Early Travel in Ohio

Jessica Marter
Fall 2020

Unit Infomercial: https://youtu.be/lYz-mtNNU0w

 Table of Contents
Content Outline …………………………………………………………….... 3

Rationale …………………………………………………………………….. 4

Concept Map ………………………………………………………………… 5

Language Arts Lesson ………………………………………………………. 6

KWL Chart……………………………………………………………..10

Narrative Letter Writing Rubric………………………………………..11

Locomotive Character Cards…………………………………………...12

Math Lesson……………………………………………………………….…13

Travel Through Time with Number Lines Worksheet………………….16

Science Lesson ……………………………………………………………… 17

Kinetic and Potential Energy Card. …………………………………… 21

See-Think-Wonder Chart. ……………………………………………...22

Energy and Transportation Quiz. ……………………………………….23

Appendix 1: Resources ………………………………………………………. 24

Appendix 2: Glossary……..………………………………………………….. 26

Gizmo Instructions…………………………………………………………….. 27

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 Content Outline

Rationale
a. The rationale provides insight into the purpose of the unit and the main aspects of
each lesson. The three lessons, language arts, math, and science are explained in
relation to the unit social studies standard. The purpose and use of the gizmo are
explained in relation to the science lesson and the entirety of the unit.
Concept Map
a. The concept map depicts an overview of the unit as a whole. This visual diagram
represents how the objectives of the three lessons connect with the social studies
standard regarding early travel in Ohio.

Language Arts
a. Ohio Grade 4, ELA Standard, Spoken Language: Collaborative Discussions
b. Ohio Grade 4, ELA Standard, Writing: Writing Descriptive Narratives
c. This lesson focuses on what students know and want to learn about Locomotives.
After reading Locomotive by Brian Floca students will take the perspective of a
locomotive passenger riding in the early days of Ohio travel in a letter writing
activity.

Math Lesson
a. Ohio Grade 4, Mathematics Standard, Measurement and Data: Using Number Lines
b. This lesson focuses on adding and subtracting numbers on a timeline. Students will
calculate time problems about the rate of travel with different forms of transportation
that have been used through the decades of Ohio’s history.

Science Lesson
a. Ohio Grade 4, Science Standard, Physical Science: Transfer of Energy
b. This lesson focuses on distinguishing between potential and kinetic energy. Using the
Rollback Can gizmo, students will learn how the transfer of energy powered
transportation in early travel in Ohio.

Conclusion
a. Overall, this unit aims to teach students about early transportation in Ohio through
various lessons and activities. At the end of this unit student will have learned about
different forms of transportation, calculating travel times throughout history, and how
early transportation was powered.

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 Rationale
This unit focuses on early travel in the state of Ohio. The unit consist of three lessons,
one language arts lesson, one math lesson, and one science lesson. These lessons are connected
by a single social studies standard. The standard chosen is standard 14 from the Ohio State
Social Studies Standards: Ohio’s location and its transportation systems continue to influence the
movement of people, products, and ideas in the United States. This standard was picked because of the
correlation between travel and the early growth of Ohio as a state. This unit focuses specifically on the
transportation that caused the expansion of Ohio with specific focus on locomotives as that was the major
transportation that caused growth for the state.

The language arts lesson examines life on a locomotive from reading Locomotive by Brian Floca.
Students will take the perspective of a character on the train, either an engineer, conductor, or passenger.
Students will participate in a passing notes strategy where they will write a letter as their character. The
notes will be passed to a student with a different character card who will then reply to the letter. Through
this activity students will develop their writing skills and grow in their knowledge of locomotives as a
form of early transportation that was used in Ohio.

The math lesson focuses on the use of number lines to calculate time. This connects to the social
studies standard with a worksheet on calculating travel times for different forms of transportation
throughout the history of Ohio. Students will learn how to use a number line and then practice with word
problem scenarios from different centuries of Ohio’s history. This lesson is not meant to be an extensive
lesson on transportation but will lead into discussion of how different types of transportation traveled at
different rates and how different forms of transportation have been used throughout history.

The science lesson teaches students about how energy powers transportation, mainly how
potential energy is transferred into kinetic energy. This will be demonstrated through the use of the
rollback can gizmo. Students will learn the difference between potential and kinetic energy and how when
potential energy is transferred into kinetic energy it causes movement. This concept will be brought to life
through the gizmo. This lesson will connect with the social studies standard by teaching students how the
steam engine of a boat or train was powered in the early travel of Ohio.

These lessons come together in an interdisciplinary unit that teaches vital skills aligned to
standards in each domain as well as teaching students about early transportation in Ohio. This is vital for
students to learn about in order to help them understand their state’s history. Learning about different
forms of travel in the state of Ohio is foundational in learning about the growth of the state and
connecting this knowledge across content areas.

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Concept Map

Created using creately.com

5
 English Language Arts Lesson Plan

Lesson Title: A Day on a Locomotive Grade: 4th

Learning Target: Students will demonstrate their understanding of early transportation on a

locomotive by writing a letter that develops imagined experiences using effective technique,
descriptive details, and clear event sequences.

Grade Level Guide: Content Standards

Content Curriculum Focal Points Ohio Academic Content
according to the National
Council for Social Studies
(NCSS)
2. Time, Continuity, and Change: Social Studies
Social studies programs
should include experiences
that provide for the study of
the past and its legacy.
3. People, Places, and
Environments: Social studies
programs should include
experiences that provide for the
study of people, places, and
environments
Standards
14. Ohio’s location and its
transportation systems
continue to influence the
movement of people,
products, and ideas in the
United States.
English Language Arts
SL.4.1 Engage effectively in
a range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grade 4
topics and texts, building on
others’ ideas and expressing
their own clearly
Interdisciplinary Connections
While the primary focus of this
lesson is Social Studies and English
Language arts the content also
connects to history and topics such
as the Industrial Revolution and
American expansion to the west.
This lesson also could tie into a
science lesson about steam power
and how the burning of coal boils
the water and causes the steam
which creates the energy to power a
steam engine.

W.4.3 Write narratives to

develop real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences

Academic Language: locomotive, transportation, communication, engineer, conductor,

passenger

Students’ Needs: To relate to this lesson students need to know what a train is and be familiar
with letter writing. Students do not have to have ridden on a train before, but this prior
experience would be valuable to share in discussion with the rest of the class.

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Universal Design for Learning (UDL)

Struggling Readers
Struggling readers will be
given a graphic organizer to
use in writing their letter.

Struggling readers who are

unable to write a letter will
dictate their letter to the
teacher.

Struggling readers will

conduct research with the
aid of a peer.

Materials: Know, want to know, and learn (KWL) Entry/Exit Ticket, The book Locomotive,
locomotive character cards, paper, pen or pencil, projector or TV screen, books about trains,
access to technology for research, working internet connection.

Language Function:
Students will be challenged to think like a conductor, engineer, or passenger on a steam train by
analyzing the story read to them and describing a day on the locomotive. Students will explain
what they do throughout the day and interpret information from the book to synthesize with their
own experience in order to write a narrative to communicate the experience of their character
through a letter.

Lesson Plan (step by step sequence of the lesson)

Before: As students enter the classroom, they will be given an entry ticket with a KWL chart on it
about locomotives. Students will respond with what they know and want to know more about
locomotives. The lesson will then begin with a whole class discussion on traveling. The teacher will
engage students by connecting to their previous knowledge on traveling and connect to their prior
travel experiences. The teacher will ask questions such as “Where have you traveled before?” and
“How did you get there?” The teacher will facilitate discussion and connect student experiences to the
topic and transition to talking about how many years ago people did not have the same access to
transportation that we do and one main way people traveled was by locomotive. The teacher will
explain that a locomotive is another name for a train and will then ask the students, “Has anyone ever
ridden on a train?” Students will be encouraged to share any previous experience they have with trains
and share what they wrote on their entry ticket.

During: The teacher will then pass out the locomotive character cards. There will be three different
kinds of cards: engineer, conductor, and passenger. The teacher will tell the class to pay special
attention during the read aloud to listen for when their character is talked about and explain that after
reading the story students will be doing a writing activity from the perspective of their character. The
teacher will then read the book Locomotive by Brian Floca to the class and explore with the class

7
 what it is like to work and ride on a train. At the completion of the book reading the teacher will play
a video showing what the inside of a steam powered train looks like and then give students time to
conduct more research about their character, through e-learning sources and books. After students
complete their research the teacher will bring the class back together and have students share some
things they learned and explain any misconceptions students may have. Next the teacher will explain
the passing notes strategy that the students will be participating in an activity where every student will
be writing a letter and then a random student in the class will receive his or her letter and write a
reply. The teacher will model what an appropriate letter looks like and explain to students that they
will be elaborating upon what they have learned by writing a letter as if they were the character on
their card writing to someone who has never been on a locomotive before describing the events of the
train ride.

After: Students will then write their letters individually. Once students complete their letters, the
teacher will collect them and distribute them out to students so that every student receives a letter
written by someone with a character card different from theirs. Students will then read the letters and
write a short reply which they will then give back to the original writer of the letter. The teacher will
bring the class back together and hold a discussion allowing the students to self-evaluate what they
have learned. Lastly students will complete the “L” on the KWL chart about what they have learned
which will serve as an exit ticket as they leave the classroom.

Assessment:

Type of Description of Modifications to Evaluation Criteria- How good is

assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
Informal Formative Students will fill out Students who Students must write at least one
an entry ticket with a may have trouble sentence for each section and clearly
KWL chart completing the express what they already know and
describing what they entry ticket by want to know with minimal
already know and themselves can grammatical errors.
want to know about work with a
the topic. partner.
Formal Summative Students will show Students with Students must write in letter format
what they have learning showing connection to the text and
learned about disabilities will be describing accurately what their
locomotives by given a graphic character does while working or riding
writing a letter as the organizer to use on a train. Students will be graded on
character they were in organizing the connection to source material,
given and describing their letter writing a cohesive sequence of events,
their day. writing. and effectively using descriptions
of actions, thoughts, and feelings to
Students who develop experiences and events or
struggle to write show the response of characters

8
 will dictate their to situations with minimal grammatical
letter to the errors.
teacher to be
written.
Informal Students will Students who Students must write at least one
Summative complete the “L” on may have trouble sentence about what they learned with
the KWL chart with completing the minimal grammatical errors.
what they have entry ticket by
learned from the themselves can
lesson as an exit slip. work with a
partner.

Catholicism Connection:
A connection that could be made to Catholicism would be to discuss saints who were born in
Ohio and how they might have traveled on trains in Ohio during their lifetime.

Resources:
- KWL Chart
- Narrative Letter Writing Rubric
- Locomotive Character Cards

Catholic saints info. (2019, November 17). Posts tagged ‘born in ohio’.
https://catholicsaints.info/tag/born-in-ohio/

DK find out. (n.d.) History of trains. https://www.dkfindout.com/us/transportation/history-trains/

Ducksters. (n.d.) Industrial revolution: Steam engine.

https://www.ducksters.com/history/us_1800s/steam_engine_industrial_revolution.php

Facing history and ourselves. (n.d.). K-W-L charts. https://www.facinghistory.org/resource-

library/teaching-strategies/k-w-l-charts

Floca, B. (2013). Locomotive. Richard Jackson Books.

Highlight kids. (2020, March 12). Look inside a passenger train [Video]. Youtube.
https://youtu.be/Hec6ka0V7Zg

Kiddle. (n.d.). Steam engine facts for kids. https://facts.kiddle.co/Steam_engine

Kids discover. (n.d.). Unit trains. https://online.kidsdiscover.com/unit/trains

Roessing, L. (2018, August). During-reading response: Notepassing discussion. AMLE

Magazine, 6(3), 44-48.

Standard-Examiner. (2017, December 28). Take a ride on jupiter steam engine locomotive
[Video]. Youtube. https://youtu.be/cxkcAamZ9To

9
 K-W-L Chart

What I know… What I want to know… What I learned…

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 Narrative Letter Writing Rubric
4- Advanced 3- Proficient 2-Developing 1-Beginning
Connections to source Connections to source Connections to source Connections to source
materials enhance the materials contribute to materials may be materials are not
narrative the narrative ineffective, awkward, evident or detract from
or vague but do not the narrative
interfere with the
narrative

Clear greeting and Greeting and opening Greeting and opening No greeting and little
opening that orients that orients the reader that unevenly or attempt to establish a
the reader by by establishing a minimally establishes a situation
effectively establishing situation and situation
a situation introducing setting

Natural, cohesive Organizes an event Weak or uneven Little or no organization

sequence of events sequence that unfolds sequence of events of an event sequence
from beginning to end naturally

Consistently uses a Uses a variety of Uses some transitional Few or no appropriate

variety of transitional transitional words and words and phrases to transitional words and
strategies to manage phrases to manage the manage the sequence phrases may cause
the sequence of events sequence of events of events confusion

Closing is effective and Provides a conclusion Closing is weak or Ends abruptly

satisfying that follows from the confusing
narrated experiences or
events

11
Locomotive Character Cards

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 Math Lesson Plan
Lesson Title: Travel Through Time with Number Lines Grade: 4th

Stage 1: Identify Desired Results

Learning Target: At the completion of this lesson, students will be able to add and subtract time
using number lines. They will be able to apply this knowledge to a real-world situation,
specifically, calculating travel times for different forms of transportation in the history of Ohio.

Grade Level Guide: Content Standards

National Council for Teachers of Ohio Academic Content
Mathematics (NCTM) Standards
Describe the shape and important Ohio State Social Studies
features of a set of data and Standard 14:
compare related data sets, with Ohio’s location and its
an emphasis on how the data are transportation systems
distributed continue to influence the
movement of people,
Represent data using tables and products, and ideas in the
graphs such as line plots, bar United States.
graphs, and line graphs
Ohio State Mathematics
Standard: 4.MD.2 Solve
real-world problems
involving money, time, and
metric measurement.
b. Using number line
diagrams, clocks, or other
models, add and subtract
intervals of time in hours and
minutes.
Interdisciplinary Connections
Though this lesson focuses on
mathematics, social studies will be
integrated through calculating the
length of time it would take to
travel on different forms of
transportation throughout the early
history of Ohio. Students will learn
how to use number lines to
calculate time while learning about
the time it would take to travel on
different forms of transportation
throughout history.

Academic Language: transportation, number line

Students’ Needs: To relate to this lesson students need to have knowledge of different forms of
transportation such as a wagon, train, boat, and plane. Students must also have an awareness of
travel time and be knowledgeable about an hour consisting of 60 minutes.

Universal Design for Learning (UDL)

Struggling Readers
When completing the worksheet,
students will be given the option to

13
 have the word problem read aloud to
them.

Struggling readers will receive more

time to complete word problems.

Struggling readers will be given a

peer tutor to assist them in
completing the first problem on the
worksheet.

Materials: Strip of paper divided into 60 increments (for teacher), blank strips of paper (one for
each student), “Travel Through Time with Number Lines” worksheet, whiteboard, whiteboard
markers, whiteboard erasers, projector

Language Function:
Students will be challenged to think like a traveler and analyze word problems to interpret the
amount of time it would take to travel on different forms of transportation.

Stage 3: Planning Learning Experience

Lesson Plan

Before: The lesson will begin with the teacher giving each student a strip of paper and posing the
question, “How could you use this slip of paper to measure time?” The teacher will then have students
turn to an elbow partner to discus and experiment. The teacher will have students share and
demonstrate what they discovered. The teacher will write any academic terms related to time on the
board. Next, the teacher will show the class a strip of paper divided into 60 increments and curl it into
a circle. The teacher will ask students how this slip of paper is like a clock and have students raise
their hands with answers. The teacher will have students divide their own slips of paper into 60
increments to use in their worksheet activity. The teacher will explain to students that they have just
created a number line.

During: The teacher will describe how the 1-60 number line is similar to the minute measurements
around the outside of an analog clock. The teacher will explain that a number line can be used as a
tool to calculate the passing of time. The teacher will ask students to consider 4:30 on the timeline by
finding 30 and marking the point on their number lines. Then the teacher will ask students how they
would calculate 15 minutes earlier. The teacher will ask students to spread out their arms and point
which direction they would count on the number line. The teacher will clarify that going backwards
on the timeline goes earlier in the hour and going forward is nearing the end of the hour. The teacher
will ask students what it means to go past the 60 mark and have students share their thoughts with a
neighbor and share out with the class. Next, the teacher will project a number line on the board and
complete an example problem with the class. “It takes Sam 15 minutes to drive to school every day. If
he leaves home at 7:30am what time will he get to school?” The teacher will model to the students
using a think aloud of how to use the number line to find the answer. Next the teacher will ask a
student how long it takes them to get to school. The teacher will then create a new problem using the
student’s own travel time and have the class raise their hands to show how to complete the problem.

14
 After: The teacher will then explain that people have not always had cars and buses to travel with and
in past centuries there were other ways of transportation on which people relied. The teacher will have
students guess what other forms of transportation they think people used. The teacher will then give
each student a “Travel Through Time with Number Lines” worksheet to complete using their 60
increment timelines. The teacher will finish the lesson with a discussion on transportation and what
students interpreted about different forms of transportation from completing the worksheet.

Stage 2: Determine Acceptable Evidence

Assessment

Type of Description of Modifications to Evaluation Criteria- How good is

assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
Informal Formative Students will hold out Students who are Students should point to the left to
their arms and point immobile could demonstrate the direction they would
towards the correct move their head count to go earlier in the hour.
direction they would or speak to
count towards to use demonstrate their
their number line to understanding.
tell time.
Informal Formative Students will work Student with Students will demonstrate their
collaboratively to visual understanding of how to complete a
complete an example impairments will time word problem using a timeline.
problem on the board. be given
preferential
seating to see the
board.
Formal Summative Students will show Struggling Students must complete the four
what they have readers will be problems with at least 75% accuracy.
learned about given the option
timelines by to have the word
completing their problems read
“Travel Through aloud to them.
Time with Number
Lines” worksheet.
Catholic Connection:

A connection that could be made to Catholicism would be to include travel time problems for
transportation that relates to the Church, such as the walk to Emmaus, or St. Paul riding on the
road to Damascus, or the Pope riding in the Popemobile.

Resources: “Travel Through Time with Number Lines” Worksheet.

15
 Name: Date:

Travel through Time with Number Lines

In 1700, it takes William 55 minutes to ride into town in

his wagon. If he leaves home at 2:30pm, what time will
he arrive? ________

In 1800, it takes Jack 45 minutes to ride the train to visit

his mother. If he wants to see her at 7:15, at what
time should he leave? _________

In 1900, it takes Margaret 25 minutes to ride the boat

across the channel. If the boat leaves at 11:15am, what
time will she arrive? _________

In 2000, it takes Jaxson 1 hour and 30 minutes to fly from

New York to Ohio. If he leaves at 1:20pm what time will
he arrive? _________

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 Science Lesson Plan
Lesson Title: The Energy Train Grade: 4

Learning Target: At the completion of this lesson, students will be able to distinguish between
potential and kinetic energy and apply this knowledge to how energy was used to power early
transportation in Ohio.

Grade Level Guide: Content Standards

National Science Education Ohio Academic Content Interdisciplinary Connections
Standards (NSES) Standards
TEACHING STANDARD B: Ohio State Social Studies While this lesson’s main focus is on
Teachers of science guide and Standard 14: science and the difference between
facilitate learning. In doing this, Ohio’s location and its kinetic and potential energy, this
teachers transportation systems lesson also integrated social studies
- Focus and support continue to influence the by using this knowledge of energy
inquiries while movement of people, to inform students on how early
interacting with students. products, and ideas in the transportation in Ohio was
- Orchestrate discourse United States. powered.
among students about
scientific ideas. Ohio State Science
- Challenge students to Standard: 4.PS.2: Energy
accept and share can be transferred from one
responsibility for their location to another or can be
own learning. transformed from one form
to another.

Academic Language: gizmo, kinetic energy, potential energy, transportation

Students’ Needs: Students need to have a basic understanding of energy and ways in which
early transportation was powered.

Universal Design for Learning (UDL)

Struggling Readers
Struggling readers will be given a
partner to work with in completing
the See-Think-Wonder Chart.

Struggling readers will have the

energy cards read aloud to them.

Struggling readers will be given

extra time to complete their Energy
and Early Transportation Quiz.

17
Materials: whiteboard, dry erase makers, eraser, rollback can gizmo (one as a teacher model and
enough for each group of 4 students), gizmo train covering (only one needed for teacher model),
See-Think-Wonder Chart for each student, kinetic and potential energy cards for each student,
Energy and Early Transportation Quiz, pencils for each student.

Materials for rollback can gizmo: Can, rubber band, 2 paper clips, lid of can, screwdriver (to
poke holes through can), weight.

Language Function:
Students will be challenged to think like a scientist in analyzing a gizmo and interpreting what
kind of energy is being stored and used. Students will explain their reasoning with their peers
and describe in their own words what they observe, think, and wonder. Students will synthesize
what they have learned by applying their knowledge to a quiz on energy used in transportation.

Lesson Plan

Before: The lesson will begin with a discussion about energy. The teacher will ask students, “What
are some things that have energy?” The teacher will write students responses on the white board. Next
the teacher will tell students that they will be learning about kinetic and potential energy. The teacher
will explain that kinetic energy is energy being used and potential energy is energy being stored. The
teacher will hand each student kinetic and potential energy cards. The teacher will model that when
asked, “What kind of energy is this?” students should hold up the card that they think is correct. The
teacher will make a T-chart of the whiteboard for the two kinds of energy and then go through the list
of student generated answers and have students raise their card for which kind of energy they think
each answer falls under while correcting any misconceptions. The teacher will explain that potential
energy can be converted into kinetic energy. Next the teacher will take out the rollback can. The
teacher will tell students that they are about to watch a demonstration with a gizmo. The teacher will
ask the students what they think a gizmo is and let them guess. If it is not guessed, the teacher will
explain that a gizmo is a gadget used to teach a science concept. The teacher will explain that the
rollback gizmo will help demonstrate the transfer of energy. The teacher will distribute the See-Think-
Wonder Chart and tell students to record their observations of the gizmo. The teacher will
demonstrate rolling the can and how it rolls back. The teacher will then ask students to record what
they saw, what they think the made the can roll backwards and what they wonder about it.

During: After completing their graphic organizer the teacher will ask students to share their
observations, thoughts, and questions with an elbow partner located in the vicinity of the student. The
teacher will then model opening the can to show the inside and model making predictions about how
the can works. The teacher will then split students into groups of four based upon predetermined
mixed ability groupings to examine a rollback can in each group. Students will be given time to try
out the rollback can for themselves and try to answer their own questions they wrote in the wonder
section of their chart. The class will come back together as a group and the teacher will explain that
when you roll the can the rubber band inside twists creating energy. Students will be asked to raise an
energy card to show what kind of energy they think the rubber band contains. Next, the teacher will
explain that when the can stops rolling after the energy from the push is exhausted the energy from the
rubber band unwinds making the energy from the rubber band change into a new kind of energy.

18
 Students will then be asked to raise a card for the new kind of energy they think is being produced.
The teacher will assess the understanding of the class and then demonstrate the two kinds of energy
by holding the can in her hands and making a rolling motion that will twist the rubber band and then
release the rollback can without pushing it, showing how the energy is used. The teacher will remind
students of the definitions of kinetic and potential energy and allow students the opportunity to change
their previous answers with the energy cards. After this exchange the teacher will cover the rollback
gizmo with the train covering and tell students that the rollback can demonstrates the energy exchange
that occurs in a steam engine. The teacher will explain that the coal used contains one kind of energy
and the burning of the coal releases another kind of energy. Students will raise their energy cards to
demonstrate which kind of energy the coal and coal burning exhibit.

After: The teacher will explain that all transportation exhibits a release of energy and that in the early
years of Ohio there were many different forms of transportation that used both kinetic and potential
energy. The teacher will then pass out the Energy and Early Transportation quiz to the students to
complete as the conclusion of the lesson.

Assessment:

Type of Description of Modifications to Evaluation Criteria- How good is

assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
Informal Formative Students will hold up Struggling Students must hold up the card with the
a kinetic or potential readers will have correct form of energy being discussed.
energy card to the cards read
demonstrate their aloud to them.
understanding of the
different forms of
energy when asked,
“What kind of energy
is this?”
Informal Formative Students will fill out Struggling Students will write at least one full
a See-Think-Wonder readers will be sentence recording an observation,
Chart with their given a partner to thought, and question they have about
observations, work with in the rollback can.
thoughts, and completing the
questions after See-Think-
watching the rollback Wonder Chart.
can.
Formal Summative Students will Struggling Students must complete the quiz of
complete an energy readers will be sixteen problems with at least 80%
and transportation given extra time accuracy.
quiz filling in blanks to complete their
for what kind of quiz.
energy is represented

19
 in early
transportation.

Catholic Connection:

A connection that could be made to Catholicism would be to connect the change between
potential and kinetic energy to a theological discussion on God’s grace. Grace can be seen
similarly to potential energy. God gives it to us in Baptism, but we must choose to act upon
God’s grace in order to lead a good and holy life which represents kinetic energy. In other words,
God’s grace is transformed into good deeds when we choose to act just like potential energy is
transformed into kinetic energy through some movement.

Resources:

Kinetic and Potential Energy Card.

See-Think-Wonder Chart.
Energy and Transportation Quiz.

20
Potential Energy Potential Energy

Kinetic Energy Kinetic Energy

Potential Energy Potential Energy

Kinetic Energy Kinetic Energy

21
22
Name: _________________ Date: __________________

Energy and Early Transportation

Potential energy is stored energy that is waiting to work.
Kinetic energy is energy that is working.

A steam train is powered by:

The coal stored in a bin is ____________________ energy.

The coal being burned is ____________________ energy.

A bicycle is powered by:

A person pedaling on a bicycle is ___________________ energy.

A bicycle leaning against a wall is ___________________ energy.

A wagon is powered by:

A wagon sitting still is ____________________ energy.

A wagon pulled by an animal is ____________________ energy.
A wagon rolling down a hill is __________________ energy.

A rowboat is powered by:

A rowboat sitting in water is __________________ energy.

A rowboat being rowed is __________________ energy.

A horse gets energy from:

A haybale in a field is _______________ energy.

A horse running is ________________ energy.

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 Appendix 1 – Resources
Language Arts Lesson
- KWL Chart
- Narrative Letter Writing Rubric
- Locomotive Character Cards

Website for Catholic Connection:

Catholic saints info. (2019, November 17). Posts tagged ‘born in ohio’.
https://catholicsaints.info/tag/born-in-ohio/

Websites to be used for student research:

DK find out. (n.d.) History of trains. https://www.dkfindout.com/us/transportation/history-trains/

Ducksters. (n.d.) Industrial revolution: Steam engine.

https://www.ducksters.com/history/us_1800s/steam_engine_industrial_revolution.php

Kiddle. (n.d.). Steam engine facts for kids. https://facts.kiddle.co/Steam_engine

Kids discover. (n.d.). Unit trains. https://online.kidsdiscover.com/unit/trains

Train videos:

Highlight kids. (2020, March 12). Look inside a passenger train [Video]. Youtube.
https://youtu.be/Hec6ka0V7Zg

Standard-Examiner. (2017, December 28). Take a ride on jupiter steam engine locomotive
[Video]. Youtube. https://youtu.be/cxkcAamZ9To

Information on KWL Charts:

Facing history and ourselves. (n.d.). K-W-L charts. https://www.facinghistory.org/resource-

library/teaching-strategies/k-w-l-charts

Children’s Book:

Floca, B. (2013). Locomotive. Richard Jackson Books.

Article about Note passing strategy:

Roessing, L. (2018, August). During-reading response: Notepassing discussion. AMLE

Magazine, 6(3), 44-48.

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Math Lesson
- Travel Through Time with Number Lines Worksheet.

Science Lesson
- Kinetic and Potential Energy Card.
- See-Think-Wonder Chart.
- Energy and Transportation Quiz.

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 Appendix 2 -Glossary

• Communication – the imparting or interchange of thoughts, opinions, or

information by speech, writing, or signs.

• Conductor – an employee on a bus, train, or other public conveyance, who

is in charge of the conveyance and its passengers, collects fares or tickets,
etc.

• Engineer – a person who operates or is in charge of an engine.

• Kinetic energy – energy which a body possesses by virtue of being in

motion.

• Gizmo – a gadget used to demonstrate a science concept.

• Number line - a straight line on which there is indicated a one-to-one

correspondence between points on the line and the set of real numbers.

• Passenger - a traveler on a public or private conveyance other than the

driver, pilot, or crew.

• Potential Energy - the energy possessed by a body by virtue of its position

relative to others, stresses within itself, electric charge, and other factors.

• Transportation - the action of transporting someone or something or the

process of being transported.

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 Gizmo Instruction Sheet
Engineering & Science Education Design: Gizmo Instructions
Engineering Innovations I, Fall Semester 2020, Team Number 2
Purpose Diagram

This project aims to foster experience with, and

interest in engineering among younger children to
contribute towards future engineering and science
discernment. The project emphasis is on early travel in
Ohio: railways, carriage, canals, horseback, and
whatever that includes.

Bill of Materials
Details Price Store information
Plastic Cylindrical Container - (Empty) Peanut Butter Jar, Plastic
~$3 Walmart, Staples, Amazon
Mason Jar, Coffee Can, etc.
Thick Rubber Band ~$6 / pack Walmart, Staples, Amazon
ONE Weight:
● 9-Volt Battery
~$7 Walmart, Staples, Amazon
● 4 Feet of Aluminum Foil Folded In Half 7 Times
● Rock or Other
Two Large Paper Clips ~$4 / pack Walmart, Staples, Amazon
A Friend Priceless Earth
Total ~$20

Instructions
1. Stand the cylindrical container on its flat end. Poke two holes, one in the center of the Lid
and one in the Base (there should be a hole in the top and bottom.) Remove the lid of the
container.
2. Hold one paper clip between your fingers so that they are as far apart as possible without
dropping the paperclip. Link the rubber band onto the center of the paperclip so that it will
not fall off (Use the clip part of the paperclip.) Push the end of the rubber band, opposite
of the paperclip, through the hole in the Outside Bottom of the container that you made in
step 1. Pull the rubber band through the hole so that the paperclip stops the rubber band
from being pulled the whole way through.

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 3. Stretch the rubber band to twice the length of the cylinder. Fasten the weight on the rubber
band where the rubber band exits the cylinder. Please read all of the following directions:
a. If you are using Aluminum Foil folded 7 times in half, you will first realize it was
hard to fold in half 7 times. If you can only get it 6, that is okay. Dangle the folded
Aluminum foil across one of the two sides of the rubber band. No other fastening
necessary. Keep the aluminum folded as tightly as possible so that it does not rub
the sides of the cylinder as it rolls. You may have to go back one more fold to place
it around the rubber band, do so and proceed to folding again around the rubber
band.
b. If you have a 9-Volt Battery, use Scotch Tape to keep the Battery in place between
the two sides of the rubber band. Make sure the Battery is fastened to the rubber
band at the top of the battery. It is ideal for the weight to be unbalanced.
c. If you have a rock or other weight, you may have to get creative. The idea is to keep
the center of the rubber band still as the container around it moves. You may have
to use more tape, two weights, or even a smaller rubber band.
4. Take the free end of the rubber band and push it through the inside of the hole you made
in the lid in step 1. Once you have pushed the rubber band through the hole in the lid, place
a paper clip under the rubber band on the outside of the lid.
5. Replace the lid and give it a push!

Intended Use and Educational Link

There are two intended uses of the “Rollback Can:”
1. The Roll Back
As the title would suggest, this use would involve the user pushing the can 3 to 4 feet ahead of the
user. This action puts the energy into the rubber band for storage as potential energy due to the
weight that keeps the rubber band from spinning with the can. As a result, the rubber band naturally
wants to unwind which propels the circular can back toward the user.

This is a good teaching tool because it shows conservation of energy. In other words, this can
demonstrate how energy that is put into a system can be brought back out.

2. The Wind-up and Release

We felt that the first intended use of the gizmo may be difficult to understand for the average fourth
grade student. We have included a second optional use for the gizmo. The “Wind-up and Release”
method is as it sounds: the rubber band will be pre wound, or pre-rolled back, before the
demonstration waiting for release. We felt that this demonstration will better suit the minds of
fourth grade students.

This method can be used to demonstrate the release of energy, like coal would release in a train.

Additional Learning
In order to further demonstrate this concept a simple train can be constructed from paper (a paper
box with the bottom completely open) that can have a train painted on a side. Then that “train”

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can be placed on top of a winded-up can. Once both items are released the train will move
demonstrating how for example coal is used to power engines.

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