Lesson: Henry Ford and Charles Lindbergh

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Lesson Objective

By the end of the lesson, SWBAT explain how the inventions of Henry Ford changed culture in America. By the end of the lesson, SWBAT analyze how the transatlantic flight changed the world and brought people from different cultures together more easily. By the end of the lesson, SWBAT explain how specialization helped people be more productive.

Lesson Plan

Key Points:

·       Ford understood the importance of specialization: concentrating on a piece of work rather than the entire project.

·       Specialization increased productivity and reduced the cost of something.

·       Charles Lindbergh was the first person to fly across the Atlantic Ocean in an airplane.

·       Transatlantic flights changed the way people traveled, did business, and brought the world a lot closer together.

·       Ford and Lindbergh’s advancements in technology and transportation changed the world forever because they were able to shrink the world and bring people from faraway places closer.

 

Essential Question: “How do cultures change and develop?”

 

Vocabulary: Henry Ford, Charles Lindbergh, International, Flight, Specialization, Assembly Line, Spirit of St. Louis, Model T.

 

Assessment:  

At the end of the lesson, T collect the graphic organizers which includes a writing prompt and activity that requires the Ss to demonstrate their knowledge of the benefit of specialization and the assembly line. 

 

Opening (10 minutes): 

Teacher:

·       At the start of the lesson, T will put the following starter on the board: “Think of a time when it was easier to work in a group, why was it easier, what made it easier to work in a group than by yourself?” 

·       T will have the Ss write their starter. 

·       While the Ss are writing their starter, T will have the Ss share their answers out.

·       T will review the objective for the day: SWBAT explain how the inventions of Henry Ford changed culture in America. SWBAT analyze how the transatlantic flight changed the world and brought people from different cultures together more easily.  SWBAT explain how specialization helped people be more productive.

Student

·       Ss will complete their starters.

·       Ss will share their responses.

·       Ss will internalize the objective for the day.

 

Introduction to New Material (25 minutes): 

Teacher:

·       T will being the INM with a Power Point on both Henry Ford and Charles Lindbergh (technology).

·       T will have the Ss fill out a graphic organizer while the T interactively lectures the class on the following key points: The invention of the Model – T car was the first time the general public was able to afford an automobile.

·       Ford understood the importance of specialization: concentrating on a piece of work rather than the entire project. It also reduced the cost of the thing be produced and increased worker productivity.

·       Charles Lindbergh was the first person to fly across the Atlantic Ocean in an airplane.

·       Transatlantic flights changed the way people traveled, did business, and brought the world a lot closer together.

·       Ford and Lindbergh’s advancements in technology and transportation changed the world forever because they were able to shrink the world and bring people from faraway places closer.

·       T will have questions laid within the Power Point to check for understanding and make the Ss think at a higher level, and stay engaged.

Students:

·       Ss will listen to the lecture

·       Ss will participate in the lecture

·       Ss will fill out their graphic organizer

·       Ss will answer and ask questions pertaining to the lecture.

 

Guided Practice (20 minutes): 

Teacher:

·       Before the day begins, T will have a long table in the back setup with bread, peanut butter, and jelly.

·       T will tell the Ss that they are going to learn about how an assembly line makes things more productive, and easier for all parties involved.

·       T will have two groups of Ss: the first group of Ss will be standing on one of the table. They will have specific jobs in which one person is to spread the peanut butter, the other is to spread the jelly, and the last person is to put the two sides together and put it in a plastic bag. On the other side, T will only have one person, and they have to do make a sandwich all by themselves.

·       T will explain to the Ss that the objective of this experiment is to see if an assembly line where people are specialized will be quicker than an individual who is working by him or herself.

·       T will have the Ss make hypothesis on their graphic organizers to emphasize the importance of the scientific method (Science integration).

·       T will then have the Ss begin, while the rest of the class makes observations.

·       T will then repeat the experiment multiple times, with different groups of students.

·       T will have the students reflect by asking questions such as, “what happened, and why do you think that happened? Why was it faster,” after each attempt

·       T will then have the Ss go back to their seats.

Students:

·       Ss participate in the peanut butter and jelly experiment

·       Ss will make hypothesizes about the experiment.

·       Ss will make observations on the experiment.

 

Independent Practice (30 minutes): 

Teacher:

·       T will then have the Ss connect what they witnessed with Ford’s creation of the assembly line by completing the final section (reflection) of the graphic organizer.

·       T will include questions such as, “What did you observe from the peanut butter and jelly experiment, when was the sandwich made quicker, in an assembly line, or by an individual? How does this experiment relate to the work of Henry Ford? Based on your own findings, why did the assembly line make Ford so successful?”

·       T will help the lower level students who need some guidance on the questions. (Remedial)

·       T will have the higher level early finishers take their graphic organizer a step further and create their own machine that is produced in an assembly line. (Enrichment, early finisher)

·       T will collect the graphic organizers as a method to check for understanding.

Students:

·       Ss will complete the graphic organizers

·       Ss will think critically about the connection between the PBJ experiment and ford’s creation of the assembly line.

·       Ss will work quietly.

 

Closing (10 minutes): 

Teacher:

·       As a closing T will have the Ss read out some of their response to the post-experiment writing.

·       T will recap the key points quickly.

·       T will tell the Ss that next lessons, SW participate in a review about all that they have learned so far this semester. 

·       T will tell the Ss that they are going to have a brief test on the inventors – T will hand out a study guide.

·       T will remind Ss of their homework.

 Student:

·       Students will answer questions.

·       Students will ask any last minute questions.

·       Students will pay attention to topic of next lesson.

 

Homework: Social Studies Project on Inventors; study for Inventors Test.

 

Materials: LCD, Graphic Organizer, Build your own Machine Activity Worksheet, Peanut Butter, Jelly, Bread, Knives, Plastic Bags

 

Teacher’s Reflection:

I struggled to figure out when to present this lesson because it does disrupt the chronological flow of the information. However, I did decide to present the information about Ford and Lindbergh after the lesson about the Wright Brothers and George Washington Carver because I wanted to stay on the same theme center around inventions. Therefore, that is why this lesson has a bit of a historical jump in time from the previous lesson.

 

Also, on a completely different note, the peanut butter and jelly assembly line was by far the sloppiest and messiest activity I did throughout the year. With that being said, it was really fun for the kids, and they really understood what the role of specialization after the lab. Talking to students at the end of the year, this lesson stuck out in their minds more than a lot of others. 

 

Lesson Resources

Turn of the Century Unit - Lesson 3 - Ford and Lindbergh - Build Your Own Machine Activity   Activity
558
Turn of the Century Unit - Lesson 3 - Ford and Lindbergh - Build Your Own Machine Activity (Mac)   Smart Board
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Turn of the Century in America Unit - Lesson 3 - Ford and Lindbergh - Lesson Plan   Lesson Plan
512
Turn of the Century in America Unit - Lesson 3 - Ford and Lindbergh - Graphic Organizer   Notes
512
Charles Lindbergh
2622
Henry Ford
2622
Turn of the Century in America Unit - Lesson 3 - Ford and Lindbergh - PowerPoint   Smart Board
569
Turn of the Century in America Unit Lesson 3 Ford and Lindbergh Key Note   Smart Board
298

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