Jessica Chalupa

Grade: 4th

Date: December 16, 2014

History
Industrial Revolution

Essential Question: How do students recognize the major changes of the Industrial Revolution
in the United States?
Standard: 6.1.12.B.5.b, 6.1.12.C.5.a
Learning Objectives and Assessments:
Learning Objective
Students will be able to identify the major
changes of the Industrial Revolution

Assessments
Students will be put into groups to create a
timeline of different categories of inventions
both old and modern.

Students will be able to create their own

Students will draw and write a brief paragraph
modern invention that they believe would make describing their invention.
life easier.

Materials: The Lorax, whiteboards, power-point, brain pop videos, timeline invention notecards,
paper for drawing.
Prior Knowledge: The students will have some prior knowledge of technology changing and of
the time period.
Hook: Reading the Lorax and having students identify the success and failures of the Once-ler.
Instructional Plan:
After the hook, the teacher will introduce how the Lorax is similar to Industrial Revolution.

The students will be put into groups and given a set of different cards that they will
decide what was made from the earliest to the latest during the Industrial Revolution.
The students will then present their timeline on the board to their classmates.
The teacher will go over a brief power-point that goes through the major concepts of the
Industrial Revolution and the brain pop video on Industrial Revolution.
The teacher will show the transition of phones through images and real telephones.
The students will be asked to draw a new invention of which they believe would make
their lives easier.

Differentiation: The teacher will provide the terms for students ahead of time. The teacher will
also allow given prompt of creating their own invention ahead of time.
Questions: What is the Industrial Revolution? Who were the major contributors to the Industrial
Revolution?

Classroom Management: In the beginning of the lesson, the teacher will have them sit in
classroom meeting position. They will use their white boards and write down any success or
failure they hear from the Lorax. They will then be split into groups before they sit back in their
seats. There will be about 4 or 5 groups. Once the timeline activity is done, they will return to
their seats to watch the brain pop video and do their invention worksheet.
Transition: The teacher will give them instruction to move when they have been put into their
groups and given their materials. The teacher will give them a warning time to complete their
timeline. The students will be instructed once they are done presenting, they will move back to
their seats to watch the short clip of brain pop on Industrial Revolution. They will then have the
paper hand out student give the sheets on creating their own invention.
Closure: The teacher will ask the students to share their invention with the class.

Name__________________________

Date______________________

Draw an invention of your own! (Something to make your life easier)

Describe your invention!

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________