TABLE OF CONTENTS

INTRODUCTION TO INTERDISCIPLINARY MOVIE PAGE #

CONCEPT MAP #2

RATIONALE #3

CONTENT OUTLINE #4

INTERDISCIPLINARY LESSON PLANS PAGE #

LANGUAGE ARTS LESSON PLAN: STORY-TELLING WRITING WORKSHOP #5-8

MATHEMATICS LESSON PLAN: SKYSCRAPER STATION WORKSHOP #8-9

SCIENCE LESSON PLAN: WIND TURBINE CAR LAB #10-11

APPENDIX PAGE #

MATHEMATICS PACKET #12-16

SCIENCE PACKET #17-19

CHARACTER/STORY WEB OUTLINE #20

GIZMO PLANS #21

RESOURCES #22

GLOSSARY #23-24

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 Rationale

Industry in America looks different in every place and region. In this

interdisciplinary unit, the students will explore the industry and agriculture that is

produced in the major community types throughout the United States. This unit was

formed in alignment with the Ohio State Social Studies Standard for places and regions

which states that students should understand that “daily life is influenced by the

agriculture, industry, and natural resources in different communities.” The rural

communities are explored during the language arts lesson plan as the student read the

novel Charlotte’s Web by E.B. White. Through the novel, the students are exposed to a

typical American farm. They’ll exhibit their knowledge of the rural community through

a writing creative composition. City industry will be explored through the Mathematics

Skyscraper workshop. The students will find the perimeter and surface area of famous

skyscrapers, as well as become young architects to create their own skyscraper plans.

Lastly, during the science lesson, students will learn about the renewable and

nonrenewable resources found throughout America in every type of community.

Students will learn about the value of renewable energy through a gizmo demonstration

and wind turbine lab activity. Overall, this interdisciplinary unit will help extend the

students’ current knowledge of urban, suburban, and rural communities and the roles that

their industries plan in our society.

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 Content Outline

I. English Language Arts Lesson Plan: Story-telling Workshop

a. During this lesson, the students read and hold a class discussion about the
novel Charlotte’s Web. The students will identify the rural aspects of the

story and the characteristics of this community. The students will

recognize the importance of farming and the impact agriculture has on

society. Students will compose their own short story in the setting of a

rural community.

II. Mathematics Lesson Plan: Skyscraper Workshop

a. During this lesson, students will research famous skyscrapers. They will

calculate the perimeter of the skyscrapers and the surface area of pictures

of these skyscrapers using unit cubes. The students will discuss the

function of a skyscraper in the urban community. The class will identify

examples of industry that occur within skyscrapers.

III. Science Lesson Plan: Wind Turbine Car Lab

a. During this lesson, students will learn about renewable and nonrenewable

energy resources. They will identify how the resources, both renewable

and nonrenewable, play a role in powering the communities. The students

will identify different types of renewable and nonrenewable resources.

The class will receive a demonstration of the marble run gizmo. This will

introduce how energy plays a role in powering everyday objects, such as

cars. Students will then complete the wind turbine car lab to power the

toy car by a renewable energy resource.

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 Story-telling Writing Workshop
Casey Haggerty EDU 300
6E Model Languages Arts Lesson Plan
Ohio State Standards
Grade 3
Licensure Area: Dual Licenses/ Dual endorsements Intervention Specialist
Topic and Social Studies Standard: Places and Regions
Date: 4 April 2016
1) Objective: (6E Model: Evaluation)
 Students will develop sequential fictional narratives
 Students will identify character traits and flaws and be able to establish
this in their writing
 Students will distinguish event order by the use of temporal words and
phrases
2) Content Standard (Ohio State Standards, Grade 3): (6E Model: Evaluation)
Text Types and Purposes: 3. Write narratives to develop real or imagined
experiences or events using effective technique, descriptive details, and clear
event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize
an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to
develop
experiences and events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
3) Motivation: (6E Model: Engagement)
At the start of this lesson, students will have finished reading Charlotte’s Web by
E.B White. Together, the class will discuss their favorite and least favorite parts
of the story, what parts they would want changed? Students will be asked if they
have ever written a story.
4) Instructional materials: Computers, popplet.com, Microsoft word
5) Procedures: (Exploration, Explanation, and E-learning)
a. The students will be called to the carpet for class discussion in a circle.
b. The class will discuss the book Charlotte’s Web.
c. The student will identify the aspects of a rural community found in this
literature.
d. The students will be asked to identify character traits for each character.
e. The students will verbally outline the plot of the book.
f. The students will be asked what their favorite and least favorite parts of
the story. What aspect of the story would they have written differently?

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 g. The students will be asked if they would like to write their own short
story.
h. The class will move to the computer lab. Each student will have his own
individual computer.
i. The students will log onto popplet.com to create a character/story web for
their short story. This will help the students to create dynamic characters
and formulate their stories in a sequential order. The stories are entirely
the students’ creations, the only guideline is that the setting of the story
must be a rural area.
j. Once a student has completed his or her character/story web, the student
will meet with the teacher one-on-one to pitch his or her story proposal
and gain approval to move on to the drafting stage.
k. The students will type their story drafts into a Microsoft Word document.
The story should be at least one page in length.
l. Once all students have completed their story draft, the class will return to
the classroom.
m. The students will engage in peer editing and give feedback on their story
content.
n. The students will hand in the corrected rough draft to give additionally
feedback.
o. The students will be given time to make corrections and turn in the final
draft along with the character/story web the following day.
6) Classroom Discussion: (Elaboration)
The class will discuss traits that make up a good character.
The class will discuss the difference between a protagonist verses and as
antagonist.
The class will discuss the characteristics of a good plotline.
7) Academic vocabulary: (Explanation)
Academic vocabulary will be introduced in context of its application.
Brainstorm, characteristic, depict, illustrate, narrator, proofread, plot, organize,
protagonist, and, antagonist.
8) Assessment and Evaluation: (Evaluation)
The character/story web from popplet.com and the final draft will be turned-in for
a quiz grade. The final grade will be a reflection of creativity, completion, active
participation in class discussion and active, on-task work during writing period.
The writing will be analyzed for detailed descriptions, sequential writing,
dynamic characters, and a clear story ending.
9) Value Added:
Resource(s)- (E-Learning)
Popplet.com
A Framework for Teaching Inquiry: The 5E Instructional Strategy
Universal Design for Learning Modifications-
ELL: A buddy system of ranging abilities will be in place to aid the
student through the writing process. The student could also be given a
comprehensive outline handout to help structure his or her writing.

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 Hearing impairments: The student will be seated close to the instructor
and a translator will be provided.
Visual impairments: The student will be seated closest to the board or
teacher and all handouts and computer activities will be provided in large
font or braille to accommodate the individual need.

10) Reflection: This will be submitted (typed) the day after the presentation.

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 Skyscraper Workshop
Casey Haggerty EDU 300
The Backward Design Mathematics Lesson Plan
Ohio State Standards
Grade 3
Licensure Area: Dual Licenses/ Dual endorsements Intervention Specialist
Topic and Social Studies Standard: Places and Regions
Date: 4 April 2016
1) Objective: (Stage 1)
 Students will calculate the surface area of pictures of skyscrapers using unit
cubes.
 Students will calculate the perimeter of famous rectangular skyscrapers.
2) Content Standard (Ohio State Standards, Grade 3): (Stage 2)
Measurement and Data: 5. Recognize area as an attribute of plane figures and
understand concepts of area measurement.
a. A square with side length 1 unit, called “a unit square,” is said to have
“one square unit” of area, and can be used to measure area.
b. A plane figure which can be covered without gaps or overlaps by n unit
squares is said to have an area of n square units.
8. Solve real world and mathematical problems involving perimeters of polygons,
including finding the perimeter given the side lengths, finding an unknown side
length, and exhibiting rectangles with the same perimeter and different areas or
with the same area and different perimeters.
3) Motivation: (Stage 3)
The students will be asked if they have ever been to the city. Of those students
who say yes, they will be asked if they saw a skyscraper in the city. The students
will be shown pictures of skyscrapers. Students will be asked how big they think
the skyscrapers are and how they think they would make that calculation.
4) Instructional materials: (Stage 3) Computer, skyscraper laminated pictures, unit
cubes, lab worksheets, pencil, rulers, crayons, stapler
5) Procedures: (Stage 3)
a. The students will gather on the carpet for class discussion.
b. The students will be asked if they have ever been to the city. Of those
students who say yes, they will be asked if they saw a skyscraper in the
city. The students will be shown pictures of skyscrapers. Students will be
asked how big they think the skyscrapers are and how they think they
would make that calculation.
c. The students will be divided into groups of 3-4 and each students will
receive a lab worksheet.
d. The students will rotate between 3 different stations. Each station will last
for 10 minutes.

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 e. The students will be given a short demonstration of each station before
breaking off into groups.
f. The students will be supervised by the teacher or teacher’s aide at all
times. Students may ask questions at any point throughout the workshop.
g. Each station will have a task checklist for the students to ensure all parts
of the station are completed.
h. At the first station, the students will use the classroom computers to
research the length and the width of famous rectangular skyscrapers. On
the lab sheet, the student will use the perimeter formula P= 2(l+w) to find
the perimeter of 3 different skyscrapers.
i. At the second station, students will use unit cubes to find the area of
laminated pictures of skyscrapers. They will record the finding on their
lab sheet. The students will complete this for three skyscrapers.
j. At the last station, using pencils students will make a scaled 2D drawing
of a skyscraper of their own creation. The drawing must include a key
(i.e. 1cm=10ft). The students will color these drawings and attach it to the
back of the lab packet. The students will write a short paragraph in their
lab packet describing where their skyscraper is located and what business
is present in that building.
k. The students are to turn in the lab packets to the teacher at the completion
of all stations.
6) Classroom Discussion: (Stage 3)
At the completion of the stations, the class will discuss the different workers that
are necessary in order to build a skyscraper (i.e. architect, contractor,
mathematicians, construction workers, etc.).
7) Academic vocabulary: (Stage 1)
Calculate, investigate, structure, measure, perimeter, skyscraper
8) Assessment and Evaluation: (Stage 2)
The completed packet will count as a quiz grade. The grade will be based on
accuracy of calculations, completion of the packet, followed instructions and
behavior during the stations based on teacher’s formative assessment
observations.
9) Value Added:
Resource(s)-
The Backward Design Process Packet
Universal Design for Learning Modifications-
ELL: Groups will be mixed to ensure a variety of abilities to act as
a scaffold.
Physical impairments: The furniture will be pushed to the side to
create large walkways to allow easy access to the different stations.
Visual impairments: Implement ZoomText to simplify web
browsing. Packet may be completed electronically.
10) Reflection: This will be submitted (typed) the day after the presentation.

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 Wind Turbine Car Lab
Casey Haggerty EDU 300
Gizmo Science Lesson Plan
Ohio State Standards
Grade 3
Licensure Area: Dual Licenses/Dual endorsements Intervention Specialist
Topic and Social Studies Standard: Places and Regions
Date: 11 April 2016
1) Objective:
 Students will identify Earth’s nonliving resources
 Students will identify renewable and nonrenewable engery resources
2) Content Standards (Ohio State Standards, Grade 3):
ESS.35.1b Identify a resource as renewable or nonrenewable.
ESS.35.1a Sort resources into categories of renewable and nonrenewable.
ESS.35.1c Identify Earth’s nonliving resources (e.g., water, air).
3) Motivation: The class will discuss the different types of communities they have
learned about thus far in the unit (urban, rural, suburban). The students will be
asked how they think the communities are powered to provide electricity, heat,
etc. The students will be shown pictures of different nonrewnewable and
renewable energy resources. The students will be asked if they want to create
their own wind powered engery resource.
4) Instructional materials: Turbine patterns printed onto card stock, Jumbo
paperclips, Duct tape, Scissors, Toy cars, Straws, Timers, and Marble-Run
Gizmo.
5) Procedures:
a. The students will gather on the carpet for class discussion on renewable
and nonrenewable energy resources.
b. The students will be given the definition of rewnewable and nonrenewable
resources.
c. The students will be shown pictures of energy resources and will be asked
to identify if it is a rewneable or nonrenewable.
d. The students will receive a demonstration of a science gizmo which will
illustrate a renewable energy resource.
e. The students will then be asked if they would like to create their own
renewable resource.
f. The students will be divided into groups of five (5).
g. Each group will receive a turbine pattern printed on card stock paper, a
paperclip, duct tape, scissors, a toy car, a straw, and a timer.
h. Have the students “place a toy car on a flat surface. Ask students to
suggest ways to make it move without touching it. Ideas may include
attaching a motor or knocking something into it. If this were a real car,

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 what would give it power? Gasoline (fossil fuels) Are there some other
alternative resources we could use that are renewable? Students may be
most familiar with solar energy.”
(http://evavarga.net/2014/02/12/potential-and-kinetic-energy/)
i. “Explain that students will be using wind to power a toy car.”
(http://evavarga.net/2014/02/12/potential-and-kinetic-energy/)
j. “Cut out the turbine pattern as indicated and attach to the back of the toy
car as described.” (http://evavarga.net/2014/02/12/potential-and-kinetic-
energy/)
k. Students will attach the paperclip to the straw through a pre-cut hole.
l. The paperclip is then attached the toy car via duct tape.
m. The wind turbine is attached to the top of the straw loosely so that when
they blow on it, the turbine will spin.
n. The students will practice blowing on the turbine to make the car move
across the table.
o. Students will time how long it takes to blow the car across the table.
p. On a lab worksheet, the students will record the time it took for the car to
go across the table, draw a picture of the wind turbine car, and write a
short reflection. On the worksheet, there are also additionally questions
for the students to identify renewable and nonrenewable energy resources.
q. This lab worksheet will be turned in at the end of class.
6) Classroom Discussion: The students will discuss the advantages and
disadvantages of renewable resources. The students will recall if they have seen a
renewable resource before. The students will identify an product that could use a
renewable resource instead of a nonrenewable resource (i.e. solar panels on a
house.)
7) Academic vocabulary: observe, results, preview, resources, variables, gizmo.
8) Assessment and Evaluation: The completion of the lab worksheet will be
graded as a quiz. Did the student correctly identify the renewable resources and
the nonrenewable resources? The students will also be graded on their
participation in the groupwork and class discussion.
9) Value Added:
Resource:
http://evavarga.net/2014/02/12/potential-and-kinetic-energy/
Universal Design for Learning
Physical impairments- turbine pattern could be pre-cut for the student and
laided out in order of use for easy access.
Visual impairments- pictures and examples can be printed out and given to
the student to view upclose.
Hearing impairments- A chart with pictures to illustrate a visual step-by-
step instution will be provided to every group.
Reflection: This will be submitted (typed) the day after the presentation.

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Name_______________________

Date_________

Skyscraper Workshop

Station # 1

Directions: Use the classroom computers to find the length and width of

three famous skyscrapers. Use the formula P= 2(1+w) to find the perimeter

of each.

Skyscraper #1___________________________________

Length____________

Width_____________

Find the perimeter. Show your work:

P=2(1+w)

Skyscraper #2___________________________________
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Length____________

Width_____________

Find the perimeter. Show your work:

P=2(l+w)

Skyscraper #3___________________________________

Length____________

Width_____________

Find the perimeter. Show your work:

P=2(l+w)

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Station # 2

Directions: Use the unit cubes to measure the height and width of the

skyscraper pictures. Record your results below.

Skyscraper # 1:

Unit cube height____________

Unit cube width____________

Skyscraper # 3:

Unit cube height____________

Unit cube width____________

Skyscraper # 3:

Unit cube height____________

Unit cube width____________

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Station # 3

Directions: In the box, use pencils to create a scaled 2D drawing of

a skyscraper of your own creation. Your drawing must include a

dimension key (i.e. 1cm=10ft). After you have finished the sketch,

write a short paragraph describing where the skyscraper is located

and what business is present in the building. Lastly, use crayons to

color in your picture.

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The name of my skyscraper is

_________________________________________.

Tell me about your skyscraper!

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

____________________________________________________________

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Name_______________________

Date_________

Wind Turbine Lab

Procedure:

Step 1: Time how long it takes to blow the toy car across the table. Record

the results below

Step 2: Cut out turbine pattern

Step 3: Attach paperclip to straw through the pre-cut hole

Step 4: Use duct tape to attach the paperclip to the car

Step 5: Attach wind turbine to the top of the straw

Step 6: One person will blow on the wind turbine to move the car across the

table while another person will time the event. Record the results below

Directions: Answer the questions below during the lab activity.

1. How long did it take to blow the car across the table without the turbine?
___________seconds
2. How long did it take to blow the car across the table with the turbine?
3. Did the turbine help? Yes or No? _________

Draw a picture of your wind turbine powered car:

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Reflection: Is a wind turbine a renewable or nonrenewable energy resource? What would

you power with a wind turbine? Have you ever seen a real wind turbine? If so, where?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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________________________________________________________________________

____________________________________

Directions: Label the resource as renewable or nonrenewable

1. Wind energy ___________________________

2. Gasoline _______________________________
3. Solar energy _____________________________
4. Oil _____________________________________

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20
Marble Run Gizmo Design:

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 Resources

Student Resources

 Language Arts Lesson Plan: www.popplet.com

Teacher Resources:

 Language Arts Lesson Plan:

o www.popplet.com

o See appendix: A Framework for Teaching Inquiry: The 5E Instructional

Strategy

 Math Lesson Plan: See appendix The Backward Design Process Packet

 Science Lesson Plan: http://evavarga.net/2014/02/12/potential-and-kinetic-energy/

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 Glossary of Academic Language

Brainstorm- “a spontaneous group discussion to produce ideas and ways of solving

problems.”

Characteristic- “a feature or quality belonging typically to a person, place, or thing and

serving to identify it.”

Depict- “portray in words; describe”

Illustrate- “explain or make (something) clear by using examples, charts, pictures, etc.”

Narrator- “a person who narrates something, especially a character who recounts the

events of a novel or narrative poem.”

Proofread- “read (printer's proofs or other written or printed material) and mark any

errors”

Plot- “he main events of a play, novel, movie, or similar work, devised and presented by

the writer as an interrelated sequence.”

Organize- “arrange into a structured whole; order.”

Protagonist- “the leading character or one of the major characters in a drama, movie,

novel, or other fictional text.”

Antagonist- “a person who actively opposes or is hostile to someone or something; an

adversary.”

Calculate- “determine (the amount or number of something) mathematically.”

Investigate- “carry out research or study into (a subject, typically one in a scientific or

academic field) so as to discover facts or information.”

Structure- “the arrangement of and relations between the parts or elements of something

complex.”

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Measure- “ascertain the size, amount, or degree of (something) by using an instrument or

device marked in standard units or by comparing it with an object of known size.”

Perimeter- “the continuous line forming the boundary of a closed geometric figure.”

Skyscraper- “a very tall building of many stories.”

Observe- “notice or perceive (something) and register it as being significant.”

Results- “a consequence, effect, or outcome of something.”

Preview- “an inspection or viewing of something before it is bought or becomes

generally known and available.”

Resources- “a stock or supply of money, materials, staff, and other assets that can be

drawn on by a person or organization in order to function effectively.”

Variables- “an element, feature, or factor that is liable to vary or change.”

Gizmo- “a gadget, especially one whose name the speaker does not know or cannot

recall.”

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