ii...87 13 5. life in the age of machines (learning menu) 40 35 30 25 20 15 10 5 0 q1 q2 q3 q4 q5 q6...

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5. Life in the Age of Machines (Learning Menu)

Examples of differentiatedlesson plans

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Learning and Teaching Resource Packfor Secondary History Curriculum

JS History S2

Topic Life in the Age of Machines

Number of Lessons 2 lessons in one week (65 minutes per lesson)

Learning objectives

Know• major developments in the Age of Machines• inventions which brought about great changes

Understand• the new form of power that changed people’s life• the working condition in the Age of Machines

Do• assess the importance of inventions in relation to their function in our daily lives• analyse both the positive and negative effects of the Age of Machines

Tools for differentiation / Instructional strategies

Tools fordifferentiation

• Form A and B (Appendix 1)

• Equalizer (Appendix 2)

Instructional strategies

• Learning Menu (Appendix 3) It caters for learner diversity in terms of students’ readiness, interest and/or learning profile. In addition to the core learning activities, there are choices for extended activities. *You may view chapter 4 in the animated video for reference.

Learning and Teaching Materials

Music video • “The Industrial Dream” http://flocabulary.com/industrial-revolution/

Video clip • “The modern times” https://www.youtube.com/watch?v=bDkM0ux6H50

Classwork

• “The Industrial Dream” (Appendix 4 and 5)

• Main Dishes (Appendix 6 and 7)

• Side Dishes (Appendix 8 and 9)

Home assignment • Desserts (Appendix 10 and 11)

Students’ work • Main Dishes (Appendix 12)

Example 5

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Part II : B. ContentsJunior secondary (S1-3)

5. Life in the Age of Machines(Learning Menu)

Teaching Flow

Time Steps in the lesson

Learning andteaching activities

Elements / strategies ofDifferentiated Instruction

5mins Pre-assessment

• Ask questions to assess students’ prior knowledge:

Q.1 What is the Industrial Revolution?Q.2 Where did the Industrial Revolution first start?Q.3 What were the main causes of the Industrial Revolution?

According to results of Form A and Form B, students enjoy watching video and work in small groups. (Appendix 1)

Equalizer (Appendix 2)

(From concrete to abstract)

15mins

Introduction of Learning Menu

• Introduce a new form of learning contract to the students – Learning Menu.

• Ask them to choose their own task.

• After taking their options, the students need to sign their own learning contract.

Learning Contract : Learning Menu(Appendix 3)

Differentiation in products:Students are given choices in the Learning Menu.

30mins

Importance of various

inventions to our contemporary

life

• Divide students into small groups with mixed abilities. Tell students the music video (“The Industrial Dream”) describes the changes that the Industrial Revolution brought to industrializing nations.

• As background knowledge, introduce Karl Marx, Adam Smith and explain their connection with communism and capitalism respectively. Then play the video (“The Industrial Dream”) and ask students to write down as many inventions and changes as they can.

• When the video is over, students share the inventions that they heard and write them on the board. Next, click on the lyrics to discuss with students the inventions, positive and negative effects shown in the video.

Differentiation in process:Students learn from the information provided in the music video which highlights both the positive and negativeeffects of the Industrial Revolution.

“The Industrial Dream”(Part I) (Appendix 4)Students with mixed abilities collaborate and jot down key points from the video.

(From structured to open)

Group work:Main Dish 1

• Students who finish the worksheet about the video quickly can do task 1 or task 2 as an anchor activity individually.

• “Which invention changed the world the most?” Ask each group to consider the function of each invention, and decide which invention was the most influential. (Look for positive impact)

• Give students 5 minutes for group discussion, make arguments by using facts from the song or other references to support their views.

• Give each group 2 minutes to present their arguments. Students should write down explanation as to why their invention was more influential than others.

• After everyone has presented and rebutted each other, ask the class to vote on the most important invention. Students should vote based on the persuasiveness of arguments.

“The Industrial Dream”(Part II)(Appendix 5)

The anchor activity provides 2 tasks for advanced learners.

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Teaching Flow

Time Steps in the lesson

Learning andteaching activities

Elements / strategies ofDifferentiated Instruction

15mins Conclusion

• Review the concepts learnt in the lesson:

1) Major developments during the Industrial Revolution;2) How the inventions influence the world and our daily lives.

• Ask students to complete Main dishes 1 and 2 at home.

Main Dishes 1 and 2 (Appendix 6 and 7)

Ensure students conceptualize the key ideas of developments during the Industrial Revolution and help them develop empathy by completing the two main dishes.

Students’ work (Appendix 12)

Lesson 2

15mins Pre-assessment

• Share the anchor activity (I have a dream) done by some of the students in class last time. Ask students why it was a dream at that time and ask them if it is still a dream today.

Assess the readiness of students at the beginning of the lesson.

(From foundational to Transformational)

15mins

Presentationof Main Dish

2 in theLearning

Menu

• All students finish Main dish 1 in lesson 1 and Main dish 2 at home. They present their ideas of main dish 2 in class.

Differentiation in products: Students are given choices in the menu.

25mins Side Dishes

• The whole class watches the video clip: “Modern Times”. (0:01-14:25) Students can choose to complete side dish 1 about the important inventions and the negative effects on workers or opt to do side dish 2 about the new forms of power or machines invented during the Industrial Revolution.

Side Dishes 1 and 2 (Appendix 8 and 9)

Differentiation in process:Students learn from the video about the working conditions in a factory during the Industrial Revolution.

10mins

Desserts andConclusion

• Introduce dessert 1 and 2 to students. They may do these optional tasks at home.

• Review the key points in this lesson.

Dessert 1 and 2 (Appendix 10 and 11)

Consolidate students’ understanding of the effects of the Industrial Revolution.

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40

35

30

25

20

15

10

5

0Q1 Q9 Q5 Q13 Q2 Q10 Q6 Q14 Q3 Q11 Q7 Q15 Q4 Q12 Q8 Q16 Q17

Reading levelR(1-3)

Writing LevelW(1-3)

Group (G) /Solo (S) Interests

Visual(V)Auditory(A)

Kinesthetic(K)

R1 : 25%R2 : 56%R3 : 19%

W1 : 63%W2 : 25%W3 : 12%

S : 56%G : 44%

Writing : 6 %Painting : 13%Computer games : 13%N/A : 68%

V : 12%V/A : 44%A/K : 6 %V/K : 6 %V/A/K : 32%

Critical thinking skillsC1(1-3)

Collaboration SkillsC2(1-3)

CreativityC3(1-3)

C1-1 : 19%C1-2 : 56%C1-3 : 25%

C2-1 : 19%C2-2 : 69%C2-3 : 12%

C3-1 : 31%C3-2 : 50%C3-3 : 19%

Appendix 1

Data collected from Form A

Data collected from Form B

Number ofStudents: 40

Adapted from Carol Ann Tomlinson, Leading and Managing a Differentiated Classroom, ASCD, 2011. pp.156-157

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Appendix 2

Equalizer: A tool for differentiating process and productTopic: Life in the Age of Machines (S2)

ConcreteWhen and where did theIndustrial Revolution take

place?

AbstractWhat is “Industrial

Revolution”?

StructuredWrite down the inventionsmentioned in the video.

OpenDecide which invention was

the most influential onefrom past to present.

FoundationalWhat do you think your

dream would be in the Ageof Machines?

TransformationalWould you have the same

dream today as in theAge of Machines?

Adapted from Carol Ann Tomlinson, How to differentiate instruction in mixed-ability classrooms,Pearson Education, 2005. pp.47

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Main Dishes (complete all of these)1. Complete the table about the effects of the Industrial Revolution and describe ONE of the

inventions during the Industrial Revolution.

2. Imagine you were a factory worker or factory owner living in an urban city in England in the 19th century. Write a letter to your friend in hometown about how your life had been changed. (Homework)

Side Dishes (complete 1 of these)1. Complete the concept map about what inventions you think are important during the Industrial

Revolution. State their degree of importance and give reasons.

2. Design an advertisement to promote what you think is the most important invention during the Industrial Revolution and list out its selling points.

Desserts (Optional tasks)1. Make a model of an invention during the Industrial Revolution.

2. Write a diary about a creative invention you expect to have in the world today.

Main Dish 1 (Appendix 6)Table

□ Positive impact is correct□ Negative impact is correct□ Balanced arguments given

Main Dish 2 (Appendix 7)Letter writing

□ purpose is clear□ historical context is correct□ historical empathy is appropriate

Side Dish 1 (Appendix 8)Table and worksheet

□ names of major inventions□ importance of each invention□ reasons for importance are acceptable

Side Dish 2 (Appendix 9)An advertisement

□ the item is correct□ the format and style is appropriate□ the selling points are relevant

Dessert 1 (Appendix 10)A model-making of invention

□ the model is an invention in the Industrial Revolution□ it shows the special function of that invention□ it has clear description

Dessert 2 (Appendix 11)A diary

□ the format and style is clear□ purpose is clear□ item needs to be invented is reasonable

Assessment Criteria for Learning Menu

Due Date : All items in the main dishes and the specified number

of side dishes must be completed by the due date

Student’s name : Student’s signature :

MENUEffects of the

Industrial Revolution

Appendix3

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A. Inventions

Steam Telegraph

Combustion Electricity

Spinning jenny Light bulb

B. Positive effects C. Negative effects

Power moves from men’s

hands to machinesMore slums, more smoke

Lighting improves quality of life No time to play, no breaks

Telegraph saves time etc.Pay is cheap, hard work, child

labour etc.

Appendix 4

The Industrial Dream (Part I)Watch the music video, jot down as many inventions as you can and

discuss with group members the positive and negative effects ofthe Industrial Revolution.

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(1) Factory owner: “Could I have …?” (2) Child worker: “Could I…?”

(3) Adult worker: “Could I…?” (4) City dweller: “Could I …?”

The Industrial Dream : I have a dream.Imagine you were a factory owner, child worker, adult worker or city dweller living in the Age of Machines. Do task 1 or both tasks 1 and 2.

Task 1 : Choose one role and tell what your dream was.

Task 2 : Explain why you have such a dream in the Age of Machines.

Appendix 5

The Industrial Dream (Part II)When you have finished Part I, you may opt to do task 1 and/or task 2 in this part.

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Main dish 1

Part 1: Based on the activity about “The Industrial Dream”, complete the table about the effects of the Industrial Revolution in more details.

Effects of the Industrial Revolution

Positive effect Negative effect

Example:

Evidence from pictures or other sources:

Example:


Example:


Example:


Example:


Example:


Part 2: Answer the following questions about ONE invention during the Industrial Revolution.

1. Scope : (e.g. Industrial development/energy/transportation/communications)

2. Name of the invention :

3. Inventor :

4. Introduction of the picture :

5. Development in today’s world :

Appendix 6

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Main dish 2

Imagine you were a factory worker or factory owner living in an urban city inEngland in the 19th century. Write a letter to your friend in hometown telling him/her

how your life had been changed. (Homework)

Appendix 7

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Side Dish 1

Complete the concept map about what inventions you think are important during theIndustrial Revolution. State their degree of importance and give reasons.

very important

importantsomewhat importantnot important

vital

Learning Contract - Side Dish 1

Name : Class : Class no :

Title : Major developments during the Industrial Revolution

Appendix 8

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Part 1 :Watch the film “Modern Times” and write down the effects of Industrial Revolution on factory workers in the following graphic organizer:

Part 2 :

1. Which place did the people work in?A) Hospital B) Book store C) D) Fire station

2. What did the factory have?A) Locomotives B) Steamships C) D) X-rays

3. Which social classes were the people belonged to?A) Capitalist Class B) Middle Class C) D) Nobles

4. Please describe the working style or working environment of this factory system with reference to the film.

(1)

(2)

(3)

5. As shown in the film, what effects did these working conditions have on workers?

(1)

(2)

(3)

Appendix 8

Factory

Production Machines

Working Class

Division of labour: the production process was divided into different stages and every worker specialized on one task.

Division of labour was practiced and the workers were highly specialized. The job became very boring and repetitive.This might lead to low labour morale.

Dangerous working environment: machinery was not fenced off and workers were exposed to the moving parts of the machines.

As the workers were exposed to the moving parts of the machines, industrial accidents were common.

Poor working condition: people worked for long hours every day, i.e. fourteen to sixteen hours and took little rest.

The workers worked for such long hours with little pay and were difficult to support the living of the family. Hence, most of them lived in the slums with the poor living condition.

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Side Dish 2

Design an advertisement to promote what you think is the most important inventionduring the Industrial Revolution and list out its selling points.

Dessert 1

Make a model of an invention during the Industrial Revolution.

Dessert 2

Write a diary about a creative invention you expect to have in the world today.

Appendix 9-11

Appendix9

Appendix10

Appendix11

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Appendix 12Students’ work

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