The booklet looks more closely at how scientific and technological innovations have changed the way people meet their needs in communities.
1. Grade 2 Social Studies Unit: 07 Lesson: 03 Suggested Duration: 5 days Grade 02 Social Studies Unit 07 Exemplar Lesson 03: Technology Through Time This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis The lesson looks more closely at how scientific and technological innovations have changed the way people meet their needs in communities. Robert Fulton is used as an example of an innovator in this lesson that focuses on changes in transportation. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx? id=6148. 2.2 History. The student understands the concepts of time and chronology. The student is expected to: 2.2A Describe the order of events by using designations of time periods such as historical and present times. 2.2B Apply vocabulary related to chronology, including past, present, and future. 2.2C Create and interpret timelines for events in the past and present. 2.3 History. The student understands how various sources provide information about the past and present. The student is expected to: 2.3A Identify several sources of information about a given period or event such as reference materials, biographies, newspapers, and electronic sources. 2.3B Describe various evidence of the same time period using primary sources such as photographs, journals, and interviews. 2.4 History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: 2.4B Identify historical figures such as Amelia Earhart, W. E. B. DuBois, Robert Fulton, and George Washington Carver who have exhibited individualism and inventiveness. 2.4C Explain how people and events have influenced local community history. 2.17 Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to: 2.17A Describe how science and technology change communication, transportation, and recreation. 2.17B Explain how science and technology change the ways in which people meet basic needs. Social Studies Skills TEKS 2.18 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 2.18B Obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts. 2.18C Use various parts of a source, including the table of contents, glossary, and index, as well as keyword Internet searches to locate information. 2.18D Sequence and categorize information. 2.18E Interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and Last Updated 05/09/13 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 20
2. Grade 2 Social Studies Unit: 07 Lesson: 03 Suggested Duration: 5 days contrasting. 2.19 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 2.19A Express ideas orally based on knowledge and experiences. 2.19B Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas. GETTING READY FOR INSTRUCTION Performance Indicators Grade 02 Social Studies Unit 07 PI 03 Create an illustrated timeline showing a variety of means of transportation over time; include examples of technological innovation in transportation. Also include an illustration predicting transportation in the future. Use vocabulary related to chronology (past, present future) to explain (orally or in writing) how transportation has changed over time and describe how technology helps people solve problems and meet their needs. Standard(s): 2.2B , 2.2C , 2.17A , 2.17B , 2.18D , 2.19A , 2.19B ELPS ELPS.c.1C Key Understandings Scientific and technological innovations in communication, transportation, and recreation change the way people work and play. — How do scientific and technological innovations change the way people work and play? — What innovations in communication, transportation, and recreation have changed the way people work and play? Vocabulary of Instruction technology chronology innovation basic needs invention Materials chart paper information about Robert Fulton map pencils or markers blank U.S. map with states labeled (1 per student) large paper for drawing photographs of inventions that are commonplace today, such as appliances (or other photographs gathered by the teacher) photographs of life without modern appliances scissors Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: PowerPoint: Inventions Handout: Before and After T-Chart (optional, 1 page per group) Teacher Resource: PowerPoint: Before and After Handout: Robert Fulton Note-taking Sheet (1 per student) Handout: Robert Fulton (1 per student) Handout: GWC and RF Map Instructions (1 per student) Handout: Other Innovations in Transportation (1 per student) Handout: Transportation Timeline Cards (1 per student) Last Updated 05/09/13 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD page 2 of 20
3. Grade 2 Social Studies Unit: 07 Lesson: 03 Suggested Duration: 5 days Teacher Resource: Sample Transportation Timeline PI Resources None identified Advance Preparation 1. Become familiar with content and procedures for the lesson, including biographical information on Robert Fulton and George Washington Carver. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Gather pictures of innovations such as refrigerator, washing machine, microwave, computer, car, and dishwasher. 6. Prepare materials and handouts as needed. Background Information Robert Fulton (17651815) – Inventor of the first commercially successful steamboat in the United States. He also designed a one man submarine. He was an artist as well. Although he did not invent the first steamboat, his innovations improved steamboats and it was his design that brought them into common use. A statue of him is in the National Statuary Hall of the U.S. Capitol. He became known as the "father of steam navigation." He was a remarkable mechanical genius who successfully built and operated a submarine in 1801, and then investigated the uses of steam power on boats. Fulton’s efforts resulted in transforming steamboats into a commercial success. In 1807, his steamboat Clermont made history when it made a 150-mile trip along the Hudson River taking 32 hours at an average speed of around 5 miles an hour. His innovations with steamboats resulted in bringing steam power to railroads. The Age of Steam was born. By the 1870s, railroads had begun to take over from steamboats as the major mover of both goods and people. Chronology - order of events Invention - a new technology Innovation - doing things in a new way Technology - machinery or processes invented with scientific knowledge GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. INSTRUCTIONAL PROCEDURES Instructional Procedures Notes for Teacher ENGAGE ‒ What was life like before … NOTE: 1 Day = 50 minutes Suggested Day 1 ‒ 10 minutes 1. Display inventions that are commonplace today, such as appliances. If Materials: desired, use the Teacher Resource: PowerPoint: Inventions. photographs of inventions that are 2. Introduce this lesson using words such as: commonplace today, such as appliances chart paper Can you imagine life without these appliances? What do you think life was like then? Attachments: 3. Continue discussion, providing students an opportunity to name other Teacher Resource: PowerPoint: Inventions inventions that have changed the way we live. Purpose: Students are engaged in the idea that technology has changed the way we live. TEKS: 2.2A, 2.2B, 2.17A, 2.18B, 2.18E Instructional Note: Last Updated 05/09/13 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD page 3 of 20
4. Grade 2 Social Studies Unit: 07 Lesson: 03 Suggested Duration: 5 days Online museums, local historical societies, and families could be used as resources for photographs of life before these technologies. EXPLORE – Inventions change how people meet needs Suggested Day 1 (continued) ‒ 40 minutes 1. Divide the students into six groups, with no more than four members to a Materials: group. These will be expert groups. photographs of inventions that are 2. Provide each group with one page of the Handout: Before and After T- commonplace today, such as appliances (or Chart (or students create their own). other photographs gathered by the teacher) 3. Distribute pictures of one of the appliances (or other photographs gathered photographs of life without modern appliances by teacher). Attachments: 4. Students study the pictures and discuss how they think the appliances changed how people live. Teacher Resource: PowerPoint: Inventions Handout: Before and After T-Chart 5. Distribute to each group the appropriate picture showing life before the (optional, 1 page per group) appliance (slides 3-8 of the Teacher Resource: PowerPoint: Before and Teacher Resource: PowerPoint: Before and After). After (slides 10-15) 6. Expert groups discuss the differences and add to their handouts as needed. Purpose: 7. Rearrange students into jigsaw groups made up of one student from each of Students infer how inventions have changed how people live the expert groups. and meet their needs. TEKS: 2.2B, 2.17A, 2.17B, 2.19B 8. Students discuss differences and how life appears to be different as they fill Instructional Note out the T-chart, writing about life before the invention they are assigned was created and life after. If desired, to adjust for class size, add T- Charts for other inventions. 9. Students in the jigsaw groups take turns talking about their invention and life Catalogues and ads might be a good resource before and after its invention. To keep the discussion on track, guide the for photographs of these inventions. discussions in the group by showing slides 10-15 of the Teacher Resource: Use a visual analysis strategy to build social PowerPoint: Before and After. studies skills when discussing the 10. Offer students an opportunity to look at photographs of kitchens during photographs from the Library of Congress in various historical eras (See the Teacher Resource: PowerPoint: Before and the Teacher Resource. After, slides 16-19) and discuss. (Consider using a structured visual analysis strategy.) EXPLAIN ‒ 321 Suggested Day 2 (continued) ‒ 10 minutes 1. Students write: 3 innovations we looked at that you think made the biggest difference in the lives of people 2 ways people’s lives have changed as a result of innovation 1 innovation you would like to see in the future EXPLORE ‒ Robert Fulton Suggested Day 2 (continued) ‒ 40 minutes 1. Introduce the next topic using words such as: Materials: We have looked at how life changed with innovation in the information about Robert Fulton kitchen. Let’s look next at innovation in transportation. Attachments: 2. Show Slides 19-21 of the Teacher Resource: PowerPoint: Before and Teacher Resource: PowerPoint: Before and After. After Handout: Robert Fulton Note-taking Sheet The car has made huge differences in how people live, but there (1 per student) have been other significant changes in transportation through Handout: Robert Fulton (1 per student) history. Let’s learn about some of them. Purpose: 3. Distribute the Handout: Robert Fulton Note-taking Sheet and the Students learn about how inventions change the way people Handout: Robert Fulton to each student. live. Robert Fulton is a historical figure that illustrates this Last Updated 05/09/13 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD page 4 of 20
5. Grade 2 Social Studies Unit: 07 Lesson: 03 Suggested Duration: 5 days concept. 4. Provide additional background and biographical information about Robert TEKS: 2.3A, 2.3B, 2.4B, 2.4C, 2.17A, 2.18B, 2.18C, 2.19B Fulton. Instructional Note: 5. Students, individually or in pairs, note important details on their note-taking Note that Robert Fulton did not invent the first sheet. steamboat. However, he did invent the first one that was economically feasible to use. EXPLAIN Suggested Day 3 ‒ 15 minutes 1. Students share their notes from Handout: Robert Fulton Note-taking Sheet with three partners, adding and adjusting information as needed. 2. Bring students back to whole group and allow students to share out what they have learned. 3. Scribe student input to compile a class anchor chart about Robert Fulton and his innovations. ELABORATE Suggested Day 3 (continued) ‒ 35 minutes 1. Distribute to each student a blank U.S. map, with states labeled, and a copy Materials: of the Handout: GWC and RF Map Instructions. blank U.S. map with states labeled (1 per 2. Display or project the map and lead students through the handout to show student) students the different locations on the map of places related to George map pencils or markers Washington Carver (studied in lesson 1 of this unit) and Robert Fulton (studied in this lesson). Attachments: 3. Students mark on the locations on their maps as well. Handout: GWC and RF Map Instructions (1 4. Students share their map with a partner to ensure the map was completed per student) correctly. Purpose: Students continue to learn about Robert Fulton and George Washington Carver while building skills related to the geography of the United States. TEKS: 2.4B, 2.18B, 2.19B EXPLORE Suggested Day 4 ‒ 35 minutes 1. With students in groups of 3, distribute the Handout: Other Innovations in Materials: Transportation. scissors 2. Each student reads and studies one of the handouts. Attachments: 3. Students share the knowledge they have gained with the other members of the group. Handout: Other Innovations in 4. Distribute the Handout: Transportation Timeline Cards. Transportation (1 per student) Handout: Transportation Timeline Cards (1 5. Students cut apart the cards and place them in order to see the progression per student) of innovations in transportation. TEKS: 2.2B, 2.2C, 2.17A, 2.17B, 2.19A, 2.19B 6. Facilitate a class discussion where students address the guiding questions in support of the Key Understanding. Scientific and technological innovations in communication, transportation, and recreation change the way people work and play. — How do scientific and technological innovations change the way people work and play? — What innovations in communication, transportation, and recreation have changed the way people work and play? EXPLAIN Suggested Day 4 (continued) ‒ 15 minutes 1. Students answer the following questions: How did transportation change? (e.g., transportation became faster, safer, and more comfortable. People could travel farther.) Last Updated 05/09/13 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD page 5 of 20
6. Grade 2 Social Studies Unit: 07 Lesson: 03 Suggested Duration: 5 days Why do you think these changes were made? (people recognized problems they could solve with new technology) EVALUATE ‒ Illustrated Timeline Suggested Day 5 ‒ 50 minutes Grade 02 Social Studies Unit 07 PI 03 Materials: Create an illustrated timeline showing a variety of means of transportation over time; large paper for drawing include examples of technological innovation in transportation. Also include an illustration map pencils or markers predicting transportation in the future. Use vocabulary related to chronology (past, present future) to explain (orally or in writing) how transportation has changed over time and Attachments: describe how technology helps people solve problems and meet their needs. Standard(s): 2.2B , 2.2C , 2.17A , 2.17B , 2.18D , 2.19A , 2.19B Teacher Resource: Sample Transportation ELPS ELPS.c.1C Timeline PI Purpose: Students create a timeline and display their understanding of how innovation has changed the way we live. TEKS: 2.2B, 2.2C; 2.17A, 2.17B; 2.18D; 2.19A, 2.19B Last Updated 05/09/13 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD page 6 of 20
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