Middle Childhood Education

Middle Childhood Education Lesson Plan Template v. 2

Teacher Candidate Name: Emily Boas
Lesson Title/#: Industrial Revolution Infographic
Grade Level: 8
Essential Question: Industrial Revolution: Blessing or Curse (Originating from Dr. Tami Augustine) (Evaluate)

Lesson Foundations
Content Standards
*Science and SS should also
include common core for
reading/writing

Learning Objective(s)
Students will

SS 8.23- The Industrial Revolution fundamentally changed the means of production as a result of improvements in
technology, use of new power resources, the advent of interchangeable parts and the shift from craftwork to factory
work.
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources
1. Students will identify the modern 3 main factors necessary for a third Industrial Revolution: a new source of energy,
a new system of communication, and a new financial system (Understand).
2. Students will create an infographic that answers the essential question, Industrial Revolution: Blessing or Curse
(Originating from Dr. Tami Augustine), which compiles both the students evidence and opinion (Create).

Prior Academic
Knowledge and Skills

What have you or your

mentor taught previously that
will inform what students are
learning today?

Materials & Resources

Students have used google classroom, and they understand how to navigate the class pages and turn in
assignments.
Students have used piktochart before, and are familiar with the various tools one can use when creating an
infographic.
Students have knowledge of both the details and over-arching ideas of the Industrial Revolution in the United
States, including the positives, negatives, and long-lasting effects.
http://www.forbes.com/sites/goncalodevasconcelos/2015/03/04/the-third-industrial-revolution-internet-energyand-a-new-financial-system/#1fb3d4d136ef Article for teacher knowledge about Third Industrial Revolution
Chrome books
Numbered and color-coded notecards
Teachers access to a computer
PowerPoint
Colored Paper to label table colors
Access to Piktochart, student accounts
Guided notes

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Assessments

Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they
appear in the lesson.

Name and
number of
Assessment
A1: Class Questions

A2: Pre-Infographic
Notes

Description of assessment
Formative: After the short
lecture on the Third Industrial
Revolution in the U.S, the
teacher will ask the class:

Evaluation Criteria - What is the evidence (the answers) of student

learning? Specifically list evidence of learning and learning objectives.
LO1 (Understand)

1. What are the 3 factors

necessary for an Industrial
Revolution to happen
(Understand)?

1. A new energy source, a new financial system, a new system of communication.

2. What current advancements

make up those 3 factors in our
3rd Industrial Revolution
(Understand)?

2. New communication system: The internet.

New Financial System: democratization of finance, people-driven finance Ex:
crowdfunding.
New energy source: reusable energy, principally solar power. (Answers from Forbes
article) Link: http://www.forbes.com/sites/goncalodevasconcelos/2015/03/04/the-thirdindustrial-revolution-internet-energy-and-a-new-financial-system/2/#2c9db35a534d

Students will benefit from the

communal knowledge, and the
main idea from the small lecture
will be reinforced.
Summative: The students will
share their notes they did for
homework on google classroom
so the teacher can see them. If
students did not have computer
access, they will have it on
paper. The notes support their
answer to the essential question:
Industrial Revolution: Blessing

LO2 (Create)
Industrial Revolution is a blessing: Increased growth of cities/new work opportunities
for the lower/middle class. Increased production efficiency/cheaper prices for
goods=better living conditions. More attention to education and health care. Increased
transportation infrastructure nation-wide. Important inventions created that would
change quality of living and improve society (telephone, steam engine, machine
innovations).

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or Curse? These notes also give

the teacher a quick look to see
who will need the most
assistance during the period if
no notes were brought.
A3: Infographic

Industrial Revolution is a curse: Exhausting and dangerous work conditions. People

were injured, killed, and exhausted their bodies and minds working in the new
industrialized society. City grew overcrowded, bad sanitation. Creation of slums.
Negative environmental impacts- increased air pollution from factories and cars.
Increased chemical waste led to increased water pollution. Some machines took place of
human labor- also led to unemployment.
Summative: Using the notes and LO1 (Understand) LO2 (Create)
image ideas they brought with
Infographic will be cite evidence/arguments to support their opinion (blessing or curse),
them to class and any other notes as shown in the student evidence for assessment 2. The infographic will be well laid out,
from the unit, students will
convincing the reader of their stance, and contain at least 4 major arguments. The
individually create an
students may use their notes from the small lecture on the Third Industrial Revolution if
infographic that answers the
they wish to use it as an argument. General example of an infographic:
question Industrial Revolution:
Blessing or Curse?(Evaluate)

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A4: Table groupsClosing Questions

Formative: In their table groups,

students will discuss the
questions:

LO1 (Understand)

1. Name one thing you learned

1. Renewable energy is the new source of power that can spark our modern Third

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about the Third Industrial

Revolution from todays lesson
(Remember)

Industrial Revolution. The internet is the new form of communication for the 21st
century, contributing to a Third Industrial Revolution. It takes decades for an Industrial
Revolution to fully develop.

2. What was your favorite thing

we learned about in this unit and
what would you like to learn
more about (Understand)?

2. I enjoyed learning about child labor during the United States Industrial Revolution
because it put the sacrifices and horrors into perspective, I would like to learn more
about it. I enjoyed learning about the viral growth of cities because of an influx of
immigrants and new job opportunities. I would have liked to learn more about the lives
of the robber barons, like Rockefeller.

On the back of each students

notecard is a number. Whose
ever number is called, that
student shares the main points of
their groups discussion with the
class.

Instructional Procedures/Steps

Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.

Opening
____10______
Minutes
-

Hook?
Activate prior
knowledge?
Communicate LOs?

Teacher will

Student will

Include instructional practices, questions you will ask, checks

for understanding, differentiation, evidence of culturally
responsive teaching practices.

What will students be doing?

What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and
application.

Teacher will have chrome books fully charged and ready

for the students to use. The tables each are labeled with
a color using either a colored mat or a folded piece of
construction paper. As students enter, hand them a
notecard. Each notecard has both a color matching a
table, and a number 1-4 on it. The number 1-4 is
important for the closing. Have PowerPoint open to the
first slide, telling the class to share their
notes/preparations on google. As students enter, tell them
to take a chrome book to their desks, and to log in.
Students are grouped in tables so groups can discuss and
problem-solve during the period.

Students will enter the classroom, take a notecard, and take a

chrome book to their designated table.

1. Once all of the students are sitting down, teacher will

repeat the instructions on the slide and tell the students to

Students are sharing the notes they took the previous night on

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share their notes, images, and preparations they

completed for homework on google classroom. One or
two students do not have computer/internet access at
home, and teacher is aware of this. Their notes are on
paper, and the teacher will collect these at the end of the
period, as the student will need them to complete their
infographic.

google classroom, or taking out their paper copy.

2. Switch the slide to show the days learning objectives.

Share with students that they were prepared for LO2, but
we will also be learning a little bit about the Third IR
(Industrial Revolution). Read the first LO to the class.
Tell the class that for 7-8 minutes we are going to learn
about the main points of what this Third IR is. Tell
students to take notes, as they can use what they learn
today to answer the essential question in the infographic.
For struggling readers and the student with anxiety, have
completed, typed-out notes ready for them and pass them
out before beginning the short lecture. Copies are
available for the students who are on ELL trial
mainstream if they request them. This support provided
for the student with anxiety to alleviate the pressure of
taking quick notes before creating the infographic. The
notes are provided for the struggling students to give
them access to these notes, as they struggle with
reading/listening to information and then writing notes.
3. Switch slides. The next slide will introduce the topic,
saying The Third Industrial Revolution is already
underway, its happening right now! Unlike the other
Industrial Revolutions, this one is global.
4. Switch slides. Explain that 3 major factors drove the
first and second IR: a new source of energy, a new
system of communication, and a new financial system.
Explain that we need all of these developments to occur
at the same time, as they all are interdependent on one
another to spark an IR.

Students are taking notes on the Third IR. Struggling students

and an IEP students have notes given to them. These notes are
also available to ELL trial mainstream learners.

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Give the second IR as an example, explain these three

factors:
New source of energy: Oil replaced much of coal,
electricity was created.
New system of communication: Creation of electricity
led to the invention of the telegraph and telephone
New financial system: Limited liability corporationreduced risk to those who became entrepreneurs and
started their own business.
5. Switch slides. Ask the class:
1.What do you think make up these 3 factors for the
Third IR? Can you predict what they are (Apply)?
Allow the class to guess, then switch slides showing the
answers:
New source of energy: Renewable energy, principally
solar power.
New system of communication: The internet
New financial system: crowdfunding/people-driven
finance. Ex: google wallet, apple pay.

1. Green energy, solar energy, wind energy, renewable energy.

Cell phones, internet, laptops, e-mail, facetime. Online banking,
venom, pay pal, apple pay. (Predict that the New Financial
System will be challenging for the students to predict.)

Expand on each of these, asking students if they have

seen any evidence of these developments in their lifetime
(internet will be obvious).
Ask the students: 2. Do you communicate with your
friends and family different than your parents did? How
so (Apply)?

2. I use cell-phones, and my parents did not when they were

younger. I mostly text or message my friends online. I dont
make many calls, or send many letters. I interact with my
friends on multiple websites.

Ask the students: 3. What are the advantages of

harnessing solar power? How would this help us globally
(Apply)?

3. Solar power is renewable, so we will not run out of it. The

sun is almost always shining, somewhere, and it would be a
powerful source of energy if it was increasingly used across the
globe. We would have less pollution, and more stable energy
sources.

6. Class check-up (A1) (LO1)

After the short lecture on the Third Industrial Revolution

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in the U.S, the teacher will ask the class:

1. What are the 3 factors necessary for an Industrial
Revolution to happen (Understand)?
2. What current advancements make up those 3 factors in
our 3rd Industrial Revolution (Understand)?
Students will benefit from the communal knowledge, and
the main idea from the small lecture will be reinforced.
After these two questions have been answered, do a
quick class poll. Ask students to raise their hands if they
would enjoy having another lesson that goes into greater
detail about the idea of a Third IR. This poll gives
students some control over what they are interested in
and gives ownership of their learning. If enough students
are interested, it could be beneficial to find time to teach
more about the topic/tell other teachers to incorporate it
into their subject areas as well.
Transition: Tell students to keep these notes out (the ones
they just took) as they can use it in their infographic.
Switch slides to the slide with instructions for creating
the infographic. Ask the students to think about how the
third industrial revolution can help us address our
essential question.

Instruction
_______38___
Minutes
Procedures and steps
to the lesson.
Strategies?
Assessments?
Q & A?

1. Students have used piktochart before, and are familiar

with the tool. Tell the students to go to piktochart.com
and pick the template they wish to use. Explain the
expectations once more to the students:
1. The Infographic will cite evidence/arguments to
support their opinion (blessing or curse).

1. A new energy source, a new financial system, a new system

of communication.
2. New communication system: The internet.
New Financial System: democratization of finance, peopledriven finance Ex: crowdfunding.
New energy source: reusable energy, principally solar power.
(Answers from Forbes article)
Students raise their hands if they would want to learn more
about the Third IR.

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-

Evidence of
learning?
CRP?
Planned supports?

Transitions: Identify
when you are
transitioning and how
you will make that a
smooth transition?

2. The infographic will be well laid out, convincing

the reader of their stance.
3. The infographic will contain at least 4 major
arguments.
4. The students may use their notes from the small
lecture on the Third Industrial Revolution if they
wish to use it as an argument.
After repeating the expectations, tell students how often
infographics are used in the business world. They are
used for marketing tools, data analysis, attention-getters,
and more. Creating an infographic is a valuable skill to
have in many careers. Instruct students to create their
infographic like you are selling them your answer to the
essential question. You want to draw them in, and keep
them interested.
Tell students that even though they are creating their
infographic individually, they are encouraged to discuss
any questions with their tables and help each other. Tell
them that when they are finished, save the infographic as
an image, and turn it in to google classroom. These
instructions are repeated on the slide, visible to the class.
Some students may have already began on their
infographic the night before, and that is okay. If any
students finish early, ask them to self-critique and see
how they can improve, or help others.
Show a general example of an infographic based off of
the IR to show to the student who has anxiety. Ask if she
has any questions before she begins, and go over her
notes with her to give her the okay before she begins.
Check back in 10-15 minutes.
2. Pre-Infographic Notes (A2) (LO2)
As students begin working, check on google classroom to
see who shared notes with you and who did not. Teacher
can closely look at these later, to better evaluate their

Students begin working on their infographic, discussing and

helping each other if needed.

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answers, but during class needs to see who was not

prepared. The students who did not share notes
electronically or written will need extra support and
guidance, so the period work-time is not wasted.
For the students who do not have notes, ask them:
1. Do you know how you want to answer the essential
question (Understand)?
2. Before you begin the infographic, begin to write and
compile evidence you wish to use to answer the essential
question. Have you begun to think of what you wish to
include (Understand)?
3. I will be walking around assisting the class. Please let
me know if you have any questions or need help. Since
you most likely will not finish in class, you will need to
take the time to finish it another way. Would you be able
to access this at home tonight to finish it? If not, we will
find a time for you to finish it in-school.
3. Infographic (A3) (LO1) (LO2)
For the students who are stuck, first ask if they did any
troubleshooting with their peers at the table. If they have
and are still not making progress, try one of the
following:

For questions on the layout: See if there is a better

template to use to convey the students answer to the
essential question. Take the student around the class
to show them other students ideas on how to format
their infographic.
For questions on what content to include: Look at
what they have, and ask guiding questions such as
Do you remember what our class discussed on this

1. No, I dont know what to choose. Yes, I think the IR was a

blessing. I dont know, I think the IR was a curse.
2. No, I forgot to prepare last night. Kind of, I want to talk
about child labor, monopolies, and bad working conditions. I
want to talk about improved transportation and how it helped
increase production and delivered goods quicker and to more
places.
3. No, its hard for me to get access to a computer when I go
home. I would rather come in during lunch and work. Yes, I can
finish it tonight as long as I can log back in to piktochart.

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day, when we did this? I think some of the points we

went over would fit well with your other evidence.
Another question could be Think about how what
we learned at the beginning of the period about the
Third IR could connect with your point about
______. How do they complement each other?.
Continue to walk around the classroom and see who will
need more time to finish this assessment. For those who
have not completed the infographic, ask if they have the
capability to finish it tonight at home, or if they need to
find time to finish it at school. For the students who need
to finish it at school, make plans at the end of the period.
When there are 7 minutes left in the period, tell the
students to save/share their infographic.
Transition: Tell the students to close their chrome books
and to look up at the front of the classroom.
Ask students, Even though we chose an argument for
our infographic, how could you argue that the IR would
not have blessed us with the manufacturing system we
have today without cursing the working lower and
middle class? (Understand).
Switch slides to show the questions for the closing.

Closure
_____7_____
-

Assess?
Wrap up?
Set-up?

Students are submitting their infographic to google classroom,

or saving to work on it later.
Students are ready for closing.
Without the individuals, mostly immigrants, individuals who
moved to cities from rural areas, and other lower-class workers,
our manufacturing system would not have grown as quickly as
it did. Because of the poor working conditions, low wages, and
long hours, more products were made and at lower prices. This
set the precedent for how products were bought and sold.

1. Numbered Heads Together (A4)(LO1)

Minutes

Ask students to look at the number that is on their

notecard. Tell students to discuss the 2 questions on the
slide with their table groups. After 3 minutes of
discussion, the teacher will pick a number 1-4, and
whichever student has the number chosen shares the
main points of their discussion with the class.
1. Name one thing you learned about the Third Industrial
Revolution from todays lesson (Remember).

1. Renewable energy is the new source of power that can spark

our modern Third Industrial Revolution. The internet is the new

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form of communication for the 21st century, contributing to a

Third Industrial Revolution. It takes decades for an Industrial
Revolution to fully develop.
2. What was your favorite thing we learned about in this
unit and what would you like to learn more about
(Understand)?
Set a timer for 3 minutes. Once the timer goes off, pick a
number 1-4, and have each group share with the class.
Knowing what the students most enjoyed about the unit
and what they wish they learned more about will help the
teacher tweak instruction for the next year.
After all the groups have shared, tell the students to put
away their chrome books on the way out, and for
students who brought paper notes to leave them on the
table. Talk with any students who need more time to
finish their infographic in school, and plan a time for
them to complete it.
Modifications/Acc
ommodations/Enri
chment
Differentiation: How
will you provide
students with specific
learning needs
instructional support?
How will you provide
students access to
learning?

2. I enjoyed learning about child labor during the United States

Industrial Revolution because it put the sacrifices and horrors
into perspective, I would like to learn more about it. I enjoyed
learning about the viral growth of cities because of an influx of
immigrants and new job opportunities. I would have liked to
learn more about the lives of the robber barons, like
Rockefeller.

Students are putting their chrome books away and leaving the
classroom. Students who need to discuss a time to further work
on their infographic are speaking with the teacher.

IEP Students: Given a copy of pre-made Third IR notes, as springing a new topic on her will be unexpected and could
trigger anxiety. Shown an example of a general/basic IR infographic to set a foundation for what she needs to do. Notes are
reviewed before she starts creating, to address any worry. Teacher checks back in the middle of the period to see check if
she has any questions while creating the infographic. Table groups allows student to ask peers questions and compare
infographics. Oral and written instructions. Extended time if needed.
504 Plans: N/A
ELL Students: Pre-made Third IR notes are available if requested. Students compile their notes/evidence beforehand, so
they have that support for when they create the infographic in class. Image/visual oriented. Numbered Heads Together and
class check-up focuses on discussion, not reading or writing. Oral and written instructions. Extended time if needed.

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Gifted/Talented: Activity allows for creative/artistic representation of the IR. Students are arguing/supporting their opinion
to the essential question, allowing for extension and freedom for creativity. Students are self-critiquing their own work, and
assisting others. Relatively self-paced. Lesson connects content with a valuable skill that can be used in professional
settings; Students are creating infographic with a professional mindset.
Struggling Students: Given a copy of pre-made Third IR notes. Example of an infographic available to struggling students if
needed. Oral and written instructions. Table groups allows students to ask peers questions, compare infographic, and
troubleshoot. Numbered Heads Together and Class check-up focuses on discussion, not reading or writing. Extended time if
needed.

Academic
Language
What language function
do you want students to
develop in this lesson?
What vocabulary do
students need to
support learning of the
learning objective for
this lesson?
What supports do you
have in place to assist
students with AL?

Identify
Language Function: Justify

Vocabulary: Industrial Revolution, Third Industrial

Revolution, renewable energy, production, child labor,
transportation, monopoly, living conditions

Syntax or Discourse? Syntax

Planned Supports
Language Function: Students use pre-made notes to help them
in class when finding evidence to justify their answer to
essential question. When creating their infographic, students are
justifying claims with evidence and reasoning. Students
provided with infographic template to organize
arguments/evidence. Students practice justifying answers in
class discussions.

Vocabulary: Class discussion to answer questions, peer support

while creating infographic, notes taken in preparation for
infographic, modeling example of infographic.

Syntax or Discourse? Students are crafting arguments for the

essential question and creating an infographic. Sentences must
support argument they are justifying, and sentence structure and
content need to appeal to the reader.