Social Studies: A

Journey Through
Time and Space

An exciting 5th grade unit on time travel! Each lesson is integrated with social
studies including a lesson on language arts, math, and and science. Three helpful
teaching strategies also embedded in these lessons are the 6E model, the backwards
design model, and a scientific gizmo!

Name: Elizabeth Troup

Course Number: EDU 300
12/09/2017
Fall 2017

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 Table of Contents

Cover page…………………………………………………………………………………page 1

Rationale…………………………………………………………………………………...page 3

Concept Map……………………………………………………………………………….page 5

Content Outline…………………………………………………………………………….page 6

Lesson Plans

Painting with Words (Language Arts Lesson Plan)……………………………….page 8

Rounding Through Time (Math Lesson Plan)…………………………………......page 12

Force and Motion (Science Lesson Plan)………………………………………….page 16

Resources…………………………………………………………………………………..page 20

Glossary…………………………………………………………………………………….page 21

Appendix…………………………………………………………………………………...page 22

Rationale

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 In this unit, students will step into a time machine as they learn various topics in math,

language arts, and science. Time travel is truly a captivating topic for students, and it will

transform their perspective on these content areas as it incorporates adventure into their lessons.

In the language arts lesson, Painting with Words, students will learn how to write

descriptive paragraphs using the book A Wrinkle in Time for examples. The 6-e model is

incorporated into this lesson. The Pennsylvania State Standard chosen for this lesson is: “ Use

narrative techniques such as dialogue, description, and pacing, to develop experiences and events

or show the responses of characters to situations; use concrete words and phrases and sensory

details to convey experiences and events precisely.” Through this lesson, students learn how to

paint vivid pictures to describe places by using words.

Using the Backwards Design Model, students will learn how to round whole numbers and

decimals in this Rounding Through Time math lesson. The Pennsylvania State Standard chosen

for this lesson is: “Apply place-value concepts to show an understanding of operations and

rounding as they pertain to whole numbers and decimals.” Through this lesson, students can

better understand time as it corresponds to rounding whole and decimal numbers.

In this science lesson plan of Force and Motion, students will go back in time to learn

about Isaac Newton’s three laws of motion. The students will participate in an exciting car race

using the Force and Motion Gizmo. The Pennsylvania State Standard chosen for this lesson is:

“Explain how mass of an object resists change to motion.”

In this interdisciplinary unit, students learn about various important concepts such as

writing descriptive paragraphs, rounding numbers, and force and motion. These lessons also

reflect involve the time travel theme as it relates to describing places and regions.

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 Concept Map

Language Arts: 6E Model Math: Backwards Science: Gizmo

Design Model

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Use narrative techniques such
as dialogue, description, and
pacing, to develop
experiences and events or
show the responses of
characters to situations; use
concrete words and phrases
and sensory details to convey
experiences and events
precisely
Apply place-value Explain how mass of an object
concepts to show an resists change to motion
understanding of
operations and rounding
as they pertain to whole
numbers and decimals.

Social Studies:
Describe the characteristics of places and regions.
Time Travel: how have places changed over time?

Content Outline

Rationale

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 a. The purpose of the rationale is to introduce this unit while also explaining the standards

used to conduct the lessons. The Pennsylvania State Standards serve as instructional

objectives in this unit.

Concept Map

a. The concept map serves as a visual aid for students and teachers. It includes the content

areas for each lesson, the instruments used, and the standards chosen.

b. The concept map also shows how these all connect to the social studies standard and the

overall unit topic.

Language Arts Lesson Plan

a. This lesson plan in based on the Pennsylvania State Language Arts Standard: “Use

narrative techniques such as dialogue, description, and pacing, to develop experiences

and events or show the responses of characters to situations; use concrete words and

phrases and sensory details to convey experiences and events precisely”

b. Featuring the 6-e model, this lesson teaches students how to write descriptive paragraphs

using strong adjectives.

Math Lesson Plan

a. This lesson plan is based on the Pennsylvania State Math Standard: “Apply place-value

concepts to show an understanding of operations and rounding as they pertain to whole

numbers and decimals.”

b. Using the Backwards Design Model, students will solve word problems in rounding

whole and decimal numbers.

Science Lesson Plan

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 a. This lesson plan is based on the Pennsylvania State Science Standard “Explain how mass

of an object resists change to motion.”

b. Using the Force and Motion Gizmo, students will learn about Isaac Newton’s laws of

motion.

Conclusion of Unit

a. Teacher will assess student’s content understanding through the use of class discussion,

in-class quizzes,class blogs, and assignments.

Elizabeth Troup

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Lesson Title: Painting with Words Grade: 5th

Learning Target: Students will be able to identify and write descriptive paragraphs.

Grade Level Guide: Content Standards. Pennsylvania, 5th grade, English Language Arts.

Content Curriculum Focal Common Interdisciplinary Connections

Points Core/Pennsylvania State

Standards

According to the National Pennsylvania State Social This language arts lesson

Council of Teachers of Studies Standard: connects with social studies

English: "The Council Geography: 7.2.5.A. because it involves describing a

Describe the
promotes the development of characteristics of places place. Students will write
and regions.
literacy, the use of language descriptive paragraphs which

to construct personal and connects to the geography of a

English Language Arts:
public worlds and to achieve description of a place
CC.1.4.5.O Use narrative
full participation in society,
techniques such as
through the learning and
dialogue, description, and
teaching of English and the
pacing, to develop
related arts and sciences of
experiences and events or
language.”
show the responses of

characters to situations;

use concrete words and

phrases and sensory details

to convey experiences and

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 events precisely.

Academic Language: description, paragraph, adjectives, creative writing

Students’ Needs: Students will need to know how to write a paragraph and be familiar with

descriptive adjectives.

Universal Design for Learning: In this lesson, I will try my best to meet the needs of all my

students.

English Language Learners Special Needs

For English Language Learners I will provide
a bilingual dictionary (for example, German
to English, French to English, etc.) for
students in case they do not know certain
descriptive words in English.
For Attention Deficit and Hyperactivity
Disorder (ADHD) and Attention Deficit
Disorder (ADD) students: seating the students
where there are fewer distractions.
For dyslexic students: Allow for extra time to
complete the assignment.

Oppositional Defiant Disorder: Also allow

extra time for student to complete assignment
and use the student’s functional behavior
assessment to further accommodate.

Materials: Student Needs: Students require A Wrinkle in Time book, a notebook, pencil, and

dictionary if necessary.

Teacher Needs: A Wrinkle in Time book.

Language Function: To engage my students, I will read them a descriptive paragraph from a

book.

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Lesson Plan (step by step sequence of the lesson)

Before: This lesson begins with engagement. The teacher will ask the students if they

know what a descriptive paragraph is.

During: The teacher will have the students take out their A Wrinkle in Time books in this

exploration stage and have students look for a descriptive paragraph. In the explanation

stage, students will be called on to share their paragraphs with the class. The students

will then point out their paragraphs and the rest of the class will follow along while the

students read. In the elaboration stage, students will write their own descriptive

paragraphs about whatever they would like: their home, their town, their bedrooms, etc.

They will have free choice for this assignment.

After: In the evaluation stage, teacher will read the students’ paragraphs and discuss with

the class some examples of the descriptions they had in them. For homework, students

will write an additional descriptive paragraph and post it on their class blog, so that the

other students can read each other’s descriptive paragraphs and comment on them if they

would like. The teacher will show the students the “Unpack Your Adjectives”

Schoolhouse Rock video to reinforce knowledge about adjectives, specifically descriptive

adjectives. This is the E-learning aspect of the 6-E model.

Assessment:

Type of Assessment Description of Modifications to the Evaluation Criteria

Assessment Assessment

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 Informal formative I will assess my I can modify this I will evaluate by
assessment. students by having assessment to allow seeing if there are at
them write a students extra time to least five descriptive
descriptive paragraph complete the adjectives in the
and then I will use assignment if needed. paragraph and if the
those to determine if paragraph is
they know how to describing a place.
write descriptive
paragraphs.

Resources:

National Council of Teachers of English:

http://www.ncte.org/

The National Resource on ADHD:

http://www.chadd.org/Understanding-ADHD/For-Professionals/For-Teachers/Classroom-
Accommodations.aspx

“Unpack Your Adjectives”

https://www.youtube.com/watch?v=NkuuZEey_bs

L’Engle, M. (1962). A wrinkle in time. New York: Farrar, Straus, and Giroux.

Elizabeth Troup

Lesson Title: Rounding through Time Grade: 5th

Learning Target: Students will be able to round whole and decimal numbers.

Grade Level Guide: Content Standards. Pennsylvania, 5th grade, Mathematics.

Content Curriculum Focal Common Interdisciplinary Connections

Points Core/Pennsylvania State

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 Standards

According to the National Pennsylvania State Social This math lesson connects to

Council of Teachers of Studies Standard: social studies because the story

Mathematics Geography: 7.2.5.A. problems involve descriptions of

Describe the
“Curriculum Focal Points are characteristics of places places and regions.
and regions.
the most important

mathematical topics for each

Mathematics:CC.2.1.5.B.1
grade level. They comprise
Apply place-value
related ideas, concepts, skills,
concepts to show an
and procedures that form the
understanding of
foundation for understanding
operations and rounding as
and using mathematics and
they pertain to whole
lasting learning. Curriculum
numbers and decimals.
Focal Points have been

integral in the revision of

many state math standards for

Pre-K through grade 8.”

Academic Language: estimating, rounding, decimals, whole numbers

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Students’ Needs: Students will need to understand the concept of decimals and rounding

numbers. If they know how to round whole numbers, they will be able to round decimals up or

down to the nearest whole number.

Universal Design for Learning: In this lesson, I will try my best to meet the needs of all my

students.

English Language Learners Special Needs

For English Language Learners: Elicit
nonverbal responses when asking students if
they understand, for example, have them show
a thumbs up or a thumbs down during the
lesson.
For Attention Deficit Hyperactivity Disorder
(ADHD) and Attention Deficit Disorder
(ADD): seating the students where there are
fewer distractions.
For dyslexic students: Allow for extra time to
complete the classwork.

Oppositional Defiant Disorder: Also allow

extra time for student to complete classwork.
Use the student’s functional behavior
assessment to further accommodate.

Materials: Student Needs: pencil, notebook paper, and laptops with an internet connection

Teacher Needs: chalk board, projector, and laptop with an internet connection

Language Function: To engage my students, I will ask them where they could go if they could

travel forward or backward in time to any year. I would then relate that to rounding: for

example, is 1776 closer to 1800 or 1700? Using that, I will introduce my lesson.

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Lesson Plan (step by step sequence of the lesson)

Before: First, the teacher must identify the desired results. The teacher will begin the

lesson by asking the students if they could travel through time to any year, where would

they go? Students will answer and the teacher will prompt them by asking to which

century that year is closest. (for example, is 1776 closer to 1800 or 1700?) Teacher will

show students the “Rounding Numbers Song”.

During: Next, the teacher will determine acceptable evidence. Teachers will determine

whether or not students have achieved desired results. The teacher will determine this by

giving the students story problems regarding rounding numbers including whole numbers

and decimals. Working in pairs that will be formed by the table groups (the students

sitting next to each other will work together), students will solve these problems together.

When they come back together, the class will go over the answers.

After: Lastly, the teacher will plan learning experiences and instruction. After going

over the math story problems, the teacher will reinforce learning by explaining the

process of rounding whole numbers and decimals. The teacher will then assess the class

by giving them a quiz on Kahoot!

Assessment:

Type of Assessment Description of Modifications to the Evaluation Criteria

Assessment Assessment

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 Informal formative The students will use This assessment can I will evaluate by
assessment. technology to take an be modified by seeing how many
online quiz on the allowing extra time questions the students
website, kahoot. for the students to answered correctly.
answer questions if
necessary.

Resources:

The National Council of Teachers of Mathematics:

https://www.nctm.org/

The National Resource on ADHD: http://www.chadd.org/Understanding-ADHD/For-

Professionals/For-Teachers/ClassroomAccommodations.aspx

Rounding Numbers Song:

https://www.youtube.com/watch?v=pNfz-JU2cKE&t=82s

Kahoot

https://kahoot.it/

Elizabeth Troup

Lesson Title: Force, Gravity, and Motion Grade: 5th

Learning Target: Students will be able to understand the concept of force and motion.

Grade Level Guide: Content Standards. Pennsylvania, 5th grade, Science.

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 Content Curriculum Focal Common Core State Interdisciplinary Connections

Points Standards

National Science Teachers Social Studies Standard: This science lesson connects to

Association (NSTA) has lists Geography: 7.2.5.A. social studies because the
Describe the characteristics
of science standards. One in of places and regions. students learn about force and

particular relates to this motion and how it relates to

Science: 3.2.5.B1. Explain
lesson: Plan an investigation geographical locations.
how mass of an object
to provide evidence that the
resists change to motion.
change in an object’s motion

depends on the sum of the

forces on the object and the

mass of the object. MS-PS2-

2. This lesson will involve

an activity involving force

and motion accompanying

an in-class activity.

Academic Language: force, motion, mass

Students’ Needs: Students will need to understand the concept of gravity and how it relates to

force and motion.

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Universal Design for Learning: In this lesson, I will try my best to meet the needs of all my

students, especially using the following accommodations:

English Language Learners Special Needs

For English Language Learners, terms will be
defined in a way that is easier for them to
comprehend and there will be dictionaries
provided for them to look up words if they do
not know them. Additionally, with the gizmo
there will be a visual representation of the
concepts which they might find helpful.
For Attention Deficit Hyperactivity Disorder
(ADHD) and Attention Deficit Disorder
(ADD): Provide breaks if necessary such as
letting the students stretch and allow them to
hand out assignments or papers back to the
other students so that they are able to walk
around the room. Also pair them with
students who can model good behavior for
them.

Oppositional Defiant Disorder: give the

student two options or choices when a
decision needs to be made in the classroom.

Materials: Student Needs: writing journals and pens or pencils

Teacher Needs: Force and Motion Gizmo

Language Function: To engage my students, I will start them off by taking them back in time to

Isaac Newton. To further engage them during the actual lesson, the students will be entertained

by the gizmo as I demonstrate it for them and when they are able to use it themselves.

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Lesson Plan (step by step sequence of the lesson)

Before: The teacher will introduce the scientist Sir Isaac Newton and discuss his three

laws of motion. The teacher will provide the anecdotal story of the apple that helped

Newton come up with law of gravity. The teacher will come up with more examples of

gravity.

During: The teacher will show the students the Gizmo about force and motion: a track

with race cars on it. The teacher will show them that adjusting the height of the track will

have an impact on the speed. The teacher will have the students take turns in pairs

determined by the teacher assigning students from their table groups to race each other

with the cars and seeing which one wins.

After: After the races with the gizmo, the class will have a discussion and will then write

in their journals what they learned about force and motion.

Assessment:

Type of Assessment Description of Modifications to the Evaluation Criteria

Informal formative Assessment Assessment The teacher will
assessment The students will This can be modified evaluate by reading
record what they for English Language the journals and
learned about force Learner students by seeing if the students
and motion in their providing translated answered the journal
journals and answer questions if necessary questions correctly.
the questions and for ELLs, ADHD,
provided. The ADD, and ODD
teacher will collect students, there will be

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 the journals at the end extra time provided to
of the class period complete the journals.
and then read them.

Resources:

CHADD – The National Resource on ADHD. (2017). For Teachers | CHADD. Retrieved

December 04, 2017, from http://www.chadd.org/Understanding-ADHD/For-

Professionals/For-Teachers/ClassroomAccommodations.aspx

Promoting excellence and innovation in science teaching and learning for all. (2014). Retrieved

December 04, 2017, from http://www.nsta.org/

Resources

A. Language Arts Lesson

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 a. https://www.youtube.com/watch?v=NkuuZEey_bs

i. This is the “Unpack Your Adjectives” video, which serves as a review for

adjectives for the students.

b. https://edublogs.org/

i. This is a website for students to post their descriptive paragraphs for the

class blog.

B. Math Lesson

a. https://www.youtube.com/watch?v=pNfz-JU2cKE&t=82s

i. This is the “Rounding Numbers Song” to show students how to round

numbers.

b. Word Problems Sheet (Refer to Appendix)

c. https://kahoot.it/

i. The quiz students can take at the end of class.

C. Science Lesson

a. Force and Motion Gizmo Handout (Refer to Appendix)

Glossary

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Adjectives-any member of a class of words that modify nouns and pronouns, primarily by

describing a particular quality of the word they are modifying

Creative Writing-the exercise of creating imaginative drama, fiction, or poetry, esp. as a course

of study

Decimals-pertaining to tenths or to the number 10.

Description-a statement, picture in words, or account that describes; descriptive representation.

Estimation-approximate calculation

Force-strength or power exerted upon an object

Mass-a body of coherent matter, usually of indefinite shape and often of considerable size

Motion-the action or process of moving or of changing place or position;movement.

Paragraph-a distinct portion of written or printed matter dealing with a particular idea, usually

beginning with an indentation on a new line.

Rounding-the process of replacing a number by another number of approximately the same

value but having fewer digits

Whole Number-Also called counting number. one of the positive integers or zero;any of the

numbers (0, 1, 2, 3, …).

Appendix

1. Science Lesson Gizmo Handout

Engineering & Science Education Design: Gizmo

Instructions

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Engineering Innovations I, Fall 2017, Team Number 2
Purpose:

The purpose of this gizmo is to demonstrate elementary concepts of force and motion to a
group of fifth grade students. The topics focused on include: Newton’s Laws of Motion, inertia,
and gravity. The car and ramp is a simple but good visual of these forces in work. The audience
will be able to see how the force of gravity and the steepness of the ramp affect the speed of a
car and the distance it travels.

Materials:

Material Retailer Price

50” X 19.5” piece of plywood Physical Plant $0.00
2 small matchbox cars Toys “R” Us $0.98 each
Hot Wheels® Track (6 segments) Toys “R” Us $7.14
0.5-inch diameter Wooden Dowel Lowe’s $0.88
2 Packages of screws and L-braces Lowe’s $2.48
Blue and green spray paint Borrowed from another student $0.00
96” X 1.5” Piece of wood Lowe’s $1.18

Building Instructions:

● Acquire all the materials listed in the table above

● Cut the 96”X 1.5” piece of wood into five pieces, four of them 21” long, with the fifth
piece being shorter, at only 12”.
● Drill three holes in each of the 21” long pieces of wood you just cut. 6” from the start,
12” from the start, and 18” from the start.
● Cut the wooden dowel into two 7” long pieces. These dowels with hold up the Hot
Wheels® track at the top.
● Use the L-braces to mount the four 21” pieces of wood onto the large piece of plywood.
Use 2 L-braces for each piece of wood, one on each side.
● Use the remaining two L-braces to mount the 12” piece of wood to the top of the ramp.
One L-brace should be on each side of the ramp.
● Use spray paint to paint the ramp holder blue, and the plywood base green.
● Use a drill to put four screws at the end of the track, two on each track, to stabilize the
track.
Intended Use:

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This gizmo is intended for two people to place cars at the top of their respective ramps, let go
of their cars at the same time, and allow them to travel to the bottom. Whichever car makes it
to the bottom first wins. This way the audience can see how the height and slope of the ramp
affects the speed of the car. The car and ramp gizmo gives a display of the force of gravity and
inertia, while allowing kids to have
fun.

Side view --->

Front view --->

2. Math Worksheet

Story Problems

1. Suzie hops into a time machine and travels to the year 1492, where she finds Columbus

sailing to America. Is 1492 closer to the year 1500 or closer to 1450?

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2. Bob is driving across the country to visit his friend Billy. He is 239.43 miles away. Is

Bob closer to 239 or 240 miles away from Billy if you were to estimate?

3. Jerry finds himself 5,400 years into the future. If he wishes to return to the present time,

should he go back closer to 5,000 years, or 6,000 years?

4. Angelina ran 1.75 miles this morning. Did she run closer to 2 miles or 1 mile? Explain

why.

5. Glenn is flying to California to visit his grandmother. His luggage can be no more than

50 pounds. If his suitcase already holds 45.7 pounds worth of luggage, about how much

more pounds can his suitcase hold?

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