:
- Anticipatory set: Use Space: Space: Space:
the whole room while - Anticipatory set: - Anticipatory set: - Anticipatory set:
students are finding once pieces are Students will use the Students will be at th
their match passed out the whole room to walk desks while they wri
- Lesson: Students will students will use the around and put about their dream
be in the front whole room to walk posted notes on the vacation
listening to the story around and find their anchor charts - Instruction: Studen
and presentation. matched. - Lesson: Students will will sit at the carpet
 - Response: Students - Lesson: each station sit on the carpet while they take guide
will be at their desks will be set up around while I instruct notes and listen to
in groups working on the room. At the end - Closure: Students instruction. Then the
their response of the rotation’s will be back in their will be around the ro
activities. students will come seats as well as be to working in groups
back to front of the able to walk around with the vendiagram
Behavior: room to the posters. - Closure: Students w
- Students are - Closure: The grand be at their desks fillin
expected to conversation will be Behavior: out an exit slip.
participate in the held in the front of Students are
grand conversation the room and expected to follow Behavior: Students w
and be actively students will stand rules and respect be expected to follow
engaged in listening to and discuss as their peers. If they do directions and rules
the story. If students needed. not respect each throughout the lesso
don’t interact with the other they will be We will respect one
story they will be Behavior: asked to refocus. another while in a gr
asked to refocus. This - Students are Students are and participate when
is an active response expected to be expected to follow asked to discuss abo
lesson that involves respectful and follow directions and ask the topic.
participating. the rules throughout questions when - If students do not
the lesson. If they are needed as well. follow directions or
not following participate when ask
directions, they will to, they will get a ver
be asked to refocus warning. If they don’
and join when they listen the second tim
are ready. Students then they will be ask
are expected to to refocus.
participate.
Anticipatory I will pass out cards Students will get There will be anchor I will have students w
set that each student will puzzle pieces that charts around the about their dream
have a match to with correspond with a room with the words vacation. Using word
some one else. Each certain transportation Freedom, Liberties, describe what it look
card has a scenario or system. They will find Rights and restrictions like, how they would
an answer to a their matching pieces on them. Students there, what they fee
scenario on it. They which will make their will respond to these when they are there
are scenarios such as, groups for the words by saying how anything else, they w
a new student started stations throughout these words make to say about it. This w
at your school this the lesson. Each them feel on a posted get them thinking ab
week and is having group of pieces have note. Then they will a different environm
trouble fitting in- you pictures on them that put it on the posters. and what types of th
go talk to the new have something to do After each student might be there that i
student to get to with that type of has gone around and different from where
know them better. transportation put their answers on they live.
The students will go system. Ex: horse, the posters we will
 around the room and wagon, rubber tires talk through some
find their match. Once and steering wheel, points and see how it
they find their match this makes up a car. has made them feel.
we will go around and Once each student
read them out loud. has found their
match, we will discuss
how we think each
picture relates to
each other.
Purpose Today we will be By looking into the Today we are going to Just like how our dre
reading, The Invisible past, it will help us learn about how we vacation spots are al
Boy by Trudy Ludwig. better understand the as a nation different types of
While I read, focus on present and future. established our Bill of environments, today
the main character Today we will be Rights in the US are going to look at t
and his development looking at constitution, a diverse environment
throughout the story, transportation in the document that that make up our na
as well as how you colonial times to impacts our daily and how the change
can incorporate acts assist us in lives. impact our ecosystem
of kindness into your recognizing how it
daily life. aided in the growth
of Indiana.

Lesson I will read The There will be four I will go through a I will have various sli
Presentation Invisible Boy out loud stations students will google trek that to go through and
to the students and as participate in. One makes stops through present to students t
they think about how station they will be time on the show them the
being kind can impact making their own development of the differences of
their daily life. I will paper covered First Amendment. The environments
use various emotions wagons. This will be a students will go throughout the natio
in my voice to keep fun activity to get through a note guide Various environmen
the students engaged them thinking about to take notes on and things such as an oce
in the various what a covered write down questions and lake, palm trees
characters as well. wagon looks like and if they have any. After evergreens, moose a
After the story we will how it was used. At we go through some deer, ravens and rob
go through a the second station of the google trek, we and mountains and
presentation on how they will work on a will talk about how cornfields. I will go
the character compare and contrast this topic impacts through each of thes
developed over the worksheet. This will them today. We will and explain why they
story just from one help them compare have a grand in the type of
impact. and contrast the conversation as well. environment that th
various systems in are in. I will ask
different time questions to get them
periods. The third thinking about what
station will have differences are and h
 students read the location changes
through books that environment.
talk about the
occupations of the
transportation
system. They will be
able to put
themselves in the
shoes of one of the
workers. The fourth
station is a writing
prompt getting them
to think about what it
would be like riding in
any of these
transportation
systems and how it
has changed now. At
the end of the station
they will meet back in
the front with their
puzzle pieces.
Closure/ We will have a grand We will end with a We will look back at Students will split int
Conclusion conversation to get grand conversation the posters we groups with a certain
students thinking into about what they have started with. They will topic of differences t
the deeper meaning learned, if they have look at the words we had gone through
of the story. I will ask questions and how again and see if the the presentation. Th
questions like, How they can relate to the meaning has changed will get a vendigram
did it make you feel various occupations for them. If the poster and will be ab
when Brian wasn’t that the types of meaning has changed write down similariti
included? And What transportations offer. for them, they will be and differences they
would you do if you After the grand able to add to the throughout both thin
had a student like conversation they will poster. After having They can do research
Brian? These get back in their the grand the I Pads and look u
questions will lead groups and glue their conversation and more things about e
into a deeper thinking puzzle pieces to the going through the thing in order to be
of kindness and how it poster that they think instruction students prepared to share th
is associated with is the transportation will be able to build posters with the clas
them in their own system that they on their After they are done,
lives. After a whole have. They will understanding. We will share with the cl
class conversation present why they will talk about what what they have foun
student will get back think it is that type of has changed and if about the different
into their partners transportations something was environments and ho
with the match and system and how it is added, what that each has various
 they will talk more important for us to means to them now. characteristics. At th
about their scenario know that now. end of the discussion
and how they can students will fill out a
view that differently exit slip to say one th
now. Then they will that they learned an
come up with a list of one question they ha
good and bad
behavior. This ill lead
into a bigger
discussion of hat we
should see in the
classroom. As a class
we will make a list of
acts of kindness that
we should see daily in
the classroom and use
it throughout the year
as a guideline for us.
Formative Our grand The compare and During the Students will be invo
Assessment conversation is a way contrast worksheet is introduction I will be in conversation that
for me to assess a type of assessment able to see how be able to track and
students thinking on were I can see their students view the assess to make sure
this topic and get thought process. The vocabulary. This will are understanding w
them to think deeper writing prompt will help me gage my Filling out the
into the meaning of also assess how they teaching. The grand vendiagram will show
character understand the conversation and their knowledge on t
development. transportation and questions during the topic. And the exit sl
Matching the pieces the things it needs in presentation will will show what they
to each other gets order to work. During show me what know or have questi
them thinking about the closure activity I students are learning on.
various rea life will assess how the as well. The closure
scenarios and can be students work and going back over
assessed by how they together and how what students have
work together. The they understand the learned helps me see
whole class discussion overall importance of what they are
about acts of kindness their transportation learning and what
gives the class an system as well if they they can continue to
opportunity to learned in their learn.
participate in a whole stations.
class assessment. This
will show their
understanding as a
whole.
Adaptations Some students may Having the stations Giving mean Students will have
 find this topic difficult
be used for various opportunities to talk opportunities for
to talk about because types of activities the and discuss helps individual work and
it can become very students are able to students who cannot groups work so they
personal. I want keep focus on various sit still or need to get have time to ask
students to feel things and not get energy out. Having questions with their
comfortable enough bored. For students significant peers and participate
to talk about their who need to get their information be individual work if the
personal experiences energy out they will repeated helps group work is too
in front of the class be able to multiple students understand overwhelming. Stude
but if they don’t feel different things what is important as will also have
comfortable, I will throughout the well. The note guide opportunities to ask
give them an lesson. For students during instruction questions and the
opportunity to come who need help on gives students a way freedom to work thr
to me and have the worksheets or to take notes as well problems when they
discussion with me. writing, being in as not feel like they need help. There are
groups will help need to be rushed to any detailed quizzes
Since the grand because they can be get everything down. hard worksheets dur
conversation is about placed with peers Each section of this this lesson, so it give
natural reaction, some that can help them lesson is able to be students who need
students may need and that will make handled either adaptations
more time than others them feel more individually or as a opportunities to wor
to process their comfortable. Having group and that can through multiple thin
thoughts. I will adjust students understand help each student in
the time as needed that they can ask their own way.
and will allow questions and be
students to think open in their thinking
freely with their is important for them
response to this story. as well.

Summative A whole unit A whole unit A whole unit A whole unit assessm
Assessment assessment will be assessment will be assessment will be will be made at the e
(as needed) made at the end of made at the end of made at the end of of each section.
each section. each section. each section.