CEP Lesson Plan Form

Teacher: Mr. Wollert

10/25/16
School:
Grade

Montrose High School

Content Area: Social Studies

Date:
Grade Level: 10th-12th

Title: Inventions and Inventors During the Industrial Revolution

#:_7_ of __

Content Standard(s) addressed by this lesson:

directly from the standard)

Lesson

(Write Content Standards

Content Area: Social Studies

Grade Level Expectations: High School
Standard: History 1E.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

Students will keep considering what the impact of new inventions during this era had, as
well as the inventors in which came up with the ideas.

Questions to ask are, how have these inventions impacted me today? Why are these
inventions a step forward and a look into the future?

Concepts and skills students master: (Understandings, Big Ideas, Unit

objectives)

1. Use QR codes to analyze the actual inventions that were invented, as well as discover
what their significance was at this point in time.

2. Explain and interpret how this changes the labor force. Also, look at how these new
inventions make life easier for the majority of people as well as manufacturing.

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
(Create your own lesson objectives from the standard, follow the ABCD format)

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CEP Lesson Plan Form

I can: Provide students with the necessary information that they need to be able to correctly

identify inventions in which changed the way people went about their every day lives, as well as
the importance of the inventions themselves.

This means: That I as a teacher must make my learning target clear, and also make sure that I

hit all of the main points that I intend to, so that students understand and can take part in the in
class activities. This includes being an active teacher throughout the lesson, and help durin the
QR code activity.

Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson
plan)

Throughout the entirety of the QR code activity, I will assess students by having them fill out an
inventions/inventors worksheet. As well as the worksheet, I will continually monitor student
progress, and answer any questions the students have.

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CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

Inventions and Inventors During the Industrial Revolution

Approx. Time

I expect this class to last for one hour and forty minutes.

Anticipatory
Set

The hook that I plan to do for this class is a hook that gets the students up and moving, as well as makes them
think about important inventions used today.
I will begin by asking the students to think about how many new technologies they use on a daily basis.
They will then have a few minutes to think about which inventions impact them personally.
The next step for the hook is to have the students write what they thought of on the whiteboard. I like
this because any time students get to use the board it seems to be really exciting.
Lastly, once students have written all of their ideas on the board, we will discuss the impact that these
inventions have on them on a daily basis. This will then lead into the inventions during the Industrial
Revolution topic.

Teaching/
Presentation:

Class Layout
1 Hour 40 Minutes
Classes 1,3,4

(Select the most

appropriate
teaching model.)
-direct
instruction
-presentation
model
-concept
teaching
-cooperative
learning
-inquiry

LT: Students will be able to identify new/important inventions during the Industrial Era, as well as
explain the significance of each.

I will first begin class by introducing the days topic while using my hook activity. As mentioned before,
this activity will allow students to be actively engaged, as well as making the topic relevant to them
today. (10 min).
Once students have had the opportunity to relate the hook to the days topic, we can then discuss what
they came up with as a class. (10 min).
Once students have been introduced to the daily topic, I will then move towards the daily activity.
The activity itself will consist of QR codes (16 of them) scattered all throughout the room. Students will
then be asked to use the QR code scanner on their IPads to research each individual code. This code will
then take students to a specific site, in which will talk about an invention, and its inventor. Students will

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CEP Lesson Plan Form

Teaching
Strategy:
Guided Practice
&
Differentiation

Teaching
Strategy:
(Independent
Practice)

Closure

Materials

then use the worksheet in which I created for them to find specific answers for each invention.
Questions on the sheet being, what is the invention, when was it invented, who invented it, and also two
reasons why this new invention is significant? (50 min).
This will take the students some time to complete, but will also allow them to move around the
classroom. Also, this allows the students to think for themselves, and find solutions in their reading.
For the last part of class, students will be asked to get into groups, and to create an invention in which
they think would be a good idea today. This not only involves group engagement, but also allows
students to relate to inventors during the industrial era. (25 min).
During the last five minutes of class, students will turn in the QR code worksheets, as well as ask any
questions about inventions and the lesson. (5 min).
As guided practice, I will explain what the daily lesson is, as well as lecture to the students about the
days lesson. Also, I will guide the students by explaining what they are supposed to do, as well as what
to look for in the articles they read, and how to find the correct answer. In explaining how to do this,
students will then be able to do their independent study with less guidance.
Unlike lecture and guided practice, students for this lesson will be asked to do individual guided
practice. For this practice, students will walk around the classroom scanning their QR codes, and filling
out the worksheets as they read certain articles. However, students will not be completely alone in this
activity, as I will still be in the room to answer any questions that the students might have.

To close class, I will explain all that the students need to do, to complete their invention project. I will
give them a rubric of this in which the students will use to complete the project, and hit all requirements.
As well as explaining their project, I will collect the students worksheets in which they completed. This
will then give me a good assessment tool to see what the students grasped, as well as areas to improve
on.
Lastly, to close class I will answer any other questions the students have about the lesson.
Materials in which I will need are:
1. IPads
2. Laptop

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CEP Lesson Plan Form

3.
4.
5.
6.
7.
Accommodatio
ns
&
Modifications

Assessment

Whiteboard
QR Codes
Markers
QR Code App
Apple TV

-If the activity is too difficult for a student, I will continually check up on their progress, and if issues arise, I
will help that student while others are doing work asked of them.
-If the activity is too easy for a student, I can also ask them to help me with the students who are struggling. By
doing this, not only is every student being helped, but we are saving time as well.
-Often during my American History R1 class, I must provide a specific student with an online version of the
daily activities, since they are unable to write by hand, but is still able to type the information being learned.
-Specifically for this student since he is in a wheelchair, I created a document in which already had the QR
code links, in which I could just email to him specifically. He can now research each invention while not having
to move around the classroom in his wheelchair.
-To assess how much the students learned/ were learning during the lesson, I will continually ask questions why
the students are filling out their worksheets. I want to look around and quiz them because I monitor their level
of engagement, as well as am still involved and connecting with the students.
-Also, to monitor students learning, I will collect the worksheets that they finish during class. This will allow
me to see the level of learning taking place.
-Students will later be assessed on their projects to begin the next lesson.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
Lesson objectives were achieved at a very high level. Throughout the entirety of the
lesson, students were very engaged, and seemed to really enjoy the QR codes. The hook
as well was a very positive experience in the sense that students did not really realize how
much they rely on present technology. Also, throughout their individual research, students
seemed to really be involved and intrigued in the reading. It seemed as though they were
really interested in the types of inventions being made during this time, as well as how
many of them have developed over time, and have been modified and are still used today.
It was really cool to see that some of the inventions talked about during the hook activity,
were actually inventions created during the Industrial Era.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
Changes that I would make to this lesson, which I am finding out is a reoccurring one, is
taking more time for the lesson. The worksheet itself in which the students complete took
a bit longer than I had expected, which did not leave as mush time for closure or time to
really get started on their invention project. This is a change that needs to be made
because it will now take up just a little more time than I wanted during the next lesson.
However, even though it took a bit longer than expected to complete the worksheet, I
would rather have students complete it to the best of their ability. This is a change in
which I will definitely make in the future as I teach this lesson.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
Moving forward through the Industrial Era, I plan to touch up a little more on the
invention lesson, as well as have students present their invention project. I am very
excited to see the ingenuity of the students. As well as finishing up with the inventions, I
have a very insightful video in which I want the students to watch in which introduces the
Progressive Era. I will have the students watch this video while also completing a movie
film sheet, which they will be required to the video and find specific answers. The film is
also number one in a series in which we will continue to watch throughout the entirety of
the semester.

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CEP Lesson Plan Form

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CEP Lesson Plan Form

Direct Instruction
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Demonstrate or list
the task analysis of
the skill or procedure
(i.e., define precisely
what the learners
need to do)
Describe or
demonstrate your
modeling of the skill
or procedure.
Describe or
demonstrate guided
practice including the
second (or third)
example and then
address your method
to check for
understanding (i.e.,
how you assess
student learning
before moving to the
next stage). Include

Presentation
Model
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Concept Teaching

Describe or
demonstrate an
advance organizer.

Describe or
demonstrate all of
the critical attributes
of the concept,
identify the class or
category to which the
concept belongs.

Describe, picture or
demonstrate learning
materials and
activities specific to
the options of this
model (e.g.,
explaining links and
examples; ruleexample-rule;
signposts and
transitions). Two or
more of the teaching
and learning
activities are rich and
engaging.
Describe, list or
demonstrate one or
more questions, or a
discussion structure

Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Describe or
demonstrate a clear
progression of
examples and nonexamples; deduction
is illustrated through
the early definition of
the concept;
induction is
illustrated through
definition of the
concept late in the
activities.
Describe or
demonstrate the

Colorado State University College of Health and Human Sciences

Cooperative
Learning
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Describe or
demonstrate the
assessment methods
you use to determine
the academic
progress of EACH
student in the class
(i.e., make each
student individually
accountable) and
how you assess the
social and/or
interpersonal skills
identified for
acquisition or
practice during the
lesson.
Describe or
demonstrate the
grouping
arrangement and
the ways in which
you promote positive
Page 8

Inquiry
Describe or picture
the instructional
materials and
resources you use to
reveal their
creativity,
functionality, and
appropriateness to
the question(s)
posed.
List the specialists
and field experiences
you included.
Describe or
demonstrate how you
inspire curiosity on
the part of your
students. Describe or
demonstrate your
review of classroom
guidelines for social
and/or interpersonal
skills
Describe or
demonstrate how you
prompt investigative
processes. Reveal
how you facilitate
your students efforts
as they propose how
to gather information,
study, craft an

CEP Lesson Plan Form

examples of
feedback you provide
for correct and
incorrect student
responses.
Describe or
demonstrate your
method of
independent
practice.
Two or more of the
teaching and learning
activities during
guided and
independent practice
are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g., a
quiz, ticket-to-leave,
etc.).

you provide to
extend your
students thinking on
the content.
Describe or
demonstrate how
your students
demonstrate their
learning. Address
assessment methods
during instruction
(i.e., checking for
understanding), and
after instruction (e.g.,
a quiz, ticket-toleave, etc.).

assessment
processes you use to
test for acquisition of
the concept at key
points during the
presentation of
examples and nonexamples.
Describe, list or
demonstrate one or
more questions, or a
discussion structure
you provide to
extend your
students thinking on
the concept.
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g.,
students summarize
their definition of the
concept orally or in
writing, etc.).

interdependence
between group
members.

experiment, observe
and/or conduct
interviews.

Describe or
demonstrate the
instructional
materials and
resources; address
resource
interdependence as
necessary.

Write or demonstrate
a sample question
through which you
assist students to
make connections
and/or discover new
knowledge

Describe or
demonstrate your
directions for group
formation,
rearranging furniture
(If necessary) and
how
materials/resources
are distributed.
Describe or
demonstrate the
expectations for
demonstration of
interpersonal and
small group skills
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or

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Summarize or
demonstrate your
method to help
students share their
new ideas with
others. Possible
formats include a
panel discussion, a
debate, a gallery
walk, a science fair,
etc. Frame or
illustrate two
questions during
which you assist your
students to discuss
the conclusions they
can draw from their
collective effort.
Describe or
demonstrate two or
more teaching and
learning activities
that are rich and

CEP Lesson Plan Form

demonstrate your
method to check for
understanding (i.e.,
a description of how
you will assess
student learning
academically and
socially) as you
circulate among the
groups as well as the
feedback you
provide.

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engaging.
Reveal how you
promote reflection.
Share one question
that may prompt
students to reflect on
the process they
followed; share a
second question that
prompts students to
identify new
questions that arose
from this lesson.

CEP Lesson Plan Form

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