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Travel in Ohio
Lauren Betar
Fall 2020

Table of Contents
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Cover Page……………………………………………………………...............................1

Content Outline……………………………………………………………………….....3-4

Rationale………………………………………………………………………………......5

Concept Map………………………………………………………………………………6

English Language Arts Lesson Plan………………………………………...................7-10

Mathematics Lesson Plan………………………………………………….................11-14

Science Lesson Plan……………………………………………………….................15-19

Appendix 1 - Resources……………………………………………………................20-23

Appendix 2 - Glossary………………………………………………………………...24-25

Infomercial and Presentation……………………………………………….....................26

Content Outline
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● Rationale

○ The rationale gives a justification for the pedagogical decision behind the

selection of the Social Studies standard used across the three lessons: English

Language Arts, Math, and Science.

● Concept Map

○ The concept map is a visual representation of the connection between the selected

Social Studies standard and the topic of early travel in 19th century Ohio in each

of the other content areas.

● Language Arts Lesson Plan

○ Reading for Details: This English language arts lesson focuses on enhancing the

students’ ability to read for meaning and to identify causes and effects based on

what they read in the text. Through their journal writing, students will explain

these causes and effects and analyze what other possible effects could have come

about.

● Math Lesson Plan

○ Multiplying and Dividing Money Using Models: This mathematics lesson focuses

on strengthening students’ ability to use models to add and subtract money. This

lesson also functions as an introduction to the multiplication and division of

money. The students will demonstrate what they have learned through their

results from the Money Bingo website and their completion of the word problem

worksheet.

● Science Lesson Plan

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○ Rollback Car: This science lesson plan focuses on the students’ ability to

demonstrate that energy can be transferred from one object to another. The

students will do so by building and testing their Rollback Can gizmos.

● Conclusion

○ The goal of this unit is to reinforce the students’ understanding that Ohio’s

location and its transportation systems continue to influence the movement of

people, products, and ideas in the United States.

Rationale
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This unit was designed to bridge a social studies concept into three other content areas

namely English language arts, mathematics, and science. The social studies standard that was

used and supported through the following lessons is as follows: Ohio’s location and its

transportation systems continue to influence the movement of people, products, and ideas in the

United States.

The English language arts lesson directly connects with this standard in that the text that

the students review within the lesson directly talks about the different modes of transportation of

individuals in the 19th and 20th centuries. The mathematics lesson relates to the social studies

standard because it is discussed within the lesson that transportation is not free. In the

mathematics lesson, the students learn how to add, subtract, multiply, and divide monetary

values. The science lesson relates to the social studies standard in that the students discover

through hands-on learning the transfer of energy that is needed to make modes of transportation

move (i.e., trains, cars, planes, buses).

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Concept Map
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English Language Arts Lesson Plan

Lesson Title: Reading for Details Grade: 4th

Learning Target:

The student will be able to describe how Ohio’s location and its transportation systems have
influenced the movement of people, products, and ideas.
The student will be able to analyze artwork in order to compare and contrast transportation
systems from the 19th century, 20th century, and 21st century.
The student will be able to critique sources in order to synthesize the texts.
The student will be able to identify the cause and effect based on the information in the social
studies text.

Grade Level Guide: Content Standards

Content Curriculum Focal Ohio State Learning Standards Interdisciplinary Connections

Points
Ohio ELA, Grade 4 Social Studies: This lesson
National Council of Teachers CCSS.ELA-LITERACY.RI.4.1 connects English language arts with
of English (NCTE) / Refer to details and examples social studies. The lesson allows
International Reading in a text when explaining what the students to use three language
Association (IRA) Standards the text says explicitly and arts areas while reading a passage
for the English Language when drawing inferences from about the history of transportation
Arts: the text. in Ohio. The students will read,
write, view, and visually represent
3. Students apply a wide range Ohio ELA, Grade 4 content from the social studies area
of strategies to comprehend, CCSS.ELA-LITERACY.RI.4.3 about transportation systems and
interpret, evaluate, and Explain events, procedures, how they have in the past, and still
appreciate texts. They draw on ideas, or concepts in a do, influence the movement of
their prior experience, their historical, scientific, or people, products, and ideas in the
interactions with other readers technical text, including what United States.
and writers, their knowledge of happened and why, based on
word meaning and of other specific information in the text. Art: This lesson connects English
texts, their word identification language arts with art. The students
strategies, and their Ohio, Speaking and visually view artwork that
understanding of textual Listening, Grade 4 highlights the transportation system
features (e.g., sound-letter CCSS.ELA- of 19th and 20th century Ohio.
correspondence, sentence LITERACY.SL.4.2
structure, context, graphics). Paraphrase portions of a text
read aloud or information
presented in diverse media and
formats, including visually,
quantitatively, and orally.

Ohio, Writing, Grade 4

W.4.2 Write
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informative/explanatory texts
to examine
a topic and convey ideas and
information clearly

Ohio Social Studies, Grade 4

14. Ohio’s location and its
transportation systems continue
to influence the movement of
people, products, and ideas in
the United States.

Academic Language: The academic language specific to English language arts that is necessary
for learning to occur in this lesson include: compare, contrast, transportation, colonial times,
admitted, territory, and manufacturing.

Students’ Needs: Students must understand and be able to perform the skill of comparing and
contrasting. Students will be able to locate and identify major transportation systems using visual
skills. The students will have already learned some differences between the 19th century and the
20th century (i.e., the food they ate, major events).

Students with Special Needs

Students with disabilities will have directions read to them as well as receive extra time to complete
the assignments. These students will also be provided visual cues during this lesson.

Materials:

Teacher’s Needs:
● Reading material
● Artwork of 19th and 20th century transportation in Ohio
● Technology
● Internet
● Smartboard

Student’s Needs:
● Reading material
● Artwork of 19th and 20th century transportation in Ohio
● Venn Diagram worksheet
● Access to Weebly or Wix website
● Technology
● Internet
● Pen/pencil

Language Function:
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Students will engage in "thinking like a historian" through analyzing the comparisons and
differences between 19th century and 20th century travel. The students will interpret the photos
from the 19th and 20th century. The students will explain five modes of transportation and three
other things they noticed while reviewing the photos. The students will synthesize the reading in
order to create accurate travel brochures.

Lesson Plan
Before: The teacher will first engage the class in a guided imagery of what it would be like if they
were travelers in 19th century Ohio (Engage). Then the students will view the pictures of 19th and 20th
century transportation on the Smartboard (Explore). The students will break into two groups based on
where their assigned seats are (i.e., the left half of the classroom works together, and the right half of
the classroom works together). The left side of the classroom will explore the 19th century photo while
the right side of the classroom discusses the 20th century photo. Each group will explain five modes of
transportation and three other things they noticed while reviewing the photos. The students will then
regroup in a whole class setting. Each group will discuss their ideas and findings to the other group
(Explain). From what they have just learned, the students will independently compare and contrast
the 19th century transportation, 20th century transportation, and transportation today using a Venn
Diagram (Elaboration). The students will discuss their findings with the class. As the students share
their findings in the whole class setting, the teacher will create a large Venn diagram on the
Smartboard so students can go back and refer to this information later.

During: The teacher will then hand out the reading materials. The students will then read about
Ohio’s central location, early roads, Ohio’s canals, railroads in Ohio, and air travel. The students will
complete a graphic organizer describing how Ohio’s location, roads, canals, railroads, and air travel
influenced the movement of people, ideas, and products. Students will then turn their desks to share
with an elbow partner. Then, each pair of students will take turns to answer questions like “If you
lived in the 19th / 20th century what would your main mode of transportation be? Are those other ways
of travel you could think of? How do you think these modes of transportation were made possible? Do
you think traveling was more or less expensive than it is today?”

After:
After the students have discussed with their elbow partners, they will engage in a journal writing
activity. The students will write about why the transportation system was important, what could have
resulted if the transportation system was not invented, what they would like to change about the
transportation system or its results, or what their reaction would have been if they had lived at that
time (Evaluation). As an extension activity, the students will create vacation websites for either 19th
century or 20th century Ohio using the information that they learned by reading the text. The students
will use either Weebly or Wix students will try to persuade their audience to use one specific type of
transportation mode while they are on their vacation (Technology).

Assessment:
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Type of Description of Modifications Evaluation Criteria

assessment assessment

Informal Formative Discussion of artwork Students with visual During the discussion of the
viewing impairments can view artwork, students will listen
the artwork on a quietly as their peers speak and
computer that has a contribute their own ideas.
zoom feature in order to
enlarge the image for
these students.
Formal Formative Venn Diagram Students with disabilities The students will complete the
will receive extra time in Venn diagram individually. The
order to transfer their students will engage in
thoughts onto paper. discussion as a whole class.

Formal Formative Graphic Organizer Students with disabilities When given the graphic
will receive extra time. organizer, the students will
complete their work with 80%
accuracy.

Informal Formative Journal writing Students with intellectual The students will be able to
disabilities or learning identify three different
disabilities can use transportation systems from
speech-to-text in order to either the 19th or 20th century.
share their answers to the The students will provide the
questions. cause and effect that these
systems had on Ohio’s
transportation of people,
products, and ideas. The
students will predict what could
have happened without these
systems.

Catholic Connection: This lesson could connect with the Catholic Social Teaching of the
dignity of work and the rights of workers. Students could engage in a conversation about how
they think labor workers were treated centuries ago. The students could bring in their previous
knowledge of slavery and connect that labor work was difficult, there were bad conditions, and
they were not paid well. This could be translated into a discussion about the dignity of all
people (USCCB, 2003).

Mathematics Lesson Plan

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Lesson Title: Multiplying and Dividing Money Using Models Grade: 4th

Learning Target – Desired Results (BWD 1st step)

The student will be able to convert coin and dollar values.
The student will be able to use models to illustrate addition, subtraction, multiplication, and
division of money.
The student will be able to explain the use of a decimal to separate dollars and cents.
The student will be able to express the answer in decimal notation when solving money word
problems.

Grade Level Guide: Content Standards

Content Curriculum Focal Ohio State Learning Standards Interdisciplinary Connections

Points
The National Council of Ohio State Learning Standards, Social Studies: This lesson
Teachers of Mathematics Grade 4, Mathematics connects mathematics with
social studies. In social studies,
Number and Operations: CCSS.MATH.CONTENT.4.MD.A.2 the students will learn about
Students also explore Use the four operations to solve word different transportation
contexts that they can problems involving distances, methods. The students will
describe with negative intervals of time, liquid volumes, recognize that getting from one
numbers (e.g., situations of masses of objects, and money, place to another has never been
owing money or measuring including problems involving simple free. Even today, we must pay
elevations above and below fractions or decimals, and problems for our transportation. This
sea level). that require expressing measurements math lesson will help students
given in a larger unit in terms of a learn how to use the four
smaller unit. Represent measurement operations to solve word
quantities using diagrams such as problems involving money.
number line diagrams that feature a
measurement scale. English Language Arts: This
lesson connects mathematics
Ohio State Standard, Mathematics, with English language arts.
The accuracy of the student’s
4.MD.2.a performance when answering
Using models, add and subtract the word problems that are
money and express the answer used in this lesson are
in decimal notation. dependent upon their receptive
listening, their comprehension
Ohio State Learning Standards, skills, their ability to decode
Grade 4, Social Studies unfamiliar words, and their
14. Ohio’s location and its knowledge of vocabulary
transportation systems continue to terms.
influence the movement of people,
products, and ideas in the United
States.
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Academic Language: The academic language specific to mathematics that is necessary for
learning to occur include: convert, addition, subtraction, value, decimal, and symbols. To
activate the students’ prior knowledge of these words, the students will engage in a review of
these words using the circle rotation strategy.

Students’ Needs: The students must be able to recognize all the coin and dollar amounts and be
able to write their correct values using decimal points. The student must be able to recognize and
define all money symbols (i.e., $ and ¢). The students should be able to add and subtract
monetary values. The students must have the understanding that to be able to add or subtract
monetary values, they must first line up the decimal points. To activate this prior knowledge, the
students will engage in a short mini lesson with quick, interactive activities before this lesson is
implemented.

Special Needs
Students with disabilities will have directions read to them as well as receive extra time to
complete the assignments. These students will also be provided visual cues during this lesson.

Materials:
Student Needs
● Technology
● Internet
● Money models
● Word problem worksheet
● Pencil/pen
Teacher Needs
● Technology
● Internet
● Vocabulary flashcards
● Word problem worksheets

Language Function: Students will be challenged to “think like a historian” by describing and
explaining the key vocabulary terms during the rotating circle activity. The students will also
analyze the language function when they interpret their knowledge of these terms into their
reading and comprehension of the word problems in the assessment. The students will
synthesize their answers in order to argue that they understand these terms.

Lesson Plan – Learning activities and instruction (BWD 3rd step)

Before: The students will first engage in a discussion on transportation. The teacher will ask the
students what types of transportation they have utilized. The teacher will ask students if they have
ever had to pay for this type of transportation (i.e., exchange of money on bus). The teacher will
explain that even in the 19th and 20th century, transportation was not free. The students will engage in a
vocabulary mini lesson that involves the teacher and students using hand movements to review each
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of the vocabulary terms: convert, addition, subtraction, value, decimal, and symbols. Then, students
will further review these terms and definitions by engaging in the circle rotation activity. The class
will be split into two groups based on their last names (i.e., A-M is one group, N-Z is the second
group). The two groups will create two circles; an inside circle and an outside circle. Students in the
inside circle will face the students in the outer circle. The teacher will hand out flashcards to each
student with a vocabulary word on one side and its definition on the other. Students in the inner circle
can test the students in the outside circle and vice versa. The teacher will have the students in the
outside circle rotate one person to their left each time until everyone has seen each word.

During: To review adding and subtracting money, the students will do a few rounds of Money Bingo.
Using this Money Bingo website, the students will illustrate adding and subtracting monetary values.
Students will then learn how to convert coin and dollar values through teacher modeling. After this
explicit instruction, the teacher will ask the students why the decimal is important to use when writing
monetary values. The teacher will support the notion that the use of decimals helps separate dollar and
cent value. The students will then do a few practice word problems involving addition and
subtraction. The teacher will engage the class in the “I do, we do, you do” strategy. This will begin
with the teacher modeling how to complete money word problems that involve multiplication and
division. The teacher will highlight the keywords that will help students in identifying whether to
multiply or divide. The “we do” will involve a new word problem. The teacher will randomly select
students to answer each step of the problem as the completion of the problem progresses.

After: The students will then be given a word problem worksheet that has division and multiplication
of money to be completed individually. For students who finish early, they will pair up with other
early finishers to walk through the process they engaged in to find the answers. If students complete
this activity, they will be asked to quiz the other early finishers on the vocabulary that was reviewed at
the beginning of the lesson. Students who are struggling will be provided with one-on-one support
from the teacher and reteaching will be conducted the following day as needed.

Assessment - Acceptable evidence (BWD 2nd step)

Type of Description of Modifications Evaluation Criteria

assessment assessment

Informal, Circle rotation The students will When engaged in the circle rotation
summative activity – students use the activity, the students will answer eight
form an inner and an knowledge of vocabulary terms with 75% accuracy in
outer circle. The their classmates five minutes.
students quiz each to enhance their
other using flashcards own knowledge
and rotate partners and
after each card is understanding.
mastered
Informal, Money Bingo The students will When given the technology to engage
summative be given step by in Money Bingo, the students will
step written complete the assignment with 80%
directions of the accuracy in six minutes.
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steps they need in

order to complete
the tasks on this
website.
Formal, summative Money word Students will be When given the worksheet, the student
problems worksheet given extra time will select the needed information to
to complete their solve the problem at 90% accuracy in
worksheets if four of five trials.
needed.

Catholic Connection: As the students engage in the circle rotation activity, it should be made
clear that the students have a responsibility to each other. All of the students should be quiet,
good listeners, and be ready to help whenever needed. This relates to the Catholic Social
Teaching regarding rights and responsibilities. Not only do students have rights and
responsibilities in the classroom, but they also have rights and responsibilities outside of the
classroom. Always reminding students to take their responsibilities seriously is a great way to
ensure that they take their responsibilities seriously at home and in the community as well
(USCCB, 2003).
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Science Lesson Plan

Lesson Title: Rollback Car Grade: 4th

Learning Target:
The students will be able to define the word gizmo.
The student will be able to explain that energy can be transferred from one object to another.
The student will be able to describe the difference between kinetic energy and potential energy.
The student will be able to apply their knowledge of the transfer of energy and create a rollback
can.

Grade Level Guide: Content Standards

Content Curriculum Focal Ohio Academic Content Interdisciplinary Connections

Points Standards

National Science Teaching Ohio, Physical Science, Social Studies: This lesson
Association (NSTA) Standards Grade 4 connects science with social
for Teaching Preparation studies. In social studies, the
4.PS.2: Energy can be students will learn about different
PS3.A: Definitions of Energy transferred from one location transportation methods. In this
What is energy? to another or can be lesson the students get the
● Motion energy is properly transformed from one form opportunity to gain an authentic
called kinetic energy; it is to another. experience with a type of small-
proportional to the mass of the scale transportation.
moving object and grows with Ohio SS, Grade 4
the square of its speed.
● A system of objects may also 14. Ohio’s location and its
contain stored (potential) energy, transportation systems
depending on their relative continue to influence the
positions. For example, energy is movement of people,
stored—in gravitational products, and ideas in the
interaction with Earth—when an United States.
object
is raised, and energy is released Ohio, Science, Designing
when the object falls or is technological/engineering
lowered. solutions using science
concepts

Design and construct a

device that accomplishes a
task (e.g., causes a
small cart to roll, pops a
balloon, raises a flag, rings a
bell) using a series of energy
transfers between multiple
objects (e.g., push a ball off a
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table so it falls on an object

that releases a rubber band
cart).

Academic Language: The academic language specific to science that is necessary for learning
to occur include: gizmo, transfer, energy, Rollback Can, kinetic energy, gravity, and potential
energy.

Students’ Needs:

Special Needs
Students with disabilities will have directions read to them as well as receive extra time
to complete the assignments. These students will also be provided visual cues during this
lesson. When creating the gizmo of the Rollback Can, the students will receive a piece of
paper that lists the directions step-by-step.

Materials:

Student Needs
● Paper
● Pen/pencil
● Materials to create Rollback Can gizmo
o Plastic Cylindrical Container - (Empty) Peanut Butter Jar, Plastic Mason Jar,
Coffee Can, etc.
o Thick Rubber Band
o ONE Weight (i.e., 9-Volt Battery 4 Feet of Aluminum Foil Folded In Half 7
Times, Rock)
o Two Large Paper Clips
Teacher Needs
● Technology
● Internet
● Printed directions for students
● Premade Rollback Can gizmo to use as a demonstration for students

Language Function:
The students will argue the difference between potential and kinetic energy.
The students will describe how energy can be transferred from one object to another.
The students will synthesize their knowledge and create Rollback Cans in order to demonstrate
their understanding of kinetic energy.
Lesson Plan
Before: This activity will be introduced to these two types of energy in an informational video
entitled “Potential and Kinetic Energy”. The students will watch this video as a whole class. After
watching the video, the students will engage in a discussion facilitated by the teacher. The teacher will
ask questions like “how is energy transferred?”, “what is kinetic energy?”, “what is potential
energy?”. The students will then complete the “Potential vs. Kinetic Energy” worksheet individually.
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To get the students interested in what they will be creating during the lesson, the teacher will show
and demonstrate to the class how the completed Rollback Can work. The students will watch as a
whole class as the teacher demonstrates and talks through how this gizmo works. Once the students
have watched the gizmo demonstration, the teacher will ask the students if they know what the word
“gizmo” means. Through a whole class discussion, the teacher will explain that a gizmo is an
educational device that brings to life a STEM concept to allow for inquiry-based learning and active
learning out of the STEM areas to occur. The teacher will also explain that the students will be
creating their own gizmos to help them understand potential and kinetic energy.

During: The students will break into groups of four based on their last names and will create the
Rollback Can gizmo. The students will use the printed step-by-step directions to create the gizmo.

Instructions (from engineers)

● Stand the cylindrical container on its flat end. Poke two holes, one in the center of the Lid and
one in the Base (there should be a hole in the top and bottom.) Remove the lid of the container.
● Hold one paper clip between your fingers so that they are as far apart as possible without
dropping the paperclip. Link the rubber band onto the center of the paperclip so that it will not
fall off (Use the clip part of the paperclip.) Push the end of the rubber band, opposite of the
paperclip, through the hole in the Outside Bottom of the container that you made in step 1.
Pull the rubber band through the hole so that the paperclip stops the rubber band from being
pulled the whole way through.
● Stretch the rubber band to twice the length of the cylinder. Fasten the weight on the rubber
band where the rubber band exits the cylinder. Please read all of the following directions:
a. If you are using Aluminum Foil folded 7 times in half, you will first realize it was hard
to fold in half 7 times. If you can only get it 6, that is okay. Dangle the folded
Aluminum foil across one of the two sides of the rubber band. No other fastening
necessary. Keep the aluminum folded as tightly as possible so that it does not rub the
sides of the cylinder as it rolls. You may have to go back one more fold to place it
around the rubber band, do so and proceed to folding again around the rubber band.
b. If you have a 9-Volt Battery, use Scotch Tape to keep the Battery in place between the
two sides of the rubber band. Make sure the Battery is fastened to the rubber band at
the top of the battery. It is ideal for the weight to be unbalanced.
c. If you have a rock or other weight, you may have to get creative. The idea is to keep
the center of the rubber band still as the container around it moves. You may have to
use more tape, two weights, or even a smaller rubber band.
● Take the free end of the rubber band and push it through the inside of the hole you made in the
lid in step 1. Once you have pushed the rubber band through the hole in the lid, place a paper
clip under the rubber band on the outside of the lid.
● Replace the lid and give it a push!
As they are putting the gizmo together, the teacher will ask the students if the can is demonstrating
potential or kinetic energy.

After: Once the groups have created their Rollback Cans, they will create lab reports based on what
they learned. The students will identify the different types of energy that are used when demonstrating
the use of the Rollback Can. The students will also, in their own words, create step-by-step directions
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using the terms “transfer, energy, Rollback Can, kinetic energy, gravity, and potential energy” of how
to create the Rollback Can. Once they have completed their lab reports, they will demonstrate their
gizmo for the entire class. Each group will go to the front of the classroom and demonstrate how their
Rollback Can works. The students will use what they wrote in their lab reports to orally share with
their classmates what they learned during the lesson.

Assessment:

Type of Description of Modifications Evaluation Criteria

assessment assessment

Formal, formative The students will The students will Students will build the gizmo following
build the Rollback be given step by all of the steps in the printed-out
Can gizmo. step written directions.
directions in their
groups of how
they should build
the gizmo.
Formal, formative The students will The students will When given the worksheet, the student
complete the Kinetic share their will answer the problems correctly with
vs. Potential Energy answers in small 90% accuracy in two out of three trials.
Worksheet. groups to share
their knowledge
with their
classmates.
Formal, summative As a collective group, The students will When writing the lab report, the
the students will each be required students use complete sentences in
write a lab report to put their writing with 90% accuracy in four out
based on what they initials by the of five trials.
learned during this parts of the lab
lesson. report that they
helped to write.
Formal, summative As a collective group, Each student will When presenting a topic, the students
the students will be required to talk will use simple and complex sentences
present their written about what he/she appropriate to the audience and purpose
lab report findings to liked and what with 80% accuracy in three out of four
the class. he/she did not trials.
like about this lab
report.
Catholic Connection: In this lesson, the students will have to use collaboration in order to share
their ideas with their peers. This connects to Catholic teaching because Catholic Social Teaching
calls us to community and participation. When our students work together in small groups, they
are fostering a strong community and are practicing participation skills. Students need to learn to
listen with open hearts and minds, respond in effective ways to others, and learn to speak up
 19

when appropriate. The activities in this lesson all correspond with the students learning these key
skills (USCCB, 2003).
 20

Appendix 1 - Resources

English Language Arts Lesson Resources:

6E-Learning Model that is highlighted throughout the lesson:

Chessin, D. A., Moore, V. J. (2020). The 6-E Learning Model. Science and

Children, 42(3), 47–49. https://eric.ed.gov/?id=EJ721659

‌Reading Material for students:

Jarretpub. What has been the impact of Ohio’s location and transportation systems?

http://stores.jarrettpub.com/content/-OUS_1H_3R.pdf

Artwork for students to analyze:

Moyer, T., & Center, O. (n.d.). OHIO’S PRIDE Art in the Transportation and

Technology in Ohio. Retrieved November 26, 2020, from

http://sc.ohio.gov/VisitorInfo/CivicEd/educationResources/ohioPride/lessonPlans/transpo

rtationTech.pdf

Link to all reading materials, artwork, Venn diagram, and graphic organizer:

Unit - ELA Reading Material/Activities. (2020). Google.com.

https://docs.google.com/document/d/e/2PACX-

1vQLNulPQPzOn5zLX5uQV6nCQKAlphaWOOUuJy2icb9exiyB7lmDKc_YC__zUjUg

dxn-7WTxrWBGxzoY/pub

Rationale for the pre-reading guided imagery activity and the post reading journal activity

can be found in the EDU 320 Content Area Reading textbook

Vacca, R. T., Mraz, M., & Vacca, J. A. (2014). Content area reading: Literacy and

learning across the curriculum. Pearson.

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Mathematics Lesson Resources:

Money Bingo as an introduction and review activity:

ABCya! • Educational Computer Games and Apps for Kids. (2020). Abcya.com.

https://www.abcya.com/games/money_bingo

Word Problem Worksheet that contains multiplication and division problems to meet

standards:

DadsWorksheets.com. (n.d.). Division Money Problems Multiply and Divide Three.

Retrieved from https://www.dadsworksheets.com/worksheets/money-word-

problems/money-word-problems-three-multiply-divide-v1.html
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Science Lesson Resources:

Instructions from engineers

1. Stand the cylindrical container on its flat end. Poke two holes, one in the center of the Lid and
one in the Base (there should be a hole in the top and bottom.) Remove the lid of the container.
2. Hold one paper clip between your fingers so that they are as far apart as possible without
dropping the paperclip. Link the rubber band onto the center of the paperclip so that it will not
fall off (Use the clip part of the paperclip.) Push the end of the rubber band, opposite of the
paperclip, through the hole in the Outside Bottom of the container that you made in step 1. Pull
the rubber band through the hole so that the paperclip stops the rubber band from being pulled
the whole way through.
3. Stretch the rubber band to twice the length of the cylinder. Fasten the weight on the rubber
band where the rubber band exits the cylinder. Please read all of the following directions:
- If you are using Aluminum Foil folded 7 times in half, you will first realize it was hard to fold
in half 7 times. If you can only get it 6, that is okay. Dangle the folded Aluminum foil across one
of the two sides of the rubber band. No other fastening necessary. Keep the aluminum folded as
tightly as possible so that it does not rub the sides of the cylinder as it rolls. You may have to go
back one more fold to place it around the rubber band, do so and proceed to folding again around
the rubber band.
- If you have a 9-Volt Battery, use Scotch Tape to keep the Battery in place between the two
sides of the rubber band. Make sure the Battery is fastened to the rubber band at the top of the
battery. It is ideal for the weight to be unbalanced.
- If you have a rock or other weight, you may have to get creative. The idea is to keep the center
of the rubber band still as the container around it moves. You may have to use more tape, two
weights, or even a smaller rubber band.
4. Take the free end of the rubber band and push it through the inside of the hole you made in the
lid in step 1. Once you have pushed the rubber band through the hole in the lid, place a paper clip
under the rubber band on the outside of the lid.
5. Replace the lid and give it a push!

Website that provides more information about the gizmo the Rollback Can

Dziengel, A., & Cari. (2019, September 30). Physics project idea: Rollback can. Retrieved

from https://babbledabbledo.com/physics-project-idea-rollback-can/

Potential and Kinetic Energy video for review:

It’s AumSum Time. (2015). Potential and Kinetic Energy [YouTube Video]. In

YouTube. https://www.youtube.com/watch?v=IqV5L66EP2E&feature=youtu.be
 23

Worksheet for formative assessment:

Potential or Kinetic Energy Worksheet. (n.d.). Retrieved from

https://worksheetplace.com/index.php?function=DisplaySheet&sheet=Potential-Kinetic-

Worksheet&links=2&id=&link1=241&link2=34

Catholic Social Teaching:

USCCB (2003). Seven Themes of Catholic Social Teaching. (n.d.). Retrieved from

https://www.usccb.org/beliefs-and-teachings/what-we-believe/catholic-social-

teaching/seven-themes-of-catholic-social-teaching
 24

Appendix 2 - Glossary

● Addition: the action or process or skill of calculating the total of two or more numbers or

amounts

● Admitted: allow (someone) to enter a place

● Colonial times: the history of European colonization of America from the early 16th

century until the incorporation of the colonies into the United States of America

● Compare: estimate, measure, or note the similarity or dissimilarity between two or more

things

● Contrast: estimate, measure, or note the differences between two or more things

● Convert: to change a value or expression from one form to another

● Decimal: a dot placed after the figure representing units in a decimal fraction

● Energy: the ability to do work

● Gizmo: an educational device that brings to life a STEM concept to allow for inquiry-

based learning and active learning out of the STEM areas to occur

● Gravity: a force of attraction between two objects

● Kinetic energy: the energy of an object in motion

● Manufacturing: the making of articles on a large-scale using machinery; industrial

production

● Potential energy: the stored energy an object has because of its position or state

● Rollback Can: a gizmo that demonstrates energy being stored in one form and then

being transformed into another form

● Subtraction: to take away from a group or a number of things

● Symbols: a thing that represents or stands for something else (i.e., $, .)

 25

● Territory: an area or region of land

● Energy Transfer: the movement of energy from one object to another

● Transportation: the movement of goods and persons from place to place

● Value: the numerical worth of an object

 26

Infomercial & Presentation

Infomercial

Betar, L. (2020). Infomercial [YouTube Video]. In YouTube. https://www.youtube.com/watch?

v=xrkwFXrdFdw

‌Presentation

Betar, L. (2020). Unit Presentation [YouTube Video]. In YouTube.

https://www.youtube.com/watch?v=kHU2R68a-Ng