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Skills: Students will need the skills to identify photos from the past.
Students will need the skills to find information on the history of our community.
Lesson Objective(s):
1. Given five squares of construction paper, and crayons, students will compare the present to the past by creating a flip book
containing drawings of 8 pictures:
a. Transportation, past and present
b. Buildings, past and present
c. Businesses, past and present
d. Land, past and present
2. Students will demonstrate knowledge of past and present by writing a sentence explaining the pictures they are comparing.
State Standards
*Michigan GLCEs for Social Studies:
o 2-H2.0.4 Describe changes in the local community over time (e.g., types of businesses, architecture, land use,
jobs, transportation, technology, population).
Teacher Preparation:
Preview “Cars” clip.
Create a sample flip book.
Find pictures on Google Images that show how transportation, businesses, buildings, and land have changed over time.
Vocabulary:
Transportation
Community
Change
Past
Present
Sources:
Cars clip. https://www.youtube.com/watch?v=ggtH05LFF3k
Flipbook idea. https://www.pinterest.com/pin/ASM1Sntpb75B1Qq0UT3i-tTYeDrVwuDnFzNLupHWVap1KA9xSe8dkBk/
Anticipatory Set/Launch:
1. Begin lesson by reviewing the previous two lessons that were taught.
2. Call on students to give a summary of what they have learned so far about the unit. “What differences did you learn about
the past and the present so far?” “How can we learn about history? What are the different tools we can use to gain
information about history?”
3. Ask students how people get from one place to another.
4. Ask students how they think people in the past got from one place to another.
5. Ask students how they think land was used years ago.
6. Ask students how they think land is used today.
7. Ask students what businesses and buildings look like. Do they all look the same? Similar? Are they shaped weird or just
squares and rectangles? Are some taller than others?
8. Ask students if they think buildings and businesses in the past looked like the ones today.
9. Display images of past and present transportation, buildings, land, and businesses.
10. Discuss with the students how the images they see are alike and how they are different.
11. Tell students that they may have seen this movie before and while watching the video look at the way the cars and how the
businesses and buildings look different than the ones today. Show “Cars” clip (stop at 2.05).
(https://www.youtube.com/watch?v=ggtH05LFF3k) Students may move to the carpet to see better.
Evaluation Plan:
1. Objective #2: Given five squares of construction paper, and crayons, students will create a flip book by drawing 8 pictures
of one past and one present transportation, one past and one present building, one past and one present business, and
one past and one present piece of land and write one to two sentences explaining the pictures they are comparing. Using
the rubric below, the teacher will determine each student’s individual grade.
Criteria 5 Points 2.5 Points 0 Points
Student has included Student has included one past Student completed both past Student did not complete one
transportation and one present drawing and present pictures. Student past and present picture.
displaying their gained did not write one to two Student only completed one of
knowledge on the change of sentences comparing the the pictures and did not
transportation. Student also drawings. display gained knowledge of
included one to two sentences the differences or similarities
comparing what they drew. of transportation in the past
and present.
Student has included Student has included one past Student completed both past Student did not complete one
businesses and one present drawing and present pictures. Student past and present picture.
displaying their gained did not write one to two Student only completed one of
knowledge on the change of sentences comparing the the pictures and did not
businesses in the area. drawings. display gained knowledge of
Student also included one to the differences or similarities
two sentences comparing what of businesses in the past and
they drew. present.
Student has included buildings Student has included one past Student completed both past Student did not complete one
and one present drawing and present pictures. Student past and present picture.
displaying their gained did not write one to two Student only completed one of
knowledge on the change of sentences comparing the the pictures and did not
buildings in the area. Student drawings. display gained knowledge of
also included one to two the differences or similarities
sentences comparing what of buildings in the past and
they drew. present.
Student has included land Student has included one past Student completed both past Student did not complete one
and one present drawing and present pictures. Student past and present picture.
displaying their gained did not write one to two Student only completed one of
knowledge on the change of sentences comparing the the pictures and did not
land and how we use it. drawings. display gained knowledge of
Student also included one to the difference or similarities of
two sentences comparing what how land is used in the
they drew. present and previously in the
past.
Home/School Connections: At the closure of the lesson I will state, “you can go home and talk to your friends and family about
how transportation, different buildings and businesses in Saginaw have changed as well as how the land we live on has been
changed.”
Legal/Ethical Issues: Students last names will not be used in the assessment data of grade books or written reflections. There will
be no videos or photographs taken of the students. Public materials used during the lesson are cited in the Sources section.
Diversity:
Situation #1:
Jimmy has a hard time staying focused during individual work time at his seat. He
often acts out when he is working with a small group or when the class is moved to the
carpet for reading or working time. He is in the process of being tested by the special education staff,
with a possibility of receiving help for an emotional impairment.
Situation #2:
Sarah can always be counted on to try her best. She is mildly cognitively impaired.
Situation #3:
Francisco is a new student in your class who speaks little English. His first language is
Spanish.
Situation #4:
Two of your students, Marcus and Fabian, have advanced skills in writing and have
reading skills 1 ½ years above grade level.
Differentiation:
X Learning Environment – Allow Jimmy preferential seating. He can sit on his chair at his seat, stand, sit in his chair
backward, move to a table in the room, sit alone on the carpet, anywhere he feels comfortable and would be able to focus more
clearly. Monitor Jimmy while he is supposed to be doing work to make sure he is on task. Award behavior points to Jimmy every
15 minutes he is on task and does not distract other students with his behavior.
X Process – Ways of learning. Sarah can work with another student in the classroom for better understanding of how to do
the assignment.
Learning Environment –
Learning Environment –
Learning Environment –
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014