TransportationLearning Onthemove
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RamatuTransportationLearning Onthemove
Uploaded by
RamatuTransportation:
Learning on the Move
Developed by: The University of Tennessee, Knoxville
Center For Transportation Research
Funded by: Garrett A. Morgan Transportation and Technology Grant
Contact: Jerry Everett. Ste 309 Conference Bldg, 600 Henley St, Knoxville, TN 37996 (865) 974-8275
Transportation:
Learning on the Move
Developed by: The University of Tennessee, Knoxville
Center For Transportation Research
Funded by: Garrett A. Morgan Transportation and Technology Grant
Contact: Jerry Everett. Ste 309 Conference Bldg, 600 Henley St, Knoxville, TN 37996 (865) 974-8275
1
Acknowledgements
This curriculum was developed to meet state content standards for the State of Tennessee in
math, social studies, language arts, and science at the 8th grade level as part of the Garrett A.
Morgan Transportation Grant awarded to Knox County Schools. The lessons contained within
were developed as part of collaboration between Knox County Schools and the University of
Tennessee’s Center for Transportation Research. The curriculum development team included:
Dr. David Clarke – University of Tennessee
Tammy Enix – University of Tennessee
Dr. Jerry Everett – University of Tennessee
Deanna Flinchum – University of Tennessee
Jeni Folck – Anderson County High School
Donna Poling – Halls Middle School
Dr. Jennifer Richards – University of Tennessee
Kelly Shanton – West Valley Middle School
Lisa Taylor – South Doyle Middle School
Thank you to the 8th grade teams at South Doyle Middle School and Gresham Middle School for
pilot testing the curriculum and providing feedback for revisions and improvements:
South Doyle Middle Gresham Middle
Glinda Blair Erin Allen
Eric Brabson Michelle Baker
Lisa Taylor Robin Bell
Tim Watson Jennifer Cochran
Lauren White Wanda Mash
2
Language Arts Vocabulary Math Science Social Studies
Setting the Stage 10 min
DOL 10 min Setting the Stage 10 min Setting the Stage 10 min
Setting the Stage 10 min Objectives 5 min
Setting the Stage: 20 min Objectives 3 min Objectives 5 min
Monday Objectives 5 min Alpha Boxes 15 min
Objectives 5 min Word Matching 10 min Children’s Book &
Airplane Math 35 min Modes Cooperative
Word Splash 15 min Semantic Mapping 25 min Discussion 35 min
Learning 20 min
DOL 10 min Review 7 min Review 5 min
Review 5 min
Review 5 min Objectives 3 min Review 5 min Building Paper
Tuesday Modes Cooperative
Supply Chain PPT 20 min Contextual Spaghetti Bridge 45 min Bridges 45 min
Learning 45 min
Supply Chain Poetry 15 min Redefinition 45 min
DOL 10 min
Review 5 min
Review 5 min Review 5 min Review 5 min
Review 5 min Finish Bridges 10 min
Wednesday Poetry Presentations 25 min Journal Entry 30 min Revised Alpha Boxes 15 min
Spaghetti Bridges 45 min Brainstorming 10 min
Word Splash Essays 10 min Transportation RAFT 30 min
Engineering Process 25 min
Board Game 35 min
DOL 10 min
Review 5 min Review 5 min
Review 5 min Review 5 min
Theme Park Rides: Review 5 min Finishing RAFTS 15 min
Thursday Journal Entry 30 min Modes of
Background & Setup 10 min Velocity Lab 45 min RAFT Presentations 30 min
Transportation Transportation 45 min
Theme Park Rides:
Board Game 35 min
Design & Illustration 25 min
DOL 10 min Review 5 min Review 5 min
Review 5 min
Review 5 min Journal Entry 30 min Review 5 min Future of
Friday Modes of
Theme Park Rides: Transportation Velocity Lab 45 min Transportation 35 min
Transportation 45 min
Presentations 35 min Board Game 35 min Student Reflection 10 min
3
Language Table of Contents:
Gagne Instructional Design 5
Arts Lesson Plan-Day 1 6
Summary of Activities: Word Splash Student Handout 8
Setting the Stage
Lesson Plan-Day 2 9
Word Splash
Supply Chain Supply Chain Graphic Organizer 11
Graphic Organizer
Supply Chain PowerPoint 12
Supply Chain Poetry
Word Splash Lesson Plan-Day 3 16
Supply Chain Theme Park Rides
Lesson Plan-Day 4 18
Theme Park Rides Project Guide 20
Lesson Plan-Day 5 21
Lesson Plan-Day 6 23
4
Robert Gagne’s Nine Events of Effective Instruction
Stage of
Event Description Unit Activity Time Required
Instruction
Stimulates readiness to learn and
participate. Stimuli like surprises or
Gaining Attention
questions are typically used for this
Items From Home Day 1
Pre-Instruction
event.
Informing learners Generates expectancy by helping them
Objectives Day 1
of the objectives understand what they will be learning
Relating new information to
Stimulating recall something they already know or have
Word Splash Day 1
of prior learning experienced helps learners make sense
of the lesson
New information is presented.
Strategies like providing examples or
Presenting the
stimulus
presenting vocabulary should be used Supply Chain Day 2
to present the lesson content to
Instruction
provide more effective instruction
Providing learning Helps facilitate the process of long-
Graphic Organizer Day 2
guidance term information storage
Requires the learner to practice the
Eliciting new skill or behavior. The repetition
performance further increases the likelihood of
Poetry Day 2/Day3
retention of the new information
Assess and further facilitate learning.
Typically, activities designed for
Providing feedback
feedback are for comprehension, not
Poetry Day 3
scoring
Post-Instruction
To evaluate the effectiveness of the
Assessing instructional events, you must test to
Word Splash Day 3
performance see if the expected learning outcomes
have been achieved
Helps learners develop expertise by
internalizing the new information.
Enhancing
Methods for helping learners
retention and Theme Park Rides Days 4/5/6
internalize are paraphrasing,
transfer
generating examples, creating concept
maps or outlines, and repetition
5
Language
Arts
-‐Day
1
1. Give
examples
of
the
Unit
Activities:
DOL,
Setting
the
Stage,
connections
that
exist
between
Learning
Objectives,
Word
Splash,
their
daily
lives
and
Objectives:
transportation.
Instructional
Gain
Attention,
Inform
Events:
Learners
of
Objectives,
2. Evaluate
the
connections
Stimulate
Prior
Recall
between
different
modes
of
transportation
and
the
efficient
movement
of
goods
and
people.
Materials:
Student
Word
Splash
GLE
0801.2.1
Handouts:
Tennessee
SPI
0801.1.10
Essential
How
does
transportation
Standards:
Question:
impact
my
daily
life?
Marzano’s
1. Identifying
Similarities
and
What
roles
do
different
Instructional
Differences
modes
of
transportation
Stategies
play
in
moving
goods
and
2. Nonlinguistic
Representation
people?
3. Cues,
Questions,
and
Advance
Organizers
Procedures
Daily
Oral
4.
Language
Post
the
following
sentences
o
n
the
board
and
instruct
students
to
correct
the
(10
minutes)
spelling,
grammar,
and
punctuation
mistakes:
transportation
is
the
moovement
of
people
or
goods
from
place
too
place
types
of
transportation
include
the
following
modes
car
motorcycle
train
boat
airplane
• Allow
students
3-‐5
minutes
to
correct
the
sentences
individually,
then
lead
a
class
discussion
on
the
corrections:
2.
Inform
Learners
of
of
people
or
goods
from
place
to
place.
o Transportation
is
the
movement
the
o Types
of
transportation
include
the
following
modes:
car,
motorcycle,
Objectives
Gaining
train,
boat,
and
airplane.
Attention:
Setting
the
Stage
Purpose:
To
capture
attention
3.
and
prepare
students
to
learn
and
participate.
Bacteria
(20
minutes)
Growth
Lab:
• Write
the
following
question
on
the
board
or
overhead:
What
is
the
one
Set-‐up
item
at
home
that
you
use
every
day
and
couldn’t
live
without?
What
store
did
that
item
come
from?
6
Language
Arts
-‐Day
1
Continued
Procedures:
• Ask
students
to
write
down
their
responses
to
the
question.
Allow
3-‐5
Setting
the
minutes
for
students
to
do
so.
Stage
(Continued)
• Ask
each
student
to
share
their
item
with
the
class,
record
these
responses
on
the
board.
• As
a
class
classify
these
items
into
three
categories:
Items
made
in
TN
(underline
these),
Items
made
outside
of
TN,
but
probably
in
the
US
(star
these),
and
Items
probably
made
in
other
countries
(circle
these).
• Pose
the
following
questions
for
discussion:
o How
did
your
item
get
from
where
it
was
made
to
where
you
bought
it?
o What
modes
of
transportation
do
you
think
were
used
to
transport
your
item?
Inform
Purpose:
To
help
students
understand
what
they
are
responsible
for
learning.
Learners
of
the
Objectives
Tell
students,
“Through
the
course
of
this
unit,
we
are
going
to
study
(5
minutes)
transportation,
its
impact
on
our
daily
lives,
and
how
different
modes
of
transportation
help
us
move
people,
goods,
and
ideas
from
place
to
place.”
Stimulate
Prior
Purpose:
To
familiarize
students
with
new
words,
activate
prior
knowledge,
and
Recall:
provide
a
guide
to
the
concepts
they
will
learn
in
this
lesson.
Word
Splash
• Distribute
one
copy
of
the
handout
“Word
Splash”
to
each
student.
(15
minutes)
• Ask
students,
“What
is
the
supply
chain?”
• Encourage
students
to
share
their
ideas,
then
remind
them
that
the
supply
chain
is
the
network
of
retailers,
distributers,
transporters,
storage
facilities,
and
suppliers
that
participate
in
the
production,
delivery,
and
sale
of
a
particular
product.
• Ask
students
to
read
each
word
and
think
about
how
that
word
is
related
to
the
supply
chain.
• Working
in
pairs
or
individually,
students
should
then
write
at
least
5
prediction
statements
describing
how
they
think
a
word
relates
to
the
supply
chain.
Have
them
underline
words
used
from
the
Word
Splash.
• Ask
students
to
volunteer
to
share
some
of
their
predictions
with
the
class.
Remind
students
that
they
will
use
the
words
on
the
Word
Splash
later
in
the
unit.
7
Word Splash
Supply
Chain
Each of the words above relates to the supply chain in some way. Choose five words and
predict how each word is related to the supply chain.
Student Predictions:
Now that you’ve learned about the supply chain, use each of the words above in a
paragraph that explains the supply chain. Use the back of this page if you need more
space. Underline each word from the Word Splash in your paragraph.
8
Language
Arts
-‐Day
2
DOL,
Supply
Chain
1. Give
examples
of
the
Unit
Activities:
Learning
Presentation,
Poetry
connections
that
exist
Objectives:
between
their
daily
lives
and
transportation.
Instructional
Present
the
Content,
2. Evaluate
the
connections
Events:
Provide
Learner
Guidance,
Elicit
between
different
modes
of
Performance
transportation
and
the
efficient
movement
of
goods
and
people.
Supply
Chain
Materials:
PowerPoint,
construction
paper,
markers
Tennessee
GLE
0801.2.7
Standards:
Student
Supply
Chain
Graphic
GLS0801.3.1
Handouts:
Organizer
Marzano’s
1. Cues,
Questions,
and
Advance
Instructional
Organizers
How
does
transportation
Strategies
Essential
impact
my
daily
life?
Question:
What
roles
do
different
modes
of
transportation
play
i n
m oving
g oods
a nd
people?
Procedures
Post
the
following
sentences
o
n
the
board
and
instruct
students
to
correct
the
spelling,
grammar,
and
punctuation
mistakes:
Daily
Oral
states
are
design
on
a
grid
system
straight
most
large
citys
in
the
united
Language
(10
minutes)
roads
and
four
way
intersections
are
designed
to
help
traffic
move
easily
older
citys
in
other
countrys
that
were
established
hundreds
of
years
ago
have
short
narrow
roads
that
can
make
car
travel
difficult
these
streets
was
designed
for
people
on
foot
or
horseback
before
cars
was
invented
2.
Inform
• Allow
students
3-‐5
minutes
to
correct
Learners
of
the
sentences
individually
then
lead
a
class
discussion
on
the
corrections:
the
o Most
large
cities
in
tObjectives
he
United
States
are
designed
on
a
grid
system;
straight
roads
and
four-‐way
intersections
are
designed
to
help
traffic
move
easily.
3.
Bacteria
o Older
cities
in
other
Growth
countries
that
were
established
hundreds
of
years
ago
have
short,
narrow
Lab:
rSoads
that
can
make
car
travel
difficult.
These
et-‐up
streets
were
designed
for
people
on
foot
or
horseback
before
cars
were
invented.
9
Language
Arts
-‐Day
2
Continued
Procedures:
Yesterday,
we
looked
at
different
modes
of
transportation.
Who
can
name
one
Review
mode?
What
modes
of
transportation
did
you
use
to
get
to
school
this
(5
minutes)
morning?
Today,
we
are
going
to
learn
about
the
supply
chain
and
how
goods
get
from
where
they
were
produced
to
our
local
stores.
Present
the
Purpose:
To
provide
new
information
to
students
and
facilitate
the
transfer
of
Content
and
new
knowledge
to
long-‐term
retention
and
determine
what
students
have
Provide
learned
from
the
activities
in
this
lesson
so
far.
Learner
Guidance:
• Explain
to
students
that
in
this
presentation,
they
will
learn
about
the
Supply
Chain
supply
chain.
PowerPoint
• Distribute
a
copy
of
the
handout
“The
Supply
Chain
Graphic
Organizer”
to
and
Graphic
each
student.
Instruct
students
to
focus
on
filling
in
each
step
of
the
supply
Organizer
chain
as
they
listen
to
the
presentation.
(20
minutes)
• Use
the
PowerPoint
presentation
“The
Supply
Chain”.
• As
you
give
the
presentation,
periodically
stop
to
make
sure
that
students
are
keeping
up
on
their
graphic
organizers.
Elicit
Purpose:
To
allow
the
learner
to
practice
the
new
knowledge
and
assess
and
Performance:
facilitate
further
student
learning.
The
repetition
further
increases
the
likelihood
Supply
Chain
of
retention
of
the
new
information.
Poetry
• To
demonstrate
mastery
of
the
supply
chain,
students
will
use
their
new
(15
minutes)
knowledge
of
the
supply
chain
to
write
poetry.
• Students
can
write
their
poems
in
one
of
two
formats:
o They
may
create
an
acrostic
poem
using
the
word
“TRANSPORTATION.”
§ Each
letter
of
the
word
becomes
the
first
letter
of
a
word
or
phrase
that
summarizes
what
they
learned
about
the
supply
chain.
o They
may
create
a
Haiku
about
the
supply
chain
demonstrating
what
they
learned
and
then
have
them
illustrate
the
haiku.
§ Haikus
are
three
line
poems
with
the
syllable
pattern
of
5,
7,
5.
The
lines
do
not
have
to
rhyme.
• Students
should
illustrate
their
poems.
• Students
may
finish
poems
for
homework.
Remind
students
they
will
present
their
poems
in
class
tomorrow.
10
11
12
13
14
15
Language
Arts
-‐Day
3
1. Give
examples
of
the
Unit
Activities:
DOL,
Supply
Chain
Learning
connections
that
exist
between
Poetry,
Word
Splash
Objectives:
their
daily
lives
and
Providing
Feedback,
transportation.
Instructional
Events:
Assessing
Performance
2. Evaluate
the
connections
between
different
modes
of
transportation
and
the
efficient
Materials:
movement
of
goods
and
people.
Student
Word
Splash
Handouts:
Tennessee
GLE
0801.2.7
Standards:
GLS0801.3.1
How
does
transportation
Essential
Question:
impact
my
daily
life?
Marzano’s
1. Summarizing
and
Note
Taking
Instructional
What
roles
do
different
Strategies
2. Nonlinguistic
Representation
modes
of
transportation
play
in
moving
goods
and
people?
Procedures
Post
the
following
sentences
o
n
the
board
and
instruct
students
to
correct
the
Daily
Oral
spelling,
grammar,
and
punctuation
mistakes:
Language
(10
minutes)
without
transportation
and
trade
we
would
not
be
able
too
get
chocolate
which
is
made
from
imported
cocoa
or
coffee
which
is
grow
in
south
america
and
africa
the
united
states
export
send
2.
tIo
other
countries
many
different
product
nform
including
soybeans
cotton
dLearners
airy
products
of
and
machines
• the
Allow
students
3-‐5
minutes
to
correct
the
sentences
individually
then
lead
a
Objectives
class
discussion
on
the
corrections:
o Without
transportation
and
trade,
we
would
not
be
able
to
get
chocolate,
which
is
m
3.
ade
from
imported
cocoa,
or
coffee
grown
in
Bacteria
South
America
and
AGrowth
frica!
Lab:
Set-‐up
o The
United
States
exports
(sends
to
other
countries)
many
different
products
including
soybeans,
cotton,
dairy
products,
and
machines.
16
Language
Arts
-‐Day
3
Continued
Procedures:
Review
Yesterday,
we
wrote
poems
about
the
supply
chain.
Did
any
of
you
talk
about
(5
minutes)
the
supply
chain
with
your
parents
yesterday?
Today,
we
are
going
to
present
your
poems
and
review
what
you’ve
learned
so
far.
Providing
Purpose:
To
assess
and
facilitate
further
student
learning.
Feedback:
Poetry
• Ask
students
to
share
their
poems
with
the
class
as
a
means
of
providing
Presentations
immediate
reinforcement
of
new
concepts.
(15
minutes)
• Display
students’
poems
and
artwork
around
the
room
or
in
the
hall.
Assess
Purpose:
To
determine
if
students
are
successfully
meeting
the
learning
Performance:
objectives
for
this
lesson.
Word
Splash
Essays
• Ask
students
to
refer
back
to
the
Word
Splash
predictions
they
made
on
(20
minutes)
Day
1.
• Instruct
students
to
use
their
new
knowledge
of
the
supply
chain
to
use
all
of
the
words
in
the
Word
Splash
to
write
a
paragraph
describing
the
supply
chain.
• Ask
students
to
underline
each
word
they
use
from
the
Word
Splash.
17
Language
Arts
-‐Day
4
1. Give
examples
of
the
Unit
Activities:
DOL,
Supply
Chain
Learning
connections
that
exist
Theme
Park
Rides
Objectives:
between
their
daily
lives
and
Enhancing
Retention
and
transportation.
Instructional
Events:
Transfer
2. Evaluate
the
connections
between
different
modes
of
Websites
of
Theme
Park
transportation
and
the
Materials:
Rides,
poster
board,
efficient
movement
of
goods
construction
paper,
and
people.
markers,
tape,
scissors,
glue
Tennessee
GLE
0801.7.1
Student
Theme
Park
Rides
Standards:
Handouts:
Project
Guide
GLE
0801.7.3
How
does
transportation
Marzano’s
Essential
1. Nonlinguistic
Representation
Question:
impact
my
daily
life?
Instructional
Strategies
What
roles
do
different
2. Cooperative
Learning
modes
of
transportation
play
in
moving
goods
and
people?
Procedures
Daily
Oral
Post
the
following
sentences
o
n
the
board
and
instruct
students
to
correct
the
Language
spelling,
grammar,
and
punctuation
mistakes:
(10
minutes)
in
1902
in
the
u.s.
there
were
17
million
horses
used
for
travel
and
23,000
cars
people
could
also
travel
on
r
ailroad
passenger
trains
which
offered
dining
cars
and
sleeping
compartments
for
overnight
trips
this
type
of
travel
is
still
available
today
on
amtrak
a
national
rail
system
2.
tIo
nform
• Allow
students
3-‐5
minutes
correct
the
sentences
individually
then
lead
a
class
discussion
on
the
corrections:
of
Learners
the
o In
1902
in
the
U.S.,
tObjectives
here
were
17
million
horses
used
for
travel
and
23,000
cars.
o People
could
also
travel
on
railroad
passenger
trains
which
offered
3.
Bacteria
dining
cars
and
sleeping
compartments
for
overnight
trips.
This
type
of
Growth
travel
is
still
available
today
on
Amtrak,
a
national
rail
system.
Lab:
Set-‐up
18
Language
Arts
-‐Day
4
Continued
Procedures:
Continued
Review
Yesterday,
we
shared
our
supply
chain
poetry.
What
was
the
hardest
part
(5
minutes)
about
writing
the
poems?
Today,
we
are
going
to
begin
working
on
a
new
project
that
will
showcase
your
knowledge
of
the
supply
chain.
Enhance
Purpose:
To
determine
if
students
are
successfully
meeting
the
learning
Retention
&
objectives
for
this
lesson.
Transfer:
• Show students some theme park web sites or brochures and notice the
Theme
Park
descriptive words used to describe rides. Students should keep a list of these
words on a sheet of paper.
Rides
Background
o http://www.kidiamondback.com/
(10
minutes)
o http://www.dollywood.com/rides-attractions/ride-
detail.aspx?AttractionID=906
• Ask students about the things they see and hear while standing in line at theme
parks. Lots of time and money goes into designing a complete package, not just
the ride itself! These include the sounds people hear, posters and images on the
walls, etc.
• Show students some of the marketing materials used to promote new rides at
theme parks. Ask students to begin to make a list of the descriptive words they
hear.
• As a class, make a list of these words on the board so students can refer back to
these later.
Enhance
• Assign
students
to
groups
of
3-‐4
and
distribute
a
copy
of
the
Theme
Park
Retention
&
Rides
Project
Guide
to
each
student.
Transfer:
Designing
• Carefully
discuss
expectations
of
the
project
and
how
students
will
be
Theme
Park
assessed.
Rides
• Each
group
will
be
responsible
for
creating
a
marketing
campaign
for
a
(25
minutes)
new
theme
park
ride
that
captures
some
aspect
of
the
supply
chain.
• The
goal
for
this
project
is
to
have
the
riders
feel
as
if
they
are
part
of
the
supply
chain
in
some
way.
• Students’
goal
for
this
class
period
is
to
design
the
ride.
Students
should
submit
their
drafts
of
the
ride,
including
the
name,
part
of
the
supply
chain
the
ride
represents,
and
a
rough
sketch
of
the
ride.
19
Theme
Park
Rides
Project
Guide
Your
team
has
been
hired
to
develop
a
brand
new
theme
park
ride
that
makes
your
customers
feel
like
they
are
part
of
the
supply
chain.
You
may
design
any
type
of
ride
you
wish:
roller
coaster,
water
ride,
kiddie
ride,
etc.
As
part
of
this
project,
you
will
need
to
develop
marketing
materials
for
your
theme
park
rides.
These
marketing
materials
include:
a
paragraph
that
promotes
the
ride
through
vivid
language
that
will
attract
customers,
decorations
for
customers
to
read
while
waiting
in
line,
any
music
or
sounds
that
will
be
playing
in
line
or
during
the
ride,
and
exhibits
or
displays
that
will
attract
people
to
your
ride,
etc.
Your
project
will
be
evaluated
as
follows:
0
2
4
6
8
10
You
design
a
theme
park
ride
that
recreates
some
aspect
of
the
supply
chain.
0
2
4
6
8
10
There
is
a
direct
relationship
between
your
ride
and
the
supply
chain.
0
2
4
6
8
10
You
write
a
descriptive
paragraph
that
describes
your
theme
park
ride
using
vivid
language.
0
2
4
6
8
10
Your
descriptive
paragraph
describes
the
ride
in
a
manner
that
will
attract
customers
and
that
is
free
from
spelling
and
grammar
errors.
0
2
4
6
8
10
You
create
marketing
materials
to
attract
customers
to
your
ride.
Your
materials
use
rich,
descriptive
language
that
paints
a
mental
picture
of
the
experience
your
ride
provides.
0
2
4
6
8
10
You
create
supplemental
materials
(posters,
exhibits,
displays,
sounds,
etc.)
for
your
customers
to
enjoy
while
waiting
in
line.
These
materials
are
directly
related
to
the
theme
or
your
ride
and
the
supply
chain.
0
2
4
6
8
10
You
create
appropriate
ambience
materials
to
allow
your
customers
to
feel
like
they
are
part
of
the
supply
chain.
0
2
4
6
8
10
All
of
your
materials
are
free
from
spelling
and
grammar
errors.
0
2
4
6
8
10
Your
materials
are
neat,
easy
to
read,
and
demonstrate
an
appropriate
level
of
effort
and
creativity.
0
2
4
6
8
10
Each
member
of
your
group
contributes
equally
to
the
final
product.
_________________________________
TOTAL:
/100
points
20
Language
Arts
-‐Day
5
1. Give
examples
of
the
Unit
Activities:
DOL,
Supply
Chain
Learning
connections
that
exist
between
Theme
Park
Rides
Objectives:
their
daily
lives
and
Enhancing
Retention
and
transportation.
Instructional
Events:
Transfer
2. Evaluate
the
connections
between
different
modes
of
Materials:
Websites
of
Theme
Park
transportation
and
the
Rides,
poster
board,
efficient
movement
of
goods
construction
paper,
and
people.
markers,
tape,
scissors,
glue
Tennessee
GLE
0801.3.1
Student
Theme
Park
Rides
Standards:
Handouts:
Project
Guide
SPI0801.3.8
How
does
transportation
Marzano’s
Essential
Instructional
1. Nonlinguistic
Representation
Question:
impact
my
daily
life?
Strategies
What
roles
do
different
2. Cooperative
Learning
modes
of
transportation
play
in
moving
goods
and
people?
Procedures
Daily
Oral
Post
the
following
sentences
o
n
the
board
and
instruct
students
to
correct
the
Language
spelling,
grammar,
and
punctuation
mistakes:
(10
minutes)
henry
ford
produced
the
first
popular
american
car
on
an
assembly
line
in
michigan
ford
and
other
manufacturers
began
to
make
standard
car
parts
that
could
be
purchase
anywhere
so
drivers
could
make
repairs
as
more
people
bought
cars
familys
traveled
outside
they’re
communitys
and
businesses
such
as
motels
restaurants
and
gas
stations
were
built
2.
Inform
Learners
of
the
sentences
individually
then
lead
a
• Allow
students
3-‐5
minutes
to
correct
the
class
discussion
on
the
corrections:
Objectives
o Henry
Ford
produced
the
first
popular
American
car
on
an
assembly
line
in
Michigan.
Ford
and
other
manufacturers
began
to
make
standard
car
parts
t3.
hat
could
be
purchased
anywhere
so
that
drivers
Bacteria
could
make
their
own
repairs.
Growth
o As
more
people
bought
Lab:
Set-‐up
cars,
families
traveled
outside
their
communities,
and
businesses
such
as
motels,
restaurants,
and
gas
stations
were
built.
21
Language
Arts
-‐Day
5
Continued
Continued
Procedures:
Yesterday,
you
began
designing
a
theme
park
ride
about
some
part
of
the
Review
supply
chain.
What
are
some
good
descriptive
words
that
you’ve
identified
to
(5
minutes)
use
in
your
supplemental
and
marketing
materials?
Today,
you
will
continue
working
in
your
groups
to
finish
producing
your
materials.
Enhance
Retention
&
• Students
must
develop
the
supplementary
materials
that
will
accompany
Transfer:
the
ride.
Developing
o This
includes
the
posters,
exhibits
around
the
ride,
sounds,
music,
Supplemental
etc.,
that
customers
will
encounter
as
they
wait
in
line,
experience
Materials
for
the
ride,
and
exit.
Theme
Park
Rides
• Allow
students
to
continue
working
in
their
groups
to
create
the
marketing
(35
minutes)
products.
• Encourage
students
to
use
strong
descriptive
words
in
their
writing
and
to
be
sure
that
their
supplementary
materials
shows
off
their
knowledge
of
the
supply
chain
and
is
persuasive
to
consumers.
• Remind
students
that
their
products
must
be
ready
for
presentations
at
the
beginning
of
class
on
tomorrow.
• Circulate
among
groups
to
answer
questions
and
help
troubleshoot.
22
Language
Arts
-‐Day
6
1. Give
examples
of
the
Unit
Activities:
DOL,
Supply
Chain
Learning
connections
that
exist
Theme
Park
Rides
Objectives:
between
their
daily
lives
and
Enhancing
Retention
and
transportation.
Instructional
Events:
Transfer
2. Evaluate
the
connections
between
different
modes
of
Materials:
Websites
of
Theme
Park
transportation
and
the
Rides,
poster
board,
efficient
movement
of
goods
construction
paper,
and
people.
markers,
tape,
scissors,
glue
Tennessee
GLE
0801.3.1
Student
Theme
Park
Rides
Standards:
Handouts:
Project
Guide
SPI0801.3.8
GLE
0801.2.7
How
does
transportation
impact
my
daily
life?
Marzano’s
Essential
Instructional
1. Nonlinguistic
Representation
Question:
What
roles
do
different
modes
of
transportation
Strategies
2. Cooperative
Learning
play
in
moving
goods
and
people?
Procedures
Daily
Oral
Post
the
following
sentences
o
n
the
board
and
instruct
students
to
correct
the
Language
spelling,
grammar,
and
punctuation
mistakes:
(10
minutes)
the
development
of
interstates
allow
people
to
travel
more
freely
and
safely
however
the
new
highways
diverted
traffic
from
small
towns
and
many
establishments
went
out
of
business
beginning
in
the
1960s
and
c
ontinueing
through
today
people
can
travel
almost
anywhere
on
airplanes
• Allow
students
3-‐5
minutes
2.
tIo
nform
correct
the
sentences
individually
then
lead
a
class
discussion
on
the
corrections:
of
Learners
the
o The
development
of
Objectives
interstates
allowed
people
to
travel
more
freely
and
safely;
however,
the
new
highways
diverted
traffic
from
small
towns
and
many
establishments
went
out
of
business.
3.
Bacteria
o Beginning
in
the
1960’s
and
continuing
through
today,
people
can
Growth
travel
almost
anywhere
on
airplanes.
Lab:
Set-‐up
23
Language
Arts
-‐Day
6
Continued
Continued
Procedures:
Review
Yesterday,
you
continued
working
with
your
teams
to
develop
your
theme
(5
minutes)
park
rides’
supplemental
materials.
What
are
you
enjoying
most
about
this
project?
Today
you
will
finish
you
materials
and
present
them
to
the
class.
• Allow
students
to
continue
working
in
their
groups
to
create
the
marketing
Enhance
products.
Retention
&
o Marketing
materials
include
brochures,
layouts
for
a
website,
radio
Transfer:
ads,
etc.
Marketing
Theme
Park
• Encourage
students
to
use
strong
descriptive
words
in
their
writing
and
to
Rides
be
sure
that
their
supplementary
materials
shows
off
their
knowledge
of
(35
minutes)
the
supply
chain
and
is
persuasive
to
consumers.
• Circulate
among
groups
to
answer
questions
and
help
troubleshoot.
• Use
the
project
scoring
guide
to
evaluate
students’
products
and
presentations.
24
Vocabulary Table of Contents:
Summary of Vocabulary Gagne Instructional Design 26
Activities:
Lesson Plan-Day 1 27
Setting the Stage
Vocabulary Cards
Vocabulary Cards 30
Semantic Mapping Lesson Plan-Day 2 32
Contextual Redefinition
Lesson Plan-Day 3 35
Journal Entries
Journal Entry #1 37
Creating Board Games
Board Game Project Guide 38
Lesson Plan-Day 4 39
Journal Entry #2 41
Lesson Plan-Day 5 42
Journal Entry #3 44
Lesson Plan-Day 6 45
Journal Entry #4 47
Board Game Peer Scoring Guide 48
25
Robert Gagne’s Nine Events of Effective Instruction
Stage of
Event Description Unit Activity Time Required
Instruction
Stimulates readiness to learn and
participate. Stimuli like surprises or
Gaining Attention
questions are typically used for this
Semantic Mapping Day 1
Pre-Instruction
event.
Informing learners Generates expectancy by helping them Inform Learners of the
Day 1
of the objectives understand what they will be learning Objectives
Relating new information to
Stimulating recall something they already know or have
Contextual Redefinition Day 2
of prior learning experienced helps learners make sense
of the lesson
New information is presented.
Strategies like providing examples or
Presenting the
stimulus
presenting vocabulary should be used Journals Entries Days 3/4/5/6
to present the lesson content to
Instruction
provide more effective instruction
Providing learning Helps facilitate the process of long-
Comprehension Questions Days 3/4/5/6
guidance term information storage
Requires the learner to practice the
Eliciting new skill or behavior. The repetition
performance further increases the likelihood of
Develop a Board Game Day 3/Day 4
retention of the new information
Assess and further facilitate learning.
Typically, activities designed for
Providing feedback
feedback are for comprehension, not
Develop a Board Game Day 3/Day 4
scoring
Post-Instruction
To evaluate the effectiveness of the
Assessing instructional events, you must test to
Play Testing Day 5
performance see if the expected learning outcomes
have been achieved
Helps learners develop expertise by
internalizing the new information.
Enhancing
Methods for helping learners
retention and Play Others Games/Peer Review Day 6
internalize are paraphrasing,
transfer
generating examples, creating concept
maps or outlines, and repetition
26
Vocabulary
-‐Day
1
Unit
Activities:
Setting
the
Stage,
Learning
Students
will
be
able
to:
Vocabulary
Matching,
Objectives:
1. Identify
words
associated
Semantic
Mapping
with
transportation.
2. Correctly
match
vocabulary
words
to
their
definitions.
Gain
Attention,
Inform
Instructional
Learners
of
the
Events:
Objectives, Stimulate Tennessee 0801.1.14
Recall of Prior Standards:
Learning.
Materials and
Vocabulary
Cards Marzano’s 1. Identifying Similarities and
Supplies:
Instructional Differences
Strategies:
Essential How
does
Question: transportation impact
daily life?
my
Procedures
Setting the
Stage Purpose: To capture attention
2. aInform
nd prepare students to learn and participate.
(10 minutes)
Learners of
Ask students, “How does transportation affect your daily life?” Allow
the
students to answer this question on their own paper for 2-‐3 minutes. Allow
Objectives
students to share their responses with the class.
Inform
Learners of 3. Bacteria
Purpose: To help students understand what they are responsible for learning.
the Objectives Growth Lab:
(3 minutes) • Tell students: Today we are going to become more familiar with
Set-‐up
some transportation vocabulary that you will be using in your
other classes this week.
27
Vocabulary -Day 1 Continued
Activities:
Purpose: To familiarize students with new words, activate prior knowledge, and
Gaining
Attention: provide a guide to the concepts they will learn in this lesson.
Vocabulary
word
• Prior to class, prepare vocabulary cards (see page 30-31). Using
matching
(10 minutes) index cards, write the vocabulary word on one card and the
definition on a separate card.
• Provide each student with one card. Students will have either a
vocabulary card or a definition card.
• Students will walk around to find the student with the matching
word or definition for the card they have.
• When students are in pairs, check for understanding. Have
students share their vocabulary words and definitions with the
class to ensure accuracy.
Gaining Purpose: To allow students to organize their prior knowledge of
Attention: transportation and terms associated with transportation.
Semantic
Mapping As a class, create a semantic map using the word transportation.
(25 minutes)
• Write the word transportation on the board.
• As students brainstorm words associated with transportation,
record their responses on the board. All ideas are accepted.
Example:
28
Vocabulary -Day 1 Continued
Gaining • Working in groups of 2 or 3, have students group the words into
Attention: categories based on their prior knowledge of relationships and
Semantic associations.
Mapping
• Remind students that they are responsible for coming up with their
(continued)
own categories.
• Students should be able to justify why they placed each item in each
category.
Example:
• After students have completed their semantic maps, encourage
them to share their classifications with the class.
29
Any
winged
vehicle
capable
of
flight,
generally
heavier
than
air
Airplane
and
driven
by
jet
engines
or
propellers.
A
passenger
vehicle
that
usually
has
four
wheels
and
an
internal
Automobile
combustion
engine,
used
for
land
transport.
A
large
vessel
for
deep-‐water
navigation.
Ship
The
freight
carried
by
a
ship,
an
aircraft,
or
another
vehicle.
Cargo
A
structure
spanning
and
providing
passage
over
a
gap
or
Bridge
barrier,
such
as
a
river
or
roadway.
A
ship
fitted
for
transporting
containerized
cargo.
Container
Ship
An
individual
who
buys
products
or
services
for
personal
use
and
Consumer
not
for
manufacturing
or
resale.
A
power-‐driven
ship
employed
in
commercial
transport
on
the
Container
Ship
oceans
and
large
inland
bodies
of
water
such
as
the
Great
Lakes.
A
series
of
connected
railroad
cars
pulled
or
pushed
by
one
or
Train
more
locomotives.
30
The
network
of
retailers,
distributors,
transporters,
Supply
Chain
storage
facilities,
and
suppliers
that
participate
in
the
sale,
delivery,
and
production
of
a
particular
product.
A
system
of
highways
extending
between
the
major
cities
of
the
Interstate
48
contiguous
states.
A
road,
course,
or
way
for
travel
from
one
place
to
another.
A
Route
customary
line
of
travel.
Relating
to
transportation
by
more
than
one
means
of
Intermodal
movement,
as
by
truck
or
rail.
A
detailed
list
of
goods
shipped
or
services
rendered,
with
an
Invoice
account
of
all
costs:
an
itemized
bill.
A
long,
large,
flatbottom
boat
for
transporting
freight.
Barge
A
manner,
way
or
method
of
moving
goods
or
people
from
Mode
one
place
to
another.
31
Vocabulary
-‐Day
2
Unit
Activities:
Contextual
Redefinition
Learning
1. Predict
and
revise
definitions
Objectives:
of
words
based
on
context
clues.
Gain
Attention,
Inform
Instructional
Learners
of
the
Events:
Objectives,
Stimulate
Tennessee
0801.1.2
Recall
of
Prior
Standards:
Learning.
0801.1.14
Materials
and
None
Marzano’s
1.
Cues,
Questions,
and
Advance
Supplies:
Instructional
Organizers
How
does
Strategies
Essential
transportation
impact
Question:
my
daily
life?
Procedures
Review
(7
minutes)
Purpose:
To
capture
attention
and
prepare
students
to
learn
and
participate
2.
Inform
Learners
of
the
enter
the
room:
What
are
some
words
Displayed
on
board
as
students
Objectives
related
to
transportation
that
you
already
know?
• Ask
students
to
write
down
their
response
to
the
question.
Allow
3-‐5
minutes
for
students
3.
Btacteria
o
do
so.
Growth
Lab:
• Allow
students
to
share
their
responses
with
the
class.
Set-‐up
• Encourage
students
to
explain
or
guess
what
they
think
the
words
mean.
Inform
Learners
of
the
Objectives
Purpose:
To
help
students
understand
what
they
are
responsible
for
learning.
(3
minutes)
• Tell
students:
“Today
we
are
going
to
become
more
familiar
with
the
transportation
vocabulary
that
you
will
be
using
in
your
other
classes
this
week.”
32
Vocabulary
-‐Day
2
Continued
Stimulating
Recall
of
Prior
Purpose:
To
familiarize
students
with
new
words,
activate
prior
knowledge,
Learning:
and
provide
a
guide
to
the
concepts
they
will
learn
in
this
unit.
•
Contextual
Redefinition
• Display
the
following
six
words
on
the
board
or
overhead:
(45
minutes)
transportation,
infrastructure,
route,
engineer,
goods,
supply
chain,
mode.
• For
each
word,
ask
students
to
write
a
brief
definition
based
on
what
they
think
the
word
means.
• Allow
students
to
share
their
predictions
with
the
class.
• Display
the
following
sentences
in
which
each
of
the
words
used
in
proper
context.
o Mark
was
responsible
for
the
transportation
of
materials
from
the
supplier
to
the
building
site.
o The
earthquake
damaged
the
cities’
infrastructure.
o After
studying
the
map,
they
decided
on
the
best
route
to
take.
o Mary
enjoys
designing
things
and
hopes
to
become
an
engineer.
o Goods
will
be
delivered
to
the
store
every
week.
o Since
trucks
cannot
travel
due
to
the
heavy
snow,
the
supply
chain
has
been
interrupted.
o Which
mode
of
transportation
will
you
be
taking
to
Europe?
• As
students
read
each
word
in
correct
context
ask
them
use
the
context
clues
to
revise
their
earlier
definitions
of
each
word.
• Again
ask
students
to
share
their
new
definitions
with
the
class.
•
•
•
33
Vocabulary
-‐Day
2
Continued
Stimulating
• Finally,
display
the
actual
definitions
of
each
word:
Recall
of
Prior
Learning:
§ Transportation:
The
business
of
carrying
or
moving
Contextual
goods
and
people.
Redefinition
§ Infrastructure:
The
basic
physical
and
organizational
(45
minutes)
structures
needed
for
the
operation
of
a
society
or
business.
§ Route:
A
way,
such
as
a
road,
by
which
persons
travel
or
by
which
goods
are
shipped
or
delivered.
§ Engineer:
A
person
who
is
trained
in
the
use
or
design
of
machines
or
engines,
or
in
other
areas
such
as
electrical
or
chemical
technology.
§ Goods:
Products
or
merchandise
that
are
manufactured
for
sale
to
consumers.
§ Supply
Chain:
The
network
of
retailers,
distributors,
transporters,
storage
facilities,
and
suppliers
that
participate
in
the
sale,
delivery,
and
production
of
a
particular
product.
§ Mode:
A
manner,
way
or
method
of
moving
goods
or
people
from
one
place
to
another.
§
q
• Ask
students
to
record
the
correct
definition
in
their
notebooks.
• Lead
a
brief
discussion
with
students
on
how
their
definitions
changed
from
their
first
guesses,
after
the
contextual
sentences,
and
with
the
final
definitions.
34
Vocabulary -Day 3
Unit Activities: Journal Entry 1, Learning 1. Demonstrate understanding of
Transportation Board Objectives: vocabulary words.
Games
2. Demonstrate understanding of
Instructional Elicit Performance careers in the transportation
Events: field.
Materials and Construction Paper,
Supplies: Scissors, Glue, Tape
Tennessee GLE 0801.2.7
Standards:
GLS0801.3.1
Student Board Games Project
Handouts: Guide
Marzano’s 1. Cooperative Learning
What types of careers are Instructional
available in Strategies
Essential
Question: transportation?
What roles do different
modes of transportation
play in moving goods and
people?
Procedures Daily Review Question: Yesterday we learned some transportation
vocabulary that you will be using this week. Did any of you use this
Review
(5 minutes) vocabulary in other classes or at home yesterday? Today we are going to
complete a journal entry about engineers and create a board game about
transportation.
Purpose: To provide new information to students.
Presenting the
• There are four journal entries with supporting questions.
Stimulus /
Providing • Each day, allow students to read one entry and answer the subsequent
Learning questions.
Guidance: • After students have completed the questions, discuss the answers as a
Journal Entry group.
(30 minutes)
35
Vocabulary -Day 3 Continued
Activities:
Elicit Purpose: To allow the learner to practice the new knowledge and assess and
Performance: facilitate further student learning. The repetition further increases the likelihood
Designing of retention of the new information.
Transportation • Assign students to pairs or groups of three.
Board Games
• Tell students that they will be working with their groups to create
(35 minutes)
transportation board games. Groups will have three class periods to
design, create, and play test their board games.
• Each game should include at least 3 vocabulary words covered in the
contextual redefinition lesson and at least 2 careers associated with
transportation.
• Discuss the Vocabulary Board Game Project Guide with students. Groups
must also prepare clear, step-by-step written instructions and rules to
explain how to play their game.
• Provide students with construction paper, scissors, tape, glue, and any
other materials necessary.
• Encourage students to play‐test their game several times to make sure
they’ve worked out all the bugs. They will need to revise their instructions
and rules as they encounter and solve problems with their game designs.
• As students begin working in groups, circulate to answer questions and
help students troubleshoot.
36
Journal
Entry
#1
Urban
and
Regional
Planners
Urban
and
regional
planners
promote
the
best
use
of
a
community’s
land
and
resources.
The
larger
the
transportation
system
and
the
more
complex
its
interactions
with
other
systems,
the
more
important
the
planning
becomes.
Many
issues
need
to
be
addressed
before
work
on
a
new
transportation
system
begins,
including
traffic
congestion,
air
pollution,
and
the
potential
effects
of
population
growth
and
change.
Planners
are
essential
to
integrating
transportation
systems
with
each
other,
incorporating
the
systems
into
the
environments
where
they
are
being
built,
and
helping
communities
prepare
for
their
current
and
future
transportation
requirements.
Planners
are
involved
in
all
kinds
of
activities,
from
projecting
costs
to
drafting
legislation.
They
develop
and
examine
long
and
short-‐term
plans
that
provide
for
growth
and
revitalization
of
urban,
suburban
and
rural
communities,
and
they
help
local
officials
make
decisions
on
social,
economic,
and
environmental
problems.
Planners
often
meet
with
land
developers
and
ensure
that
builders
and
developers
follow
zoning
codes,
building
codes,
and
environmental
regulations.
Planners
prepare
materials
for
community
relations
programs,
speak
at
civic
meetings,
and
appear
before
legislative
committees
and
elected
officials
to
explain
and
defend
their
proposals.
If
you
become
a
planner,
your
work
could
include
a
combination
of
these
or
similar
activities.
Answer
the
following
questions
in
your
journal:
1. What
are
some
issues
planners
work
on
before
beginning
a
new
transportation
system?
2. Why
is
a
planner’s
job
so
important?
3. How
is
a
planner
involved
with
the
transportation
industry?
4. There
are
many
things
involved
in
a
planner’s
job.
Name
at
least
4
things
a
planner
may
do
at
work.
5. Do
you
think
you
would
like
to
be
a
planner?
Why
or
why
not.
Adapted
from:
US
DOT
Office
of
the
Secretary
of
Administration,
Careers
in
Transportation:
Moving
Everyone
and
Everything
–
Everywhere.
Washington:
Government
Printing
Office,
1998
37
Board Game Project Guide
To show your understanding of the vocabulary words for this unit, your group will design
and create a board game that teaches about transportation. You will need to create the
game, all the pieces, and step-by-step instructions that describe how to play the game.
Your project will be evaluated as follows:
0 2 4 6 8 10 You design a board game which uses at least 3 vocabulary
words.
0 2 4 6 8 10 Your game teaches the definition of the vocabulary words
in some way.
0 2 4 6 8 10 Your game addresses at least 2 careers in the
transportation field in some way.
0 2 4 6 8 10 You write clear game instructions that teach others how to
play the game.
0 2 4 6 8 10 Your instructions are free from spelling and grammar
errors.
0 2 4 6 8 10 Your instructions are easy to follow and make sense.
0 2 4 6 8 10 You create all the game pieces and materials necessary to
play your game.
0 2 4 6 8 10 All of your game pieces and materials are free from
spelling and grammar errors.
0 2 4 6 8 10 Your game materials are neat, easy to read, and
demonstrate an appropriate level of effort and creativity.
0 2 4 6 8 10 Your group worked well together and made good use of
class time.
_________________________________
TOTAL: /100 points
Comments:
Vocabulary
-‐Day
4
Journal
Entry
2,
1. Demonstrate
understanding
Unit
Activities:
Learning
Vocabulary
Board
Games
of
vocabulary
words.
Objectives:
(continued)
2. Demonstrate
understanding
Instructional
Elicit
Performance
of
careers
in
the
Events:
transportation
field.
Materials
and
Construction
Paper,
Supplies:
Scissors,
Glue,
Tape
Tennessee
GLE
0801.2.7
Standards:
Board
Game
Project
Student
Guide
GLS0801.3.1
Handouts:
What
types
of
careers
are
Marzano’s
Essential
available
in
1.
Cooperative
Learning
Question:
Instructional
transportation?
Strategies
What
roles
do
different
modes
of
transportation
play
in
moving
goods
and
people?
Procedures
Daily
Review
Question:
Yesterday
we
started
creating
transportation
board
Review
2.
I nform
games.
Did
any
of
you
think
about
transportation
in
a
different
way,
such
(5
minutes)
as
how
an
item
got
to
your
hLearners
of
you
find
it
difficult
or
easy
to
come
ome?
Did
the
Today
we
are
going
to
continue
working
up
with
an
idea
for
your
game?
in
groups
to
make
our
games.
Objectives
Presenting
the
3.
Bacteria
Purpose:
To
provide
new
information
to
students
Stimulus
/
Growth
Lab:
Providing
Set-‐up
Learning
• Assign
students
the
second
journal
entry
with
supporting
questions.
Guidance:
Ask
students
to
read
the
Journal
Entry
journal
entry
and
respond
to
the
questions
in
•
(30
minutes)
their
notebooks.
• After
students
have
completed
the
questions
discuss
their
answers
as
a
group.
39
Vocabulary
-‐Day
4
Continued
Activities:
Elicit
Purpose:
To
allow
the
learner
to
practice
the
new
knowledge
and
assess
and
facilitate
further
student
learning.
The
repetition
further
increases
the
likelihood
Performance:
of
retention
of
the
new
information.
Building
Transportation
• Remind
students
that
each
game
should
include
at
least
3
vocabulary
Board
Games
words
covered
in
the
contextual
redefinition
lesson
and
at
least
2
careers
(35
minutes)
associated
with
transportation.
• Remind
students
they
must
prepare
clear,
step-‐by-‐step
written
instructions
and
rules
to
explain
how
to
play
their
game.
• Provide
students
with
construction
paper,
scissors,
tape,
glue,
and
any
other
materials
necessary.
• Encourage
students
to
play-‐test
their
game
several
times
to
make
sure
they’ve
worked
out
all
the
bugs.
They
will
need
to
revise
their
instructions
and
rules
as
they
encounter
and
solve
problems
with
their
game
designs.
• As
students
begin
working
in
groups,
circulate
to
answer
questions
and
help
students
troubleshoot.
40
Journal
Entry
#2
Engineers
Engineers
use
the
theories
and
principles
of
science
and
mathematics
to
solve
practical
technical
problems.
Engineers
design
machinery,
products,
systems
and
processes
for
efficient
and
economical
performance.
Many
engineers
work
at
laboratories,
industrial
plants,
or
construction
sites
where
they
inspect,
supervise,
or
solve
on-‐site
problems.
If
you
are
especially
strong
in
math
and
science,
you
may
want
to
consider
a
career
as
an
engineer.
The
type
of
engineer
you
become
will
depend
on
the
kinds
of
problems
you
want
to
solve.
• Aerospace
engineers
design,
develop,
test,
and
help
manufacture
commercial
and
military
aircraft,
missiles,
and
spacecraft.
• Chemical
engineers
use
the
principles
of
chemistry
and
engineering
to
solve
problems
involving
the
production
or
use
of
chemicals.
• Civil
engineers
work
in
the
oldest
branch
of
engineering.
They
design
and
supervise
the
construction
of
roads,
airports,
railroad
tracks,
tunnels,
bridges,
water
supply
and
sewage
systems,
and
buildings.
• Electrical
and
electronic
engineers
design,
develop,
test,
and
supervise
the
manufacture
of
electrical
and
electronic
equipment.
• Industrial
engineers
determine
the
most
effective
ways
for
organization
to
use
the
basic
factors
of
production
–
people,
machines,
materials,
information,
and
energy
–
to
make
or
process
a
product.
Answer
the
following
questions
in
your
journal:
1. Name
some
places
engineers
may
work.
2. What
are
some
problems
engineers
may
solve.
3. How
is
the
engineering
field
a
part
of
transportation?
4. Which
type
of
engineering
most
interests
you?
What
type
of
work
does
this
engineer
do?
Adapted
from:
US
DOT
Office
of
the
Secretary
of
Administration,
Careers
in
Transportation:
Moving
Everyone
and
Everything
–
Everywhere.
Washington:
Government
Printing
Office,
1998
41
Vocabulary
-‐Day
5
Journal
Entry
3,
1. Demonstrate
understanding
Unit
Activities:
Learning
Vocabulary
Board
Games
of
vocabulary
words.
Objectives:
(continued)
2. Demonstrate
understanding
Elicit
Performance
Instructional
of
careers
in
the
Events:
transportation
field.
Construction
Paper,
Materials
and
Scissors,
Glue,
Tape
Supplies:
Tennessee
GLE
0801.2.7
Board
Game
Project
Standards:
Student
Guide
GLS0801.3.1
Handouts:
What
types
of
careers
are
Marzano’s
1.
Cooperative
Learning
available
in
Essential
Instructional
transportation?
Question:
Strategies
What
roles
do
different
modes
of
transportation
play
in
moving
goods
and
people?
Procedures
Review
Daily
Review
Question:
Yesterday
we
continued
working
on
transportation
(5
minutes)
board
games.
What
have
you
enjoyed
about
designing
your
games?
Today
we
are
going
to
continue
working
in
groups
to
finish
and
play-‐test
your
games.
2.
Inform
Learners
of
Presenting
the
the
Stimulus
/
Purpose:
To
provide
new
information
to
students.
Objectives
Providing
Learning
Guidance:
• Assign
students
the
third
journal
entry.
3.
Bacteria
Journal
Entry
• Ask
students
to
read
the
journal
entry
and
respond
to
the
questions
in
Growth
Lab:
(30
minutes)
their
notebook.
Set-‐up
•
After
students
have
completed
the
questions
discuss
the
answers
as
a
group.
42
Vocabulary
-‐Day
5
Continued
Activities
Providing
Purpose:
To
assess
and
facilitate
further
student
learning.
Feedback:
Testing
As
students
playtest
their
games:
Transportation
• Remind
students
that
each
game
should
include
at
least
3
vocabulary
Board
Games
words
covered
in
the
contextual
redefinition
lesson
and
at
least
2
careers
(35
minutes)
associated
with
transportation.
• Remind
students
they
must
prepare
clear,
step-‐by-‐step
written
instructions
and
rules
to
explain
how
to
play
their
game.
• They
will
need
to
revise
their
instructions
and
rules
as
they
encounter
any
problems
with
their
game
designs.
• As
students
begin
working
in
groups,
circulate
to
answer
questions
and
help
students
troubleshoot.
43
Journal
Entry
#3
Logistics
The
term
“logistics”
may
not
be
familiar
to
you,
but
the
function
is
something
that
you
benefit
from
every
day.
All
the
activities
involved
in
moving
an
item
–
from
the
place
where
its
raw
materials
are
located,
to
the
place
where
it
was
made
or
grown,
to
the
place
where
it
is
used
or
consumed
–
can
be
described
under
the
broad
terms
“logistics”
or
“distribution.”
People
in
a
variety
of
logistics
careers
are
responsible
for
getting
the
right
products
to
the
right
places
at
the
right
time
in
good
condition
and
at
a
reasonable
cost.
Managers
who
work
in
this
industry
are
generally
referred
to
as
logistics
managers.
Logistics
managers
are
involved
in
all
phases
of
product
distribution,
from
manufacturing
to
packaging,
shipping,
and
sales
to
the
end
customer.
Because
of
the
logistics
process,
there
is
fresh
food
in
your
local
grocery
store,
regardless
of
the
season.
Next
fall’s
fashions
are
available
in
the
summer
–
in
time
for
you
to
do
your
back-‐to-‐school
shopping.
When
you
have
a
flat
tire,
you
can
replace
it
almost
immediately,
regardless
of
size
requirements,
and
you
will
be
able
to
buy
it
for
a
reasonable
price.
In
fact,
Americans
can
usually
find
most
products
they
need
when
they
need
them
without
being
overcharged
because
of
the
efforts
of
the
many
people
in
logistics
careers.
Answer
the
following
questions
in
your
journal:
1. What
is
logistics?
2. What
are
some
areas
logistics
managers
are
involved
in?
3. How
does
logistics
field
help
us
everyday?
4. Do
you
think
you
would
be
interested
in
a
career
as
a
logistics
manager?
Why
or
why
not.
Adapted
from:
US
DOT
Office
of
the
Secretary
of
Administration,
Careers
in
Transportation:
Moving
Everyone
and
Everything
–
Everywhere.
Washington:
Government
Printing
Office,
1998
44
Vocabulary
-‐Day
6
Unit
Activities:
Journal
Entry
4,
Learning
1. Demonstrate
understanding
of
Vocabulary
Board
Games
Objectives:
vocabulary
words.
(continued)
Instructional
2. Demonstrate
understanding
of
Events:
Provide
Feedback
careers
in
the
transportation
Student
Created
Board
field.
Materials
and
Supplies:
Games
Tennessee
GLE
0801.2.7
Student
Board
Game
Peer
Scoring
Standards:
Handouts:
Guide
GLS0801.3.1
What
types
of
careers
are
Marzano’s
1.
Cooperative
Learning
Essential
available
in
Instructional
Question:
transportation?
Strategies
What
roles
do
different
modes
of
transportation
play
in
moving
goods
and
people?
Procedures
Review
Daily
Review
Question:
Yesterday
you
put
the
finishing
touches
on
your
(5
minutes)
2.
I nform
board
games.
What
questions
do
you
have
before
you
begin
play
testing
Learners
other
groups’
games?
Today
of
work
with
your
group
to
play
and
you
will
assess
other
groups’
games.
the
Objectives
Journal
Entry
3.
Bacteria
Purpose:
To
provide
new
information
to
students.
(30
minutes)
Growth
Lab:
Set-‐up
• Assign
students
the
fourth
journal
entry.
Ask
students
to
read
the
•
journal
entry
and
respond
to
the
questions
in
their
notebook.
• After
students
have
completed
the
questions
discuss
the
answers
as
a
group.
45
Vocabulary
-‐Day
6
Continued
Activities:
Enhancing
and
Purpose:
To
allow
students
to
develop
expertise
with
their
new
information
and
Retention
and
create
a
construct
for
transferring
knowledge
to
long-‐term
retention.
Transfer:
• In
their
design
groups,
have
students
exchange
games
with
another
group.
Playing
Board
Have
them
play
the
other
group’s
game
and
complete
the
Peer
Scoring
Games
Guide.
(35
minutes)
• Remind
students
to
make
sure
the
game
they
are
critiquing
includes
at
least
3
vocabulary
words
and
at
least
2
careers
that
are
associated
with
transportation.
• Encourage
students
to
make
sure
the
game
they
are
playing
has
easy
to
read,
clear
instructions
and
rules.
• As
students
are
playing,
circulate
to
answer
questions
and
help
troubleshoot.
• If
time
permits,
allow
each
group
to
exchange
with
another
group.
Students
should
also
evaluate
this
group’s
game.
46
Journal
Entry
#4
Air
Traffic
Controllers
Air
traffic
controllers
coordinate
the
movement
of
air
traffic
to
make
certain
that
planes
stay
a
safe
distance
apart.
Their
immediate
concern
is
safety,
but
controllers
must
also
direct
planes
efficiently
to
reduce
delays.
Air
traffic
controllers
sit
at
consoles
with
green-‐glowing
screens
that
display
radar
images
generated
by
a
computer.
Although
airport
tower
or
terminal
controllers
watch
over
all
planes
traveling
through
the
airport’s
airspace,
their
main
responsibility
is
to
control
the
flow
of
aircraft
in
and
out
of
the
airport.
Before
the
pilot
can
take
off,
he/she
must
get
permission
from
the
airport
control
tower.
Relying
on
radar
and
visual
observation,
air
traffic
controllers
closely
watch
each
airplane
to
ensure
that
a
safe
distance
is
maintained
between
all
aircraft
and
to
guide
pilots
between
the
hangar
or
ramp
and
the
end
of
the
airport’s
airspace.
During
arrival
or
departure,
several
controllers
handle
each
plane.
As
a
plane
approaches
an
airport,
the
pilot
radios
ahead
to
inform
the
terminal
of
its
presence.
The
controller
in
the
radar
room
just
beneath
the
control
tower
has
a
copy
of
the
plane’s
flight
plan
and
has
already
observed
the
lane
on
radar.
If
the
way
is
clear,
the
controller
directs
the
pilot
to
a
runway;
if
the
airport
is
busy,
the
plane
is
fitted
into
a
traffic
pattern
with
other
aircraft
waiting
to
land.
Once
the
plane
has
landed,
a
ground
controller
in
the
tower
directs
it
along
the
taxiways
to
its
assigned
gate.
Answer the following questions in your journal:
1. What is an air traffic controller?
2. What is an air traffic controller’s main responsibility?
3. What types of equipment do air traffic controller’s use?
4. Do you think you would be interested in a career as an air traffic
controller? Why or why not.
Adapted
from:
US
DOT
Office
of
the
Secretary
of
Administration,
Careers
in
Transportation:
Moving
Everyone
and
Everything
–
Everywhere.
Washington:
Government
Printing
Office,
1998
47
Board Games Peer Scoring Guide
0 1 2 3 4 5 The instructions for playing the game were
clearly written and easy to understand.
0 1 2 3 4 5 The instructions for playing the game made
sense and the game was easy to play.
0 1 2 3 4 5 All of the necessary pieces of the game were
included.
0 1 2 3 4 5 The game reviewed some aspect of the supply
chain.
0 1 2 3 4 5 The game, board, and all pieces were neatly
made with no spelling or grammar errors.
0 1 2 3 4 5 The game showed an appropriate level of effort
and creativity.
____________________________
TOTAL: /30 points
Board Games Peer Scoring Guide
0 1 2 3 4 5 The instructions for playing the game were
clearly written and easy to understand.
0 1 2 3 4 5 The instructions for playing the game made
sense and the game was easy to play.
0 1 2 3 4 5 All of the necessary pieces of the game were
included.
0 1 2 3 4 5 The game reviewed some aspect of the supply
chain.
0 1 2 3 4 5 The game, board, and all pieces were neatly
made with no spelling or grammar errors.
0 1 2 3 4 5 The game showed an appropriate level of effort
and creativity.
____________________________
TOTAL: /30 points
48
Table of Contents:
Mathematics Gagne Instructional Design 50
Lesson Plan-Day 1 51
Summary of Activities:
Setting the Stage Airplane Math 53
Airplane Math
Airplane Math PowerPoint 54
Spaghetti Bridges Lab
Graphing Bridges
Lesson Plan-Day 2 55
Velocity Lab
Spaghetti Bridges Lab Report 57
Lesson Plan-Day 3 59
Lesson Plan-Day 4 60
Velocity Lab Report 63
Lesson Plan-Day 5 65
49
Stage of
Event Description Unit Activity Time Required
Instruction
Stimulates readiness to learn and
participate. Stimuli, like surprises or
Gaining Attention Setting the Stage Day 1
questions, are typically used for this
Pre-Instruction
event.
Informing learners Generates expectancy by helping them
Objectives Day 1
of the objectives understand what they will be learning
Relating new information to
Stimulating recall something they already know or have Plane Photos
of prior learning experienced helps learners make sense
Day 1
Airplane Math
of the lesson
New information is presented.
Strategies like providing examples or
Presenting the
presenting vocabulary should be used Variables Day 2
stimulus
to present the lesson content to
Instruction
provide more effective instruction
Providing learning Helps facilitate the process of long-
guidance term information storage
Spaghetti Bridges Day 2
Requires the learner to practice the
Eliciting new skill or behavior. The repetition
Spaghetti Bridges Analysis Day 3
performance further increases the likelihood of
retention of the new information
Assess and further facilitate learning.
Typically, activities designed for
Providing feedback Spaghetti Bridges Analysis Day 3
feedback are for comprehension, not
scoring
Post-Instruction
To evaluate the effectiveness of the
Assessing instructional events, you must test to
performance see if the expected learning outcomes
Variables Quiz Day 4
have been achieved
Helps learners develop expertise by
internalizing the new information.
Enhancing
Methods for helping learners
retention and
internalize are paraphrasing,
Velocity Lab Day 5
transfer
generating examples, creating concept
maps or outlines, and repetition
50
Math
-‐Day
1
Setting
the
Stage,
1. Give
examples
of
the
Unit
Activities:
Learning
Objectives,
Airplane
Math
connections
that
exist
between
Objectives:
their
daily
lives
and
Instructional
Gain
Attention,
Inform
transportation.
Events:
Learners
of
Objectives,
2. Apply
mathematical
formulas
Stimulate
Prior
Recall
to
solve
real
world
problems
Materials:
Airplane
Math
related
to
transportation.
PowerPoint,
protractors
GLE
0806.4.1
Tennessee
Student
Airplane
Math
GLE
0806.1.2
Standards:
Handouts:
GLE
0806.4.3
Essential
How
does
transportation
GLE
0806.2.3
Question:
impact
my
daily
life?
Marzano’s
1. Identifying
Similarities
and
In
what
ways
can
Instructional
Differences
everyday
transportation
Strategies
problems
be
solved
thru
2. Nonlinguistic
Representation
mathematics?
3. Setting
Objectives
and
Providing
Feedback
Procedures
Gaining
and
prepare
students
to
learn
and
participate.
Attention:
Purpose:
To
capture
attention
Setting
the
Stage
• Write
the
following
question
on
the
board
or
overhead:
Make
a
list
of
at
(10
minutes)
least
5
ways
that
math
r
elates
to
transportation.
• Ask
students
to
write
down
their
responses
to
the
question.
Allow
3-‐5
minutes
for
students
to
do
so.
Encourage
students
to
share
their
responses
with
the
class.
2.
Inform
Learners
of
Inform
Learners
of
the
Purpose:
To
help
students
understand
what
they
are
responsible
for
learning.
the
Objectives
Objectives
(5
minutes)
Tell
students,
“Through
the
c
ourse
of
this
unit,
we
are
going
to
study
transportation,
its
impact
o
n
our
daily
lives,
how
problems
in
transportation
can
be
solved
through
3.
B acteria
mathematics,
and
how
different
modes
of
transportation
play
important
Growth
Lab:
roles
in
moving
people,
goods,
and
ideas
from
place
to
place.”
Set-‐up
51
Math
-‐Day
1
Continued
Procedures:
Stimulate
Prior
Purpose:
To
familiarize
students
with
new
words,
activate
prior
knowledge,
and
Recall
provide
a
guide
to
the
concepts
they
will
learn
in
this
lesson.
(15
minutes)
• Tell
students,
“Let’s
look
at
a
couple
of
pictures
of
planes
landings
and
taking
off
and
talk
about
what
those
have
to
do
with
us
and
math.”
• Show
students
the
photos
contained
in
the
Airplane
Math
Powerpoint.
• As
a
class,
draw
a
diagram
of
each
plane’s
approach
to
the
horizontal
ground,
thus
creating
an
acute
angle.
• Students
will
measure
the
angles.
This
allows
students
to
review
use
of
protractors,
measuring,
and
identify
acute,
obtuse,
and
right
angles.
Airplane
Math
• Distribute
one
copy
of
“Airplane
Math”
to
each
student.
Allow
students
to
(20
minutes)
work
individually
or
in
pairs
to
complete
each
of
the
problems.
• You
many
need
to
review
the
Pythagorean
Theorem
with
students.
• As
a
class,
discuss
the
answers
to
each
question.
• Remind
students
that
they
will
be
using
math
for
the
next
two
weeks
to
learn
more
about
transportation.
52
Airplane Math
Math is an important part of transportation. feet of runway. How many feet of runway
Use your knowledge of math and geometry will you need to safely get your plane off the
to solve the problems below. ground?
1. A large commercial airplane is coming in _________ feet
for a landing. Use the measurements given
below and the Pythagorean Theorem to Use the formula for distance to find the
solve for x. answer to the following problems:
Rate = Distance
Time
Plane Descending
Show your work for each question.
100 ft 3. If an airplane travels at a rate of 500
X mph. If the plane flies for 5 hours, how
many miles will it travel?
80 ft Ground
2. Imagine you are the pilot of a Boeing A Boeing 747 uses approximately 1 gallon
747. You need to determine how much of fuel per second. Use this information to
runway you will need to safely take off. To solve the following problems:
figure this out, you will need to know the
total weight of your plane and your cargo. 4. If a flight from Knoxville, TN to Las
Vegas, NV takes 4 hours and 20 minutes,
Weight of a typical 747: 396,000 lbs how many gallons of fuel will the plane use?
Weight of your cargo: 204,000 lbs
Convert each of these weights into tons.
(1 ton=2,000 lbs)
Add the total weight of the plane and the
cargo: _________ tons. This is your total
A gallon of jet fuel in Knoxville costs
weight.
$4.80/gallon. How much will it cost in fuel
A plane whose gross weight is 250 tons to fly from Knoxville to Las Vegas?
needs about 10,000 feet of runway to take
off safely. Assume that for each additional
ton (over 250 tons) you will need 40 extra
53
6/16/2010
54 1
Math
-‐Day
2
Spaghetti
Bridges
Lab
1. Apply
mathematical
formulas
Unit
Activities:
Learning
to
solve
real
world
problems
Present
the
Content
Objectives:
related
to
transportation.
Instructional
Provide
Learner
Events:
Guidance
Tennessee
GLE
0806.5.2
2
boxes
of
uncooked
Standards:
Materials:
spaghetti,
flat
marbles,
Styrofoam
cups,
single
hole
punch
Marzano’s
1. Nonlinguistic
Representation
Instructional
Student
2. Cooperative
Learning
Strategies
Handouts:
Spaghetti
Bridge
Lab
3. Generating
and
Testing
Report
Hypotheses
Essential
Question:
In
what
ways
can
everyday
transportation
problems
be
solved
through
mathematics?
Procedures
Review
Yesterday,
we
continued
learning
the
ways
in
which
transportation
uses
math.
(5
minutes)
Today,
you
are
going
to
conduct
a
lab
using
spaghetti
to
simulate
bridges.
2.
Inform
Purpose:
To
provide
new
content
to
students.
Present
the
Learners
of
Content:
• Review
dependent
and
independent
the
variables
with
students:
Understanding
Objectives
Variables
o Variable:
something
that
can
be
changed,
such
as
a
characteristic
or
value.
(15
minutes)
o Independent
variable:
a
variable
whose
value
or
characteristics
are
3.
Bacteria
not
dependent
on
Growth
changes
in
other
variables.
o Dependent
variable:
Lab:
a
Svet-‐up
ariable
whose
value
or
characteristics
are
changed
by
another
variable.
• Ask
students
to
consider
what
other
variables
(besides
the
number
of
sheets
of
paper
used
or
the
weight
the
bridge
held)
might
affect
the
outcome
of
their
paper
bridge
experiment.
55
Math
-‐Day
2
Continued
Procedures:
o Possible
responses
include:
the
types
of
cars
used
to
test
the
bridge,
Present
the
the
type
of
paper
used,
the
type
of
tape
used,
whether
the
bridge
was
Content:
fixed
or
portable,
the
geometric
designed
used
in
the
bridge
design
Understanding
Variables
• Pose
the
following
problems
to
students
and
ask
them
to
identify
the
(Continued)
dependent
and
independent
variables:
o Amtrak
is
testing
new
train
designs.
The
goal
is
for
the
train
to
travel
at
a
speed
of
greater
than
55
mph
regardless
of
weight.
o A
new
car
prototype
needs
to
meet
the
standard
of
35
mpg
at
speeds
of
up
to
70
mph.
Provide
Learner
Purpose:
To
facilitate
the
transfer
of
new
knowledge
to
long-‐term
retention.
Guidance:
• Divide
students
into
pairs
and
distribute
the
following
supplies
to
each
Spaghetti
Bridges
group:
(30
minutes)
o A
copy
of
the
“Spaghetti
Bridges
Lab
Report”
to
each
student
o 15
pieces
of
uncooked
spaghetti
o A
Styrofoam
cup
with
a
hole
punched
in
each
side
of
the
cup
o A
large
handful
of
counting
stones
• In
their
pairs,
students
will
insert
one
piece
of
spaghetti
through
the
holes
in
the
cup
and
suspend
the
cup
by
holding
each
end
of
the
spaghetti
• Students
then
will
add
one
stone
at
a
time
until
the
spaghetti
breaks
and
then
record
the
number
of
stones
the
spaghetti
holds
before
breaking
on
their
lab
reports.
• They
will
then
repeat
this
process
with
2
pieces
of
spaghetti
until
at
least
one
piece
breaks.
Again,
students
should
record
the
number
of
stones
on
their
lab
report.
• Direct students to continue this process with 3, 4, and 5 pieces of spaghetti.
• Remind
students
that
as
they
complete
each
step
of
the
lab,
they
should
record
their
results
in
the
chart
on
their
lab
report.
Spaghetti Bridge lab adapted from
http://fcit.usf.edu/math/lessons/activities/spaghS.htm
56
Spaghetti Bridges Lab Report Name:
Introduction: Engineers test the materials used in construction of buildings, roads, bridges, etc., for durability, strength, and
safety. Testing models gives them the information in a manageable, cost efficient manner. The following activity is similar to a
procedure used in testing the strength of bridge beams.
Materials: (x) (y)
(Independent Variable) (Dependent Variable)
• 1 paper cup with 2 holes punched on opposite sides # of spaghetti # of counting stones
• 1 cupful of counting stones 1
• Uncooked spaghetti (15 pieces) 2
3
4
5
Procedures:
1. Thread a piece of spaghetti through the holes in the
Analysis:
cup.
6. Graph the results: On a piece of graph paper, plot the
2. One person will suspend the cup by placing each data from your table on a coordinate plane as ordered
index finger approximately one inch in from the ends pairs (x, y).
of the spaghetti.
3. Another student will carefully add counting stones to
the cup, one at a time, until the spaghetti breaks. 7. Read the results: Looking at your graphed points, do
they seem to lie along a straight line or curve?
4. Record results below.
Use the graph to answer the following:
5. Repeat the above procedure with 2, 3, 4, and 5 pieces
of spaghetti until one or more pieces of spaghetti A. Find the number of stones needed to break
breaks. "bridges" of 6 pieces: _____ stones, 7 pieces:
______ stones, 8 pieces: ______ stones.
Adapted from http://fcit.usf.edu/math/lessons/activities/spaghS.htm
57
Spaghetti Bridges Lab Report Name:
B. About how many more stones are required to Draw conclusions:
break a "bridge" each time another piece of
spaghetti was added? How can you tell this A. Use your description to predict how many
from your graph? stones would be needed before a bridge of 20
pieces of spaghetti would break. Show your work!
C. Extend the line or curve you have drawn so
that it crosses the y-axis. Identify the ordered
pair where this occurs: (0, ___ ). It sounds
crazy, but the graph may suggest that a bridge
of no spaghetti would crumple with a weight of
______ stones. B. Translate your words above to an equation
that could be used to determine the number of
stones (y) needed if you know the number of
pieces of spaghetti (x).
D. Describe in words how to determine the
number of stones needed to break a bridge if y=
you know the number of pieces of spaghetti.
C. Use your equation to predict the number of
stones needed to break a bridge of 50 pieces of
spaghetti.
Adapted from http://fcit.usf.edu/math/lessons/activities/spaghS.htm
58
Math -‐Day 3
Graphing
Bridges
Learning
1. Apply
mathematical
formulas
Unit
Activities:
to
solve
real
world
problems
Objectives:
related
to
transportation.
Instructional
Provide
Learner
Events:
Guidance
Materials:
Tennessee
GLE
0806.5.2
Standards:
Student
Spaghetti
Bridge
Lab
Marzano’s
Report
1. Cooperative
Learning
Handouts:
Instructional
Strategies
2. Generating
and
Testing
Essential
In
what
ways
can
Hypotheses
Question:
everyday
transportation
problems
be
solved
through
mathematics?
Procedures
Review
Yesterday,
you
conducted
a
lab
to
test
how
much
weight
spaghetti
bridges
(5
minutes)
would
hold.
What
surprised
you
most
about
the
number
of
stones
the
strands
of
spaghetti
held?
Today,
you
are
going
to
continue
working
in
your
pairs
to
analyze
the
data
you
collected
yesterday.
2.
Inform
Elicit
Performance:
• Instruct
students
to
continue
Learners
of
in
the
pairs
from
yesterday
to
working
Spaghetti
the
complete
all
the
analysis
questions
on
the
Spaghetti
Lab
Reports.
Bridges
Objectives
• Discuss
each
analysis
question
Analysis
with
the
class.
Some
topics
for
discussion
(45
minutes)
include:
3.
Bacteria
o Slope
and
rate
of
change
Growth
o Linear
relationships
Lab:
Set-‐up
o What
other
real
life
c
oncepts
could
we
test?
Encourage
students
to
share
their
predictions
with
the
class.
•
Spaghetti
Bridge
lab
adapted
from
http://fcit.usf.edu/math/lessons/activities/spaghS.htm
59
Math
-‐Day
4
Velocity
Lab
1. Apply
mathematical
formulas
Unit
Activities:
Learning
to
solve
real
world
problems
Objectives:
Instructional Assess Performance, related to transportation.
Events: Enhance Retention and
Transfer
Materials: Graph
paper, For each Tennessee GLE 0806.5.2
group: a board as an Standards:
incline,
a hotwheels car,
stopwatch, tape measure,
pencils
Marzano’s 1. Cooperative Learning
Instructional
2. Generating and Testing
Student Velocity Lab Report Strategies
Handouts: Hypotheses
In what ways can
Essential 3. Cues, Questions, and Advance
everyday transportation
Question: Organizers
problems
be solved
through mathematics?
Procedures
Review Yesterday, you completed your spaghetti bridges lab. Today, we’re going to
(5 minutes) review variables and learn about velocity!
Purpose: To determine if students are successfully meeting the learning objectives
Assess
for this lesson.
Performance
(15 minutes) • Post the following problem 2. oIn
nform
the board:
Learners of
o The maximum speed that a train carrying cargo to a distribution
the
center can go is dependent on the amount of weight in the train’s
Objectives
load. Use the chart below to graph the maximum speed for the train
at various weights.
Independent Variable 3. Bacteria Dependent Variable
(Weight) Growth (Speed)
12 tons Lab: Set-‐up 60 mph
14 tons 55 mph
16 tons 50 mph
18 tons 45 mph
20 tons 40 mph
60
Math
-‐Day
4
Continued
Procedures:
• Distribute
a
piece
of
graph
paper
to
each
student
and
instruct
them
to
use
the
information
in
the
problem
on
the
board
to
create
a
graph.
Assess
Performance
• Use
this
activity
as
an
informal
assessment
to
ensure
that
students
have
(Continued)
mastered
graphing
on
a
coordinate
plane.
Enhance
Purpose:
To
allow
students
to
develop
expertise
with
the
new
information
and
Retention
and
create
a
construct
for
transferring
knowledge
to
long-‐term
retention.
Transfer:
Velocity
Lab
•
Ask
students
to
think
about
a
time
when
they
have
ridden
a
roller
coaster.
(30
minutes)
Allow
a
few
students
to
share
their
favorite
roller
coaster
and
explain
why
it
is
their
favorite.
• Pose
the
following
questions
for
student
discussion:
o What
determines
how
fast
a
roller
coaster
goes?
o
Does
it
depend
on
how
steep
the
drop
of
the
roller
coaster
is?
o Do
these
factors
affect
the
time
it
takes
the
roller
coaster
car
to
get
to
the
bottom
of
a
hill
on
an
amusement
ride?
o Tell
students,
“Today
we
are
going
to
conduct
a
lab
experimenting
with
velocity.”
• Distribute
a
copy
of
the
handout
“Velocity
Lab
Report”
to
each
student
and
discuss
the
lab
with
students.
• Divide
students
into
groups
of
3-‐4
students.
• Distribute
the
following
supplies
to
each
group:
o A
board
to
be
used
as
an
incline
(simulating
a
hill)
o Three
large
text
books
o 1
hotwheel
type
car
o A
stopwatch
o A
tape
measure
o pencil
• Students
will
need
to
measure
and
mark
a
start
line
at
10cm
on
the
ramp.
They
will
then
need
to
measure
and
mark
at
40cm,
80cm,
and
120cm.
(See
diagram
on
page
3)
61
Math
-‐Day
4
Continued
Procedures
Enhance
Retention
and
Transfer:
Velocity
Lab
(Continued)
• They
will
then
roll
their
car
down
the
ramp
at
each
height
and
use
the
stopwatch
to
determine
how
long
it
takes
for
the
car
to
roll
to
each
of
the
distances.
• Encourage
students
to
repeat
each
trial
2
times.
• Once
students
have
completed
their
lab,
they
should
answer
each
of
the
analysis
questions
on
their
lab
report.
62
Velocity Lab Report
Objective/Problem:
The purpose of this experiment it to:
Materials: a board to use as an incline stopwatch
a hotwheels type car 3 large textbooks
tape measure pencil
Hypothesis:
I think the result of this experiment will be:
Procedures:
1. Measure 10cm from one end of the board and mark that distance; this will be your
start line. Now measure from the end of the board to 40cm, 80cm, and 120cm and
make marks at each of these distances as well.
2. Place one textbook under one end of the board.
3. Use the stopwatch to determine how long it takes your car to roll from the start line to
each of the distances marked on your board. Repeat the test to each distance two times.
(Record the times for each on your data chart)
4. Repeat this process with two books and then three books.
Data:
Trial 1 Trial 2
Height
Distance (cm) Distance (cm)
(cm)
40 cm 80 cm 120 cm 40 cm 80 cm 120 cm
1 Book:
2 Books:
3 Books:
63
Analysis:
1. Average the time it takes the car to roll 40 cm at each height. Also find the averages
for 80 cm and 120 cm.
Average
Height (cm) Distance (cm)
40 cm 80 cm 120 cm
1 Book:
2 Books:
3Books:
2. Use graph paper to plot the time it takes for the car to travel each length for each
height. You will have 3 graphs when you are finished (one for each height).
3. Determine the velocity of the car for each distance and height. (v=d/t)
Velocity
Height (cm) Distance (cm)
40 cm 80 cm 120 cm
1 Book:
2 Books:
3Books:
4. Carefully consider the following questions:
a. What does rolling the car and measuring the time it takes each to roll each distance
have to do with roller coasters?
b. At which incline did the car roll the fastest?
c. What connections are there between algebra, linear equations and Science?
Conclusions:
64
Math
-‐Day
5
Velocity
Lab
1. Apply
mathematical
formulas
Unit
Activities:
Learning
to
solve
real
world
problems
Objectives:
related
to
transportation.
Instructional
Enhance
Retention
and
Events:
Transfer
For
Materials:
each
group:
a
board
Tennessee
to
use
as
an
incline,
a
GLE
0806.5.2
hotwheels
car,
Standards:
stopwatch,
tape
measure,
pencil
Marzano’s
Student
Velocity
Lab
Reports
1. Cooperative
Learning
Instructional
Handouts:
Strategies
In
what
ways
can
2. Generating
and
Testing
Essential
everyday
transportation
Hypotheses
Question:
problems
be
solved
through
mathematics?
3. Cues,
Questions,
and
Advance
Organizers
4.
Procedures
Yesterday,
we
started
a
lab
on
velocity.
What
observations
are
we
starting
to
Review
(5
minutes)
make
about
the
incline
of
the
r
amp
and
the
speed
that
the
car
travels?
Today,
you
are
going
to
finish
your
velocity
labs.
Enhance
2.
Inform
Retention
and
Learners
of
Transfer:
• Allow
students
to
continue
working
in
their
groups
to
complete
their
lab
the
Velocity
Lab
and
answer
the
analysis
questions
on
their
lab
report.
Objectives
(45
minutes)
• Circulate
among
groups
to
answer
questions
and
troubleshoot.
3.
Bacteria
Growth
Lab:
Set-‐up
65
Table of Contents:
Inquiry Learning Description 67
Science Lesson Plan-Day 1
This is the Way We Go School
68
70
Lesson Plan-Day 2 71
Summary of Activities:
Paper Bridges: Lab Report 73
Setting the Stage
This is the Way We Go To School Lesson Plan-Day 3 75
Designing and Building Modes of
File Folder Bridges 77
Transportation
Engineering Process Engineering Process Graphic Organizer 79
Modes of Transportation
The Engineering Process PowerPoint 80
Modes of Transportation Presentations
Lesson Plan-Day 4 83
Modes of Transportation Project Guide 85
Lesson Plan-Day 5 86
Lesson Plan-Day 6 87
66
Inquiry
Description Unit Activity Day
Event
Makes connections between past and
present learning experiences, lay the
organizational ground work for the This is the Way We Go to School
Engage activities ahead and stimulate their Day 1
involvement in the anticipation of these
activities
Provides an opportunity to get directly
involved with the scientific materials and
Explore File Folder Bridges Day2
develop a base of experience with new
concepts
Helps students begin to understand, in
Explain greater depth, the materials and concepts Engineering Process Day3
they explored in the previous activities
Provides opportunities for students to
expand on the concepts they have
Elaborate learned, make connections to other Modes of Transportation Day 4/Day5
related concepts, and apply their
understandings to the world around them
Determines if students are successfully
Evaluate meeting the learning objectives for this Modes of Transportation Presentations Day 6
lesson
67
Science
-‐Day
1
1. Give
examples
of
the
Inquiry
Learning
connections
that
exist
between
Learning:
Engage
Objectives:
their
daily
lives
and
transportation.
Copy
of
This
is
the
Way
2. Think
critically
to
develop
Materials:
We
Go
To
School
by
Edith
solutions
to
proposed
Baer
problems.
Student
This
is
the
way
we
go
to
school
Tennessee
Handouts:
GLE
0807.
Inq.2
Standards:
Essential
How
does
transportation
Question:
impact
my
daily
life?
Marzano’s
1. Identifying
Similarities
and
Instructional
Differences
Strategies
2. Setting
Objectives
and
Providing
Feedback
3. Cues,
Questions,
and
Advance
Organizers
Procedures
Purpose:
To
help
students
make
connections
between
past
and
present
learning
Engage:
experiences,
lay
the
organizational
ground
work
for
the
activities
ahead
and
stimulate
their
involvement
in
t
he
anticipation
of
these
activities.
Setting
the
Write
the
following
question
o
n
the
board
or
overhead:
What
is
Stage
transportation?
How
is
transportation
related
to
your
daily
life?
How
is
it
(10
minutes)
related
to
school?
• Ask
students
to
write
down
2.
tIheir
nform
responses
to
the
question.
Allow
3-‐5
minutes
for
students
to
do
Learners
so.
of
the
• Ask
each
student
to
share
their
responses
with
the
class.
Objectives
• Pose
the
following
questions
for
discussion:
o In
what
ways
would
your
daily
life
be
different
if
walking
were
your
3.
Bacteria
only
mode
of
transportation?
Growth
Lab:
Set-‐up
Children’s
Book
• Provide
each
student
with
a
copy
of
the
handout
“This
is
the
way
we
go
to
(30
minutes)
school.”
Ask
students
to
c
arefully
read
each
question
before
you
read
the
book.
68
Science
-‐Day
1
Continued
Children’s
• Read
the
book
“This
Is
the
Way
We
Go
to
School?”
(by
Edith
Baer)
to
Book
students.
(Continued)
• Give
students
time
to
complete
each
question
on
their
handout.
• Ask
each
student
to
share
one
of
their
categories
with
the
class.
Record
each
different
category
on
the
board.
• Discuss
why
people
came
up
with
different
ways
to
classify
the
modes
of
transportation
by
asking,
“What
was
important
to
you
as
you
decided
how
to
classify?”
o Students
answers
will
vary,
but
may
include:
number
of
wheels,
animals
vs.
machines,
vehicles
that
require
fuel,
etc.
• Lead
a
discussion
on
the
advantages
and
disadvantages
that
students
identified
for
each
mode
of
transportation.
o Encourage
students
to
brainstorm
ways
to
overcome
disadvantages
listed.
• Pose
the
following
questions
for
discussions:
o What
role
does
culture
and
geography
play
in
how
students
get
to
school?
§ Different
types
of
terrain
necessitate
certain
modes
of
transportation…i.e.
Large
cities
=
mass
transit,
rural
areas
with
limited
infrastructure
=
non-‐motorized
travel
(bikes,
animals)
o How
many
different
modes
of
transportation
has
our
class
used
in
the
last
week?
o How
might
that
list
be
different
is
we
all
lived
in
India?
What
about
Italy?
Inform
Students
of
Tell
students,
“Through
the
course
of
this
unit
we
are
going
to
study
Objectives:
transportation,
its
impact
on
our
daily
lives,
how
transportation
has
(5
minutes)
changed
over
time,
and
how
different
modes
of
transportation
help
us
move
people,
goods,
and
ideas
from
place
to
place.”
69
This is the way we go to school
By Edith Baer
1. List below all of the modes of transportation as you can remember from the book:
2. Classify your list into 3 categories. You will need to create your own categories in the space below:
Category: Category: Category:
3. Choose four of the modes of transportation from your list above and consider the advantages and
disadvantages of each. You must include at least 2 advantages and 2 disadvantages.
Mode of
Advantages Disadvantages
Transportation
4. List all of the modes of transportation that you have personally used in the last week:
70
Science
-‐Day
2
Inquiry
Explore
Learning
1. Give
examples
of
the
connections
that
exist
between
Learning:
Objectives:
their
daily
lives
and
transportation.
Set
of
Metric
Weights,
1
Materials:
2. Think
critically
to
develop
file
folder
per
group,
Bridges
of
the
World
solutions
to
proposed
PowerPoint
problems.
3. Apply
the
engineering
process
to
solve
a
given
problem.
Building
Bridges
Lab
Student
Report Tennessee GLE 0807.Inq.1
Handouts:
Standards:
GLE 0807.Inq.5
Essential
How does transportation
Question: Marzano’s
impact my daily life? 1. Reinforcing Effort and
Instructional
Providing Recognition
Strategies
2. Cooperative Learning
3. Generating and Testing
Hypotheses
Procedures
Purpose: To provide students w ith an opportunity to get directly involved with the
Explore:
scientific materials and develop a base of experience with new concepts.
Review
(5 minutes) Tell students, “Yesterday we talked about the different way students travel
to school. Transportation d oes not only include the vehicle you travel in but
the route that you take. Many
2. Io f you have to cross the river to get to school.
nform
How would you get to school if one doay
Learners f the bridges were all closed?
Building things requires you to follow a plan, just like a recipe. Today we
the
are going to learn a process Objectives
that will help us go from our ideas to a complete
product.”
3. Bacteria
Building Paper Divide students into teams of 3-‐4 students. Provide each team with 1 standard
Growth
Bridges index file folder and the following instructions:
Lab: Set-‐up
Introduction
(5 minutes) • Your challenge is to build a bridge structure using the materials
provided. Design your structure so that it can hold the maximum
weight possible.
71
Science
-‐Day
2
Continued
Building
• You
can
build
your
structure
anyway
you
like,
but
your
Paper
Bridges
structure
must
be
portable!
(This
means
you
may
not
fasten
or
Introduction
connect
it
to
a
table
or
other
fixed
structure.)
(continued)
Designing
• Show
students
the
Bridges
of
the
World
PowerPoint
to
provide
examples
of
Paper
Bridges
different
designs
for
bridges.
(20
minutes)
• Groups
should
discuss
which
design
they
are
going
to
build
and
provide
a
sketch
to
the
teacher
for
approval.
Building
• Once
their
designs
have
been
approved,
students
will
begin
constructing
Bridges
their
bridges.
(20
minutes)
• Provide
a
copy
of
the
handout
Building
Bridges
Lab
Report.
• Circulate
among
groups
to
help
troubleshoot
and
answer
questions.
Testing
Paper
• After
each
group
has
completed
construction
of
their
bridge,
invite
each
Bridges
group
to
the
front
of
the
class
to
test
their
bridge.
(10
minutes)
• Start
by
placing
one
weight
in
the
middle
of
the
bridge.
Continue
adding
weights
until
the
bridge
collapses
or
you’ve
filled
the
bridge.
• Remind
students
to
record
the
amount
of
weight
their
bridge
held
on
their
Lab
sheet.
72
Paper Bridges: Lab Report Group Members:
Objective/Problem: The purpose of this experiment is: Design: Sketch the design of your bridge below:
Hypothesis: I expect the outcome of this experiment to be:
Materials: List all of your materials below:
Procedures: List the step-by-step procedures of your Data: Fill in your data in the chart below:
experiment below (Step 1 has been listed for you):
Dimension Measurement
1. Draw a design for your bridge
Height
Length
Width
# of Weight Supported
73
Paper Bridges: Lab Report Group Members:
6. Suppose all the bridges in a large city (New York City, for
Analysis: Complete the following questions: example) were closed. What effect would that have on that
city? What are some specific ways that people would adapt to
1. Does your bridge meet the original requirements? (size, not using bridges?
materials, weight bearing)
2. Why were some of the bridges more successful at holding
weight than others?
7. The earthquake in October 1989 in the San Francisco Bay
3. What characteristics did those bridges that were successful area caused great structural damage to many of the bridges in
have in common? the area. What features would you design as part of a bridge to
make it better able to withstand an earthquake? Explain your
ideas. Draw a simple sketch of your idea. (Use the back of this
page if necessary).
4. What flaws were inherent (naturally part of) in the building Conclusions: Based on the results of our experiment, we
materials? How did successful bridges overcome those flaws? conclude:
5. If you were to start over with your bridge design and rebuild
it, what changes would you make this time?
74
Science -Day 3
Learning 1. Give examples of the
Inquiry
Explain Objectives: connections that exist
Learning:
between their daily lives and
transportation.
Materials: Modes of Transportation 2. Apply the engineering process
Materials Kits
to solve a given problem.
The Engineering Process Tennessee GLE 0807.Inq.5
Student
Graphic Organizer, Modes Standards:
Handouts: of Transportation Project GLE 0807.T/E.2
Guide,
Essential How does transportation Marzano’s 1. Summarizing and Note Taking
Question: Instructional
impact my daily life?
Strategies
2. Nonlinguistic Representation
3. Cues, Questions, and Advance
Organizers
Procedures
Purpose: To help students begin to understand, in greater depth, the
Explain:
materials and concepts they explored in the previous activities.
Review Tell students, “Yesterday you built paper bridges. You should have
(5 minutes) started with a design, but some of you just jumped right into
building without a strong plan. However, building things requires
you to follow a plan, just like a recipe. Today we are going to learn a
process that will help us go from our ideas to a complete product.”
Building Paper • Allow students to complete their Building Paper Bridges Lab Report.
Bridges • Lead a discussion of the analysis questions with students.
Analysis
(10 minutes)
Brainstorming
• Ask each student to write down everything they know about the
(10 minutes)
steps to the Scientific Method. Give students 2 minutes.
75
Science -Day 3 Continued
Procedures:
Brainstorming • Then ask students to turn to a partner to share their ideas.
(Continued) Encourage students to add ideas from their partner’s list also.
• Ask pairs to volunteer information they know about the Scientific
Method.
• Record student responses in the format of a concept map on the
board.
• The focus should not be on correct answers, merely assessing prior
knowledge.
• Student knowledge will vary depending on how much prior learning
they’ve had on the Scientific Method.
• Tell students, “Today you’re going to learn about a similar
process called the Engineering Process. Whether you realize it
or not, you used the engineering process to build your MacGyver
solutions. You will be asked to use the engineering process
again later in the unit and share your steps with the class.”
The • Use the PowerPoint presentation The Engineering Process.
Engineering
• Students should complete the graphic organizer “The Engineering
Process
Process Concept Map” during the presentation.
(20 minutes)
• Be sure to allow time for students to fill in their graphic organizer
throughout the presentation.
76
Designing and Building Modes of Transportation
Engineering Teamwork and Planning Construction Phase
As a team, build your prototype, and then complete the questions
You are a team of engineers given the challenge of designing a below:
new mode of transportation. You must be able to demonstrate that
your mode of transportation is functional. 1. How similar was your design to the prototype you built.
Planning and Design Phase
Each team has been provided with a set of materials. Review
these as a group and draw a design in the space below for your
mode of transportation.
2. If you found you needed to make changes during the construction
phase, describe why you made revisions.
3. Did you find you needed to add extra materials to your prototype
during construction? If so, what parts did you need to add?
Designing and Building Modes of Transportation
Testing Phase 4. What aspects of other teams’ prototypes did you find interesting?
Were there aspects of other designs you wish you had incorporated
Test your prototype! If you find your prototype design doesn't work into your own team's prototype?
the first time, you'll have an opportunity to redesign and try again.
Don't worry if it fails the first time. Part of engineering is testing and
designing products until the optimal design is achieved.
5. How different were all the final prototypes? What did that tell
Evaluation Phase you about problem solving?
Answer the following questions to summarize your experience
building a car. Work in teams to come up with group opinions.
1. Were you able to create a prototype that was functional?
6. If you had a chance to do this project again, what would your team
2. If yes, did you need to rework your prototype during the testing have done differently?
process? What did you need to change to make it meet the
challenge?
3. Do you think your design could scale upward and work as a full 7. Do you think you would have been able to create a successful
size mode of transportation? Why or why not? prototype if you had not been working in a group? What did the
group interaction add to the design and problem solving process?
Engineering
Process
Graphic
Organizer
Name:
79
6/15/2010
The Engineering Process
Is a series of steps that engineers use to guide
them as they solve problems.
The Engineering
g g Process
It is a process that is cyclical
can begin at any step, or move back and forth
between steps numerous times.
The Engineering Process Step 1: Ask
Identify a need
What is the issue or problem you need to solve?
Research the need
What have others done?
What are the constraints/criteria?
– Constraints - the limiting factors to consider
– Criteria - specifications to be met by your design
Step 1: Ask Step 2: Imagine
Example: I love poptarts for breakfast but don’t Develop possible solutions
have time in the mornings to heat them without Brainstorm ideas
beingg late for the bus. Consider all options
Need: A more efficient way to heat poptarts while Choose the best one
I’m getting ready for school
Research: What products are currently available?
Will a regular toaster work?
80
1
6/15/2010
Step 2: Imagine Step 3: Plan
Example: : I love poptarts for breakfast but don’t Make a prototype
have time in the mornings to heat them without Develop a design
beingg late for the bus. List materials needed
Brainstorm: Build a prototype of the solution
– I could hire a butler to heat my poptarts.
– I could create self-heating poptarts.
– I could create a toaster with an timer that I can set
automatically turn on and heat my poptarts while I’m
getting ready.
Step 3: Plan Step 4: Create
Example: : I love poptarts for breakfast but don’t Test the prototype to see if it can do the job it
have time in the mornings to heat them without was designed to do
beingg late for the bus. Evaluate how well your prototype performs
Plan: I will create a prototype of an automatic
toaster.
Step 4: Create Step 5: Improve
Example: : I love poptarts for breakfast but don’t Modify the prototype to address weaknesses
have time in the mornings to heat them without Retest the solution to see if it now works better
beingg late for the bus.
Test: I test the toaster everyday for a week to see if
it heats my poptarts in enough time for me to catch
the bus.
Evaluate: 3 out of 5 mornings it burns my poptarts.
The other 2 days it doesn’t heat them at all.
81
2
6/15/2010
Step 5: Improve
Example: : I love poptarts for breakfast but don’t
have time in the mornings to heat them without
beingg late for the bus.
Modify: I redesign the timer to be more efficient.
Retest: 5 out of 5 mornings my poptart is perfectly
heated and I catch the bus on time!
82
3
Science -Day 4
Inquiry Learning 1. Give examples of the
Elaborate Objectives: connections that exist
Learning:
between their daily lives and
Materials: Modes of Transportation transportation.
Materials Kits
2. Apply the engineering process
to solve a given problem.
The Engineering Process
Student
Graphic Organizer, Modes Tennessee GLE 0807.Inq.5
Handouts: of Transportation Project
Standards:
Guide,
GLE 0807.T/E.2
Essential How does transportation
Question: Marzano’s 1. Nonlinguistic Representation
impact my daily life?
Instructional
Strategies 2. Cooperative Learning
3. Generating and Test
Hypotheses
Procedures
Purpose: To provide opportunities for students to expand on the concepts
Elaborate:
they have learned, make connections to other related concepts, and apply
their understandings to the world around them.
Review Tell students, “Yesterday, we discussed the Engineering Process and
(5 minutes) what goes in to creating and designing a project and then redefining
it as we work out the kinks. Today, you’re going to work in groups to
use the engineering process on a new project.”
Modes of
• Divide students into groups of no more than 3-4 students.
Transportation
Introduction • Explain to students that they will be working as teams of "engineers"
(15 minutes) who have been given the challenge of designing a new mode of
transportation.
• Distribute the project guide and scoring rubric to each team. Take
time to explain that groups will be expected to:
83
Science –Day 4 Continued
Procedures:
o Plan and draw their design on paper.
Modes of
Transportation o Construct their design using materials provided.
Building the o Test their design to see how far and how fast their mode
Design of transportation can travel.
(30 minutes) o Complete evaluation and reflection sheets.
• Place the material kits out so that teams can review the materials
they will have to work with.
• Once the design is complete, students should sketch their designs
on their project guide sheets. Remind students that you must
approve their design sketch before they begin building.
• When you have approved the group’s design, assign them a
materials kit.
• As students begin building, remind them that they must have their
design built and ready for testing by the beginning of class
tomorrow.
• Remind students that they should be documenting how they are
addressing each step in the engineering process for their
presentations later this week.
84
Group members:
Modes of Transportation Project Guide
You and your team will work to design and build a mode of transportation as
described in the handouts that specify your group’s mode of transportation.
Your project will be evaluated as follows:
0 2 4 6 8 10 You present your design to the teacher for approval
before you begin constructing your prototype.
0 2 4 6 8 10 You use the materials provided to build the prototype as
you designed it.
0 2 4 6 8 10 You successfully test your prototype and revise the
design until it is functional.
0 2 4 6 8 10 You make adjustments and revisions to your prototype
as necessary.
0 2 4 6 8 10 You present and demonstrate your prototype to the
class.
0 2 4 6 8 10 When you present your prototype to the class you
explain how you addressed each of the steps in the
Engineering Process
0 2 4 6 8 10 All group members contribute equally to the design,
development, and testing process.
0 2 4 6 8 10 You complete the evaluation questions on your
Designing and Building Modes of Transportation
handout in a thorough and thoughtful manner.
0 2 4 6 8 10 You make good use of class time throughout the design,
development, and testing phases.
0 2 4 6 8 10 Your prototype and evaluation responses demonstrate
an appropriate level of effort and creativity.
_________________________________
TOTAL: /100 points
Comments:
85
Science -Day 5
Inquiry Elaborate Learning 1. Evaluate the connections
Learning: Objectives: between different modes of
transportation and the
efficient movement of goods
Materials: and people.
None
2. Apply the engineering
process to solve a given
Student The Engineering Process problem.
Handouts: Presentation Scoring
Tennessee
Sheet GLE 0807.Inq.1
Standards:
GLE 0807.T/E.2
Essential What roles do different
Question: modes of transportation Marzano’s 1. Nonlinguistic
play in moving goods and Instructiona Representation
people? l Strategies
2. Cooperative Learning
3. Generating and Testing
Hypotheses
Procedures
Purpose: To provide opportunities for students to expand on the concepts
Elaborate:
they have learned, make connections to other related concepts, and apply
their understandings to the world around them.
Tell students, “Yesterday, using the Engineering Design Process, your
Review team of engineers designed and hopefully constructed your mode of
(5 minutes) transportation. What hazards or set-backs have you encountered?
Hopefully you’re learning from your mistakes. Today, focus on those
things that went wrong and how you went about adapting. We are
going to document your progress through a presentation.”
• Allow teams to finish building their modes of transportation.
Modes of
• Once the design is built, students should begin preparing their
Transportation
Engineering Process presentation.
Building the
Design • After the Evaluation and Reflection Sheets are completed, teams
should then continue working on their Engineering Process
(45 minutes)
presentations.
• Distribute a copy of the Engineering Process presentation scoring
sheet to help guide students’ development of their presentations.
86
Science
-‐Day
6
Learning 1. Evaluate the connections
Inquiry Evaluate
Learning: Objectives: between different modes of
transportation and the
efficient movement of goods
Computers with MS
Materials: and people.
PowerPoint
access or
2. Apply the engineering
poster boards
process to solve a given
problem.
Student Engineering Process
Presentation Guides Tennessee GLE0807.Inq.5
Handouts: Standards:
GLE
0807.T/E.2
What
roles
do
different
Essential
modes
of
transportation
Question:
play
in
moving
goods
and
Marzano’s
1. Nonlinguistic
people?
Instructional
Representation
Strategies
2. Cooperative
Learning
3. Generating
and
Testing
Hypotheses
Procedures
Evaluate:
Purpose:
To
determine
if
students
are
successfully
meeting
the
learning
objectives
for
this
lesson.
Review
Tell
students,
“Yesterday,
you
finished
up
your
engineering
process
(5
minutes)
projects.
What
is
the
most
surprising
thing
you
learned
in
this
process?
Today,
you
are
going
to
present
your
process
presentations
2.
Inform
to
the
class.”
Learners
of
the
The
Objectives
Engineering
• Allow
teams
10-‐15
minutes
to
complete
and
practice
their
Process
presentations.
Presentations
• Begin
presentations.
Each
3.
sBtudent
should
have
an
equal
part
in
the
acteria
(45
minutes)
presentations.
Use
the
Engineering
Process
Presentation
Guide
to
Growth
Lab:
grade
students’
presentations.
Set-‐up
87
Table of Contents:
Social Gagne Instructional Design 89
Studies Lesson Plan-Day 1 90
Alpha Boxes 93
Summary of Activities:
The History of Transportation Student
94
Setting the Stage Handout
Alpha Boxes Lesson Plan-Day 2 95
Modes of Transportation
Lesson Plan-Day 3 96
RAFT
Modes of Transportation RAFT Student
98
RAFT Presentations Handout
Future of Transportation Student Reflections RAFT Scoring Rubric 99
Lesson Plan-Day 4 100
Lesson Plan-Day 5 101
The Future of Transportation Student
103
Handout
88
Stage of
Event Description Unit Activity Time Required
Instruction
Stimulates readiness to learn and
participate. Stimuli like surprises or
Gaining Attention Setting the Stage Day 1
questions are typically used for this
Pre-Instruction
event.
Informing learners Generates expectancy by helping them
Objectives Day 1
of the objectives understand what they will be learning
Relating new information to
Stimulating recall something they already know or have
of prior learning experienced helps learners make sense
Alpha Boxes Day 1
of the lesson
New information is presented.
Strategies like providing examples or
Presenting the Modes of Transportation:
presenting vocabulary should be used Day 2
stimulus Cooperative Learning
to present the lesson content to
Instruction
provide more effective instruction
Providing learning Helps facilitate the process of long- Modes of Transportation:
guidance term information storage
Day 2
Graphic Organizer
Requires the learner to practice the
Eliciting new skill or behavior. The repetition
Alpha Box Revisions Day 3
performance further increases the likelihood of
retention of the new information
Assess and further facilitate learning.
Typically, activities designed for
Providing feedback Alpha Box Revisions Day 3
feedback are for comprehension, not
scoring
Post-Instruction
To evaluate the effectiveness of the
Assessing instructional events, you must test to
performance see if the expected learning outcomes
RAFT Day 3/4
have been achieved
Helps learners develop expertise by
internalizing the new information.
Enhancing
Methods for helping learners
retention and
internalize are paraphrasing,
The Future of Transportation Day 5
transfer
generating examples, creating concept
maps or outlines, and repetition
89
Social
Studies
-‐Day
1
1. Give
examples
of
the
Unit
Activities:
Setting
the
Stage,
Learning
connections
that
exist
Objectives,
Alpha
Boxes,
Objectives:
between
their
daily
lives
and
Cooperative
Learning
transportation.
Instructional
Gain
Attention,
Inform
2. Explain
how
transportation
Events:
Learners
of
Objectives,
has
changed
over
time
from
Stimulate
Prior
Recall,
Exploration
through
today.
Present
the
Content
3. Identify
major
contributions
Materials:
Computers
with
Internet
to
the
field
of
transportation.
access,
headphones
(optional)
Tennessee
8.5.03
b
Standards:
Student
Alpha
Boxes,
Modes
of
1. Cooperative
Learning
Handouts:
Transportation
Graphic
Marzano’s
Organizer
Instructional
2. Setting
Objectives
and
Strategies
Providing
Feedback
How
does
transportation
Essential
impact
my
daily
life?
Question:
3. Cues,
Questions,
and
Advance
Learning
How
has
transportation
changed
over
time?
Procedures
Gaining
Purpose:
To
capture
attention
and
prepare
students
to
learn
and
participate.
Attention:
Setting
the
• Write
the
following
question
on
the
board
or
overhead:
List
as
many
Stage
modes
of
transportation
as
you
can
think
of.
Now
circle
all
of
the
(10
minutes)
modes
that
you
personally
have
ridden.
Choose
one
of
those
that
you
circled
and
describe
your
last
ride.
• Ask
students
to
write
down
their
responses
to
the
question.
Allow
3-‐5
minutes
for
students
to
do
2.
so.
Inform
• Allow
students
to
share
their
Learners
responses
of
with
the
class.
the
Inform
Purpose:
To
help
students
understand
Objectives
what
they
are
responsible
for
learning.
Learners
of
Tell
students,
“Through
the
course
of
this
unit,
we
are
going
to
study
the
transportation,
its
impact
on
our
daily
lives,
how
transportation
has
Objectives:
3.
Bacteria
changed
over
time,
and
how
changes
in
transportation
have
impacted
the
(5
minutes)
Growth
development
of
our
world,
county,
and
state.”
Lab:
Set-‐up
90
Social
Studies
-‐Day
1
Continued
Procedures:
Stimulate
Prior
Purpose:
To
familiarize
students
with
new
words,
activate
prior
knowledge,
and
Recall:
provide
a
guide
to
the
concepts
they
will
learn
in
this
lesson.
Alpha
Boxes
• Distribute
one
copy
of
the
handout
“Alpha
Boxes”
to
each
student.
(15
minutes)
• Each
box
on
the
sheet
is
divided
in
two.
For
the
first
part
of
this
activity,
students
will
brainstorm
words
related
to
transportation
that
start
with
each
letter
of
the
alphabet.
These
words
will
be
recorded
on
the
top
half
of
the
appropriate
box
(A=airplane,
T=train,
etc.).
• Allow
students
5-‐10
minutes
to
brainstorm
words
and
then
invite
students
to
share
some
of
their
words
with
the
class.
• Remind
students
that
they
will
come
back
and
work
in
the
lower
half
of
the
boxes
later
in
the
week.
Present
the
Content:
Purpose:
To
provide
new
information
to
students
Modes
of
• Divide
students
into
at
least
6
groups
(no
more
than
3-‐4
students
per
Transportation
group)
Cooperative
• Assign
each
group
one
of
the
following
modes
of
transportation:
Ships,
Learning
Railroad,
Airplanes,
Automobiles/Trucks,
Pipelines,
and
Barges.
Groups
(20
minutes)
• Distribute
a
copy
of
the
handout
“History
of
Transportation
Graphic
Organizer.”
Instruct
students
that
each
student
must
complete
their
own
graphic
organizer.
• Provide
each
group
with
a
computer
that
has
Internet
access.
If
you
have
access
to
enough
computers,
have
students
work
individually
or
in
pairs
at
the
computer.
• Direct
students
to
the
Discovery
Streaming
video
documentary
The
History
of
Transportation.
o http://search.discoveryeducation.com/index.cfm?Ntk=d_Series&Ntt
=History
of
Transportation&Nty=1&D=History
of
Transportation&N=0&blnSearchInit=1
• Direct
each
group
to
watch
only
the
segments
for
their
mode
of
transportation.
Each
video
is
comprised
of
7-‐8
sections
(Introduction,
History,
How
it
Works,
Growth,
Affects
Lives,
Affects
Places,
Cultural
Change,
Advantages/Disadvantages).
91
Social
Studies
-‐Day
1
Continued
Procedures:
Present
the
• Groups
should
pause
the
video
at
the
end
of
each
section
to
discuss
and
Content:
identify
the
THREE
main
points.
The
points
should
be
recorded
on
the
Modes
of
graphic
organizer.
Groups
must
come
to
consensus
on
each
main
point.
Transportation
• Remind
groups
that
they
will
have
most
of
class
on
Tuesday
to
complete
Cooperative
their
assignment.
Learning
Groups
(Continued)
92
Alpha Boxes
Directions: In the top half of each box, list a word that begins with that letter that is associated
with transportation. You will fill in the bottom half of each box later in the week.
A B C D
E F G H
I J K L
M N O P
Q R S T
U V WX YZ
93
94
Social Studies -Day 2
1. Give examples of the
Unit Activities: Modes of Transporation Learning connections that exist between
Objectives: their daily lives and
Instructional Present the Content transportation.
Events:
2. Explain how transportation
Materials: has changed over time from
Computers with Internet
Exploration through today.
access, headphones
(optional) 3. Identify major contributions to
Student the field of transportation.
Modes of Transportation
Handouts: Graphic Organizer Tennessee
8.5.03 b
Standards:
How does transportation 1. Summarizing and Note Taking
Essential impact my daily life? Marzano’s
Question: Instructional
How has transportation Strategies 2. Cooperative Learning
changed over time?
What contributions by 3. Setting Objectives and
individuals have had Providing Feedback
major impacts on
transportation? 4. Cues, Questions, and Advance
Procedures Organizers
Review:
Yesterday at the beginning of class we brainstormed and worked to fill in
(5 minutes)
your Alpha Boxes. What were some of your ideas? Today, we are going to
learn more about different modes of transportation.
Present the
Content: • Direct students to return to their cooperative learning groups.
Modes of • Students should complete their video segments and identify the three
Transportation main points from each segment.
(45 minutes)
Provide Purpose: To facilitate the transfer of new knowledge to long-term retention.
Learner
• Encourage students to complete their graphic organizers for each section
Guidance:
of the video.
Graphic
Organizer • Remind students that it is important to come to consensus on each main
point.
95
Social
Studies
-‐Day
3
Revised
Alpha
Boxes,
1. Give
examples
of
the
Unit
Activities:
Learning
RAFTs
connections
that
exist
Objectives:
between
their
daily
lives
and
transportation.
Provide
Learner
Instructional
Guidance,
Elicit
Events:
2. Explain
how
transportation
Performance
has
changed
over
time
from
Exploration
through
today.
Construction
paper
&
Materials:
markers
3. Identify
major
contributions
to
the
field
of
transportation.
Student
Alpha
Boxes
(see
Handouts:
Monday),
RAFT
Tennessee
Standards:
8.5.03
b
Essential
How
does
transportation
impact
my
daily
life?
1. Reinforcing
Effort
and
Question:
Marzano’s
Providing
Recognition
Instructional
How
has
transportation
Strategies
changed
over
time?
2. Cooperative
Learning
Procedures
Review:
For
the
past
couple
of
days,
you
have
been
learning
about
different
modes
of
(5
minutes)
transportation.
What
are
those
modes
of
transportation?
What
is
one
interesting
fact
about
one
of
the
modes
of
transportation
that
you
learned?
Today
you
are
going
to
revise
your
Alpha
Boxes
from
Monday
and
work
in
groups
to
creatively
display
your
new
knowledge.
Elicit
Purpose:
To
facilitate
the
transfer
of
new
knowledge
to
long-‐term
retention
and
Performance
evaluate
the
effectiveness
of
instruction.
&
Provide
2.
Inform
• Ask
students
to
review
the
words
they
wrote
in
their
Alpha
Boxes
on
Feedback:
Monday.
Learners
of
Revised
Alpha
the
Boxes
•
Students
should
now
be
able
to
add
new
words
in
the
bottom
half
of
each
Objectives
(15
minutes)
box
to
demonstrate
their
n
ewly
acquired
knowledge.
• After
students
have
had
sufficient
time
to
work
independently,
allow
them
to
work
with
a
partner
to
f3.
ill
Bin
acteria
any
open
boxes.
Growth
• Encourage
students
to
share
words
with
the
class.
Lab:
Set-‐up
Elicit
Purpose:
To
allow
the
learner
to
practice
the
new
knowledge.
The
repetition
Performance
further
increases
the
likelihood
of
retention
of
new
information.
RAFT
(25
minutes)
• Distribute
one
copy
of
the
RAFT
handout
to
each
cooperative
learning
group.
96
Social
Studies
-‐Day
3
Continued
Procedures:
RAFT
• Direct
each
group
to
select
one
of
the
roles
to
assume.
(Continued)
• Students
will
then
work
as
a
group
to
create
the
product
described
for
that
role.
• Remind
students
that
they
will
have
about
10
minutes
to
finish
their
products
and
prepare
to
present
it
to
the
class
on
Thursday.
Example:
Students
will
assume
the
role
of
a
city
writing
a
love
poem
to
the
mode
of
transportation
their
groups
studied
(barges,
airplanes,
automobiles,
etc.)
on
the
topic
of
“What
a
difference
you’ve
made
in
my
life!”
97
Modes
of
Transportation
RAFT
Directions:
Using
the
mode
of
transportation
that
your
group
researched,
assume
one
of
the
roles
given
below
and
create
the
product
described
for
that
role.
Be
sure
to
include
as
many
details
from
your
research
as
possible.
You
will
present
your
RAFT
to
the
class
on
Thursday.
Your
presentation
should
include
some
sort
of
visual
aid
(picture,
video,
etc.).
Role Audience Format Topic
City Mode of Love Poem “What a
(Places or Transportation difference you’ve
Culture) made in my life!”
Machinery World Obituary “Why I’m the
(How It -‐ List most important
works) accomplishments part.”
-‐ List surviving
parts
A teenager Another A Text Conversation “My life is so
(Affects teenager -‐ Must include at much easier with
Lives) least 6 texts and ___ (mode of
responses transportation).”
Tree Young Tree Memoir “Oh! The
(History) changes I’ve
seen.”
98
The
purpose
of
the
RAFT
assignment
is
to
allow
your
group
to
demonstrate
all
that
you’ve
learned
about
your
assigned
mode
of
transportation.
Use
this
project
to
showcase
important
and
interesting
details
you’ve
learned.
Your RAFT will be graded as follows:
0 2 4 6 8 10 You create a RAFT from one of the choices provided.
0 2 4 6 8 10 Your RAFT includes specific details from the video
segments on your mode of transportation.
0 2 4 6 8 10 Your RAFT demonstrations a clear understanding of
the information included in the video segments.
0 2 4 6 8 10 Your RAFT includes a visual aid (picture, video, etc)
that is relevant to your mode of transportation.
0 1 2 3 4 5 Your presentation to the class is organized, with all
group members participating, and any materials are
neat and easy to read.
0 1 2 3 4 5 Your group worked well together and made good use
of class time. Your final product demonstrates time,
effort, and creativity.
____________________
Total Score: /50 points
99
Social
Studies
-‐Day
4
RAFT
Presentations,
1. Give
examples
of
the
Unit
Activities:
Learning
connections
that
exist
between
Objectives:
their
daily
lives
and
Instructional
Assess
Performance
transportation.
Events:
2. Explain
how
transportation
has
changed
over
time
from
Materials:
None
Exploration
through
today.
Student
None
3. How
have
changes
in
Handouts:
transportation
impacted
the
development
of
TN?
Essential
Question:
How
have
changes
in
Tennessee
transportation
impacted
Standards:
8.5.03
b
the
development
of
TN?
Marzaono’s
1. Reinforcing
Effort
and
Instructional
Providing
Recognition
Strategies
2. Nonlinguistic
Representation
3. Cooperative
Learning
Procedures
Review:
Yesterday
you
began
working
with
a
group
on
the
RAFT
assignment.
Someone
(5
minutes)
tell
me
what
the
Acronym
RAFT
stands
for.
Today,
you
are
going
to
finish
and
present
your
RAFTs.
Elicit
• Allow
students
10
minutes
to
finish
their
RAFTs
and
prepare
to
present
to
Performance:
the
class.
RAFT
• Ask
each
group
to
present
2.
their
product
to
the
class.
Inform
(45
minutes)
Learners
of
• Encourage
students
to
ask
each
group
questions
about
their
mode
of
transportation.
the
Objectives
3.
Bacteria
Growth
Lab:
Set-‐up
100
Social
Studies
-‐Day
5
1. Give
examples
of
the
Unit
Activities:
Future
of
Transportation,
Learning
connections
that
exist
Student
Reflections
Objectives:
between
their
daily
lives
and
transportation.
Instructional
Enhance
Retention
and
Transfer
2. Explain
how
transportation
Events:
has
changed
over
time
from
Exploration
through
today.
None
Materials:
3. How
have
changes
in
The
Future
of
transportation
impacted
the
Student
Transportation development of TN?
Handouts:
How have changes in 4. How might future changes in
Essential
transportation impacted transportation impact the
Question:
ongoing development of TN?
the development of TN?
Tennessee 8.6.17 a
How might future
Standards:
changes in transportation
impact the ongoing
1. Identifying Similarities and
Marzano’s
development
of TN? Differences
Instructional
Strategies 2. Cooperative Learning
3. Generating and Testing
Hypotheses
4. Cues, Questions, and Advance
Organizers
Procedures
Review: Yesterday you presented your RAFTS. Today, we are going to examine how
(10 minutes) transportation might change i n the future. What are some ways that
transportation has changed since your grandparents were in middle school?
Enhancing Purpose: To allow students to d evelop expertise with the new information and
Retention and create a construct for transferring knowledge to long-‐term retention.
Transfer:
2. Inform
• Provide each team of students with the handout “The Future of
Future of
Transportation.” Learners of
Transportation
• Allow teams 10-‐15 minutes the
to work through the thinking prompts.
(40 minutes)
Objectives
• Give teams a piece of drawing paper and ask them to sketch out a new
mode of transportation that would provide maximum benefits with
minimum disadvantages.
3. Bacteria
Growth Lab:
Set-‐up 101
Social
Studies
-‐Day
5
Continued
Enhancing
Retention
and
• Encourage
students
to
share
their
ideas
with
the
class.
Transfer:
• Once
the
class
has
discussed
each
group’s
predictions,
ask
each
student
Future
of
to
write
a
response
to
the
following
reflection
prompt
(10-‐15
minutes):
Transportation
(continued)
o In
what
ways
will
future
changes
in
transportation
positively
impact
our
society?
In
what
ways
might
those
changes
negatively
impact
society?
Explain
why
you
think
so.
• Discuss
students’
responses
and
their
possible
advantages/disadvantages.
102
The Future of Transportation
Different modes of transportation have greatly impacted the development of
Tennessee, the United States, and the world. Given the history of these changes, it
may be possible to predict how future changes in transportation will impact the world
our grandchildren will live in.
As a group, brainstorm three ways in which you think transportation will change
(improve) over the next 100 years:
1.
2.
3.
Choose one of these improvements. Make a list of at least 4 ways that this
improvement will change society:
1. 3.
2. 4.
For each of the changes you listed above, give one positive impact of the change and
one negative impact:
Improvement Positive Negative
103
Table of Contents:
Student
Assessment Student Assessment 105
104
Language Arts
1. The process by which products get from where they were made to where you buy them is called the:
a. middle passage
b. direct route
c. supply chain
d. supply and demand
2. A(n) _____________ is where shipments are unloaded and sorted, orders are processed and shipped out
to stores, and trucks pick up shipments.
a. subway terminal
b. distribution center
c. intersection
d. roundabout
3. What is one aspect of the “Just In Time” principle?
a. Inventory is kept in large amounts in store warehouses so they are always available to the
customer.
b. Products are shipped to the store to arrive at the same time the customer wants them.
c. Products are shipped to the store after the customer orders them.
d. Products are only manufactured after the customer orders them.
4.Which of the following steps in the supply chain is out of order?
a. The product is made at the manufacturer’s plant in China.
b. The product is sorted at a U.S. distribution center.
c. The product is loaded onto a container for shipping to the U.S.
d. The product is shipped to a port in the U.S.
5.All of the following are important when writing step-by-step or sequence instructions except:
a. test and retest your instructions to make sure you haven’t skipped anything
b. use clear and precise words
c. edit your instructions carefully to make sure they are easy to understand and free of spelling and
grammar errors
d. provide a strong title for instructions
105
Math
Bridges and Steel Beams
# of steel beams L ngth of bridge in ft.
25 87.5
30 105
35 122.5
40 140
45 157.5
6. Using the chart above, which of the following is the pattern or relationship between the number of steel
beams and the length of the bridge in feet?
a. The number of steel beams is twice that of the length of the bridge.
b. The number of steel beams is half that of the length of the bridge.
c. The number of steel beams is multiplied by 2.8 to get the length of the bridge in feet.
d. The number of steel beams is multiplied by 3.5 to get the length of the bridge in feet.
7. Using the previous chart, what size bridge would 27.5 steel beams make?
a. 5
b. 96.25
c. 55
d. 76.5
8.A plane left at 10:00 AM and landed at 6:00 PM, carried 80 passengers to Seattle, WA, and traveled at a
speed of 400 mph. How far did it fly?
a. 3200 miles
b. 300 miles
c. 32 miles
d. 3300 miles
9.Math can be used to solve everyday transportation problems. Which one of the following does not apply?
a. calculating transportation fuel costs
b. determining the average miles traveled per day delivering goods to retailers
c. measuring length and weight of steel beams compared to size of bridge
d. monitoring weather conditions for route selection
10. Use the Pythagorean Theorem to calculate the straight line distance between Nashville and Knoxville if
the straight line distance between Chattanooga and Nashville is 134 miles and the straight line
distance between Chattanooga and Knoxville is 112 miles.
Knoxville
a. 196.7 Nashville
b. 154.4
c. 174.6
d. 211.8
Chattanooga
106
Science
11.When building a prototype in the Engineering Process, it is important to:
a. use only the highest quality materials
b. make the prototype the same size as your finished product
c. think of what problem you are addressing as you build the prototype
d. include every option you can imagine on the prototype
12.An independent variable is:
a. a variable whose values or characteristics are not dependent on changes in other variables
b. something that can be changed, such as a characteristic or value
c. a variable whose values or characteristics are changed by another variable
d. none of the above
13.Amtrak is testing new train designs. The goal is for the train to travel at a speed greater than 55 mpg
regardless of weight. In this case, the dependent variable is:
a. the speed of the train
b. the weight the train is carrying
c. the distance the train is traveling
d. the time it takes the train to travel 55 miles
14.If you walk to the bus stop and then ride the bus to school and then reverse the process on the way
home, how many methods of transportation did you use?
a. 1
b. 2
c. 3
d. 4
15.The engineering process is:
a. a series of steps used to guide scientists as they solve problems
b. a method of inquiry that is based on gathering observable data to prove or disprove theories
c. a process that is cyclical and can begin at any step, or move back and forth between steps
numerous times
d. both answers b and c are correct
107
Social Studies
16. Which of the following modes of transportation is not used as often in Tennessee?
a. ships
b. airplanes
c. barges
d. trucks
17. The least likely form of transportation Civil War troops would have used to travel east to west in
Tennessee would have been:
a. train
b. boat
c. horse
d. walking
18. Why is it important for new developments in the area of transportation to occur?
a. Travel and movement of goods, people and ideas becomes more efficient.
b. Travel and movement of goods, people and ideas becomes less efficient.
c. People move about more readily and the diffusion of cultures can occur.
d. Both a and c are correct.
19.Historically, major improvements to the transportation system in Tennessee towns and cities:
a. encouraged larger populations in the downtown area
b. encouraged sprawl development along the transportation route
c. discouraged the development of new businesses
d. made it difficult for goods to get to market
20.Improvements in transportation impact a state’s culture by:
a. making more goods and services available to people
b. bringing new ideas about music and philosophy to people
c. creating higher levels of air and water pollution
d. making goods and services cheaper for people to buy
108
Disagree
Disagree
Disagree
Agree or
Strongly
Strongly
Neither
Agree
Agree
21. I know a lot about careers in transportation.
22. I would consider a career in transportation.
23. My parents encourage me to do well in science.
24. My parents encourage me to do well in math.
25. I know someone who is a scientist.
26. I know someone who is an engineer.
27. I know someone who has a career in transportation.
28. There are a lot of career options in transportation that are of
interest to me.
29. I would make a good scientist.
30. I would make a good engineer.
31. I have the skills and knowledge I need to do well in science.
32. I have the skills and knowledge I need to do well in math.
33. If I wanted to be a scientist my friends would make fun of me.
34. If I wanted to be an engineer my friends would make fun of me.
35. My parents would support me if I wanted to pursue a career in
science.
36. My parents would support me if I wanted to pursue a career in
transportation.
37. My parents would support me if I wanted to pursue a career in
engineering.
38. Transportation is an important part of my everyday life.
39. There are ways that transportation connects to what I learn in
school everyday.
40. I can learn about transportation by studying math, history,
writing, and science.
109
Open-ended Questions:
If you have considered a career in transportation, what career have you thought about? Why would
this be a good career for you?
What types of things would encourage you to consider a career in transportation?
110
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