You have learned about multiple strategies to assist students using cross-curricular teaching methods that integrate content for different subject areas. A

December 15, 2024December 15, 2024 Discipline: Education

Part 1

You have learned about multiple strategies to assist students using cross-curricular teaching methods that integrate content for different subject areas. After reflecting on the readings for Unit 5 and Unit 6:

    • Select two instructional methods (e.g., debate, case study, project-based learning) that you would like to use as a teacher by employing a cross-curricular approach in a diverse classroom in the future.
    • Summarize how and why you would like to use these two methods.
    • Lastly, describe any potential challenges you could face attempting to implement each method and how you will overcome them.
  • Part 2 In this unit, your lesson plan will be reviewed by your peers and feedback will be provided. Incorporate relevant feedback and ideas from your peers to enhance your lesson plan. Upload the lesson plan from Unit 5, which will then be assessed by your instructor.
  • Part B: Lesson planTimeframe: 50-minute session

    Element

    Details

    Level and Subject

    Middle School, integrating History and Science.

    Title

    Exploring Innovations During the Industrial Revolution

    Situation

    Students will examine how industrial revolution impacted on society and technology by making the case of steam engine. This lesson marks the general social aspect of technology growth, should students relate modern day technology to social and technological change.

    Learning Objectives

    1. Discuss the features of the Industrial Revolution as influenced by the invention of the steam engine.

    2. American colonies were trading with British firms through Rhode Island and Conn.

    Explain that Rhode Island and Conn pioneered the steam engine and subsequently or simultaneously gave America its first industrial revolution introduction.

    3. Analyze the course material into a writing composed of a reflective essay on the overall significance of technological development in society.

    Groups

    In this simulation, the class will be divided into twos group, where one student will be a historian, will be researching on when the steam engine was developed and the other one will be scientist researching on when steam engine was invented and how it worked. This division makes it easy for everyone to work together and also to ensure that each student contributes his own point of view in the final project.

    Bridge

    The lesson will start with a 10-minute video that covers the Industrial Revolution and the concern is the key highlight of the steam engine. Students will then be encouraged to share their ideas for two minutes to help them relate what they knew before about advancement in technology with what they have learnt in the video. Guiding question: In what way does technology impact society?

    Task

    1. Research: Students will use provided resources, such as articles, diagrams, and videos, to investigate the steam engine’s history, mechanics, and societal impact.

    2. Timeline Creation: Pairs will design a timeline highlighting key milestones in the development of the steam engine, including its inventors and major applications.

    3. Reflective Essay: Each pair will write a 250-word reflective essay summarizing their findings and analyzing how the steam engine influenced societal transformation during the Industrial Revolution.

    Exhibit

    Students will compile their timeline and essay into a Google Slides presentation, incorporating visuals (e.g., diagrams, historical photos) and text. Presentations will be shared in a virtual classroom setting, encouraging students to practice public speaking and digital literacy skills.

    Reflection

    After presentations, students will participate in a class discussion reflecting on the learning process. Topics will include:

    – How researching and presenting deepened their understanding of the Industrial Revolution.

    – How the steam engine parallels modern technological advancements.

    – How innovation drives societal and economic change.

    Assessment Criteria

    1. Content Mastery: Depth and accuracy of research on the steam engine.

    2. Creativity: Use of visuals and storytelling in the timeline and presentation.

    3. Collaboration: Effective teamwork between “historian” and “scientist.”

    4. Reflection: Insightfulness of essay and discussion contributions.

    ReferencesCallaway, A. (2020). Analyzing Students’ Historical Thinking Skills at Different Grade Levels. https://thekeep.eiu.edu/theses/4840/Cowgill II, D. A., & Waring, S. M. (2017). Historical thinking: An evaluation of student and teacher ability to analyze sources. Journal of Social Studies Education Research 8(1), 115-145. https://dergipark.org.tr/en/pub/jsser/issue/29488/316360Gagnon, G. W., & Collay, M. (2005). Constructivist learning design: Key questions for teaching to standards. Corwin Press.McCarthy, K. S., Crossley, S. A., Meyers, K., Boser, U., Allen, L. K., Chaudhri, V. K., … & Zampieri, M. (2022). Toward more effective and equitable learning: Identifying barriers and solutions for the future of online education. Technology, Mind, and Behavior, 3(1). https://par.nsf.gov/servlets/purl/10344109 Simms, J. A., & Marzano, R. J. (2019). The new art and science of teaching reading. Solution Tree Press, a joint publication of ASCD. https://cloudfront-s3.solutiontree.com/pdf/study-guides/NASTR_study_guide.pdf

  • Part 3 As a final part of the portfolio,
      • Explain which graphic organizer (e.g., Venn diagram, T-chart) you would use in the lesson plan you created for Unit 5 and how you would use it.
      • Provide a URL to a website that offers access to various graphic organizers for the classroom.

    Your complete post (Part 1 and Part 3) should be at least 350 words but not more than 1000 (approximately 175-500 words in Parts 1 and 3).

  • Readings:
  • Constructivist Learning DesignGagnon, G. W. Jr., & Collay, M. (2005). Constructivist learning design: Key questions for teaching to standards. Corwin Press.

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