Michigan Department of Education Technology Enhanced Lesson Plan Title Automobiles in Michigan Created by Terri Wakild South Haven and Gina Loveless Battle Creek Publi by otj20502


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									            Michigan Department of Education
            Technology-Enhanced Lesson Plan

Title: Automobiles in Michigan
Created by: Terri Wakild, South Haven and Gina Loveless, Battle Creek Public
Lesson Abstract: Students will learn about the automobile industry in Michigan.
They will demonstrate their knowledge of the evolution of the automobile industry,
the evolution of the automobile itself, or of a leader in the automobile industry.
Subject Area: History, Economics
Grade Level: 4
Unit of Study: Automobiles in Michigan

MDE Technology-Enhanced Lesson Plan Code: TEEN04BC02

Michigan Educational Technology Standards Connection:

Basic Operations and Concepts:

   4. Students know how to use basic input/output devices and
      other peripherals (digital camera, scanner, video projector).

   6. Students manage and maintain files on a hard drive or the network.

   7. Students demonstrate proper care in the use of hardware, software,
      peripherals, and storage media.

   8. Students know how to exchange files with other students using modes of

   9. Students identify which types of software can be used most effectively for
      different types of data, different information needs, or for conveying results
      to different audiences.

   11. Students proofread and edit writing using appropriate
      resources and grade level appropriate checklists both
      individually and in groups.

Technology Productivity Tools:

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    1. Students know how to use menu options in applications to
       print, format, add multimedia features; open, save, manage
       files; and use various grammar tools.

    2. Students know how to insert various objects into word processing
       documents, presentations, or web documents.

    3. Students use a variety of technology tools and applications to promote

   5. Students collaborate with classmates using a variety of
      technology tools to plan, organize, and create a group project.

Technology Communication Tools:

    1. Students use basic telecommunication tools for collaborative
       projects with other students.

    2. Students use a variety of media and formats to create and edit products in
       order to communicate information and ideas to various audiences.

Michigan Grade Level Content Expectations Connection:

R.CM.04.02 - Restate and summarize grade level appropriate narrative and
informational text.
R.CM.04.03 - Explain oral and written relationships among themes, ideas, and
characters within and across texts to create a deeper understanding (e.g.
categorize and classify, compare and contrast, draw parallels across time and
R.CM.04.04 - Apply significant knowledge from what is read in grade level science
and social studies texts.
W.GN.04.04 - Use the writing process to produce and present a research project
using a teacher approved topic.

Michigan Curriculum Framework Connection:

SS.I.1.2 – Place the major events in the development of the state of Michigan in
chronological order.
SS.I.2.1 – Summarize the sequence of key events in stories that describe life from
the past in the state of Michigan.
SS.I.2.3 - Recount the lives and characters of a variety of individuals from the past
representing their community and the state of Michigan.
SS.I.3.3 - Compose simple narratives based on events from the history of the state
of Michigan and the United States.
SS.II.3.1 - Describe major kinds of economic activity and explain the factors
influencing their location.
SS.II.3.3 - Explain how transportation and communication link people and

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SS.II.4.4 - Describe the physical, economic, and cultural geography of
contemporary Michigan and its causes, advantages, and disadvantages.
SS.IV.2.1 – Make distinctions between natural resources, human capital, and
capital equipment in the production of a good or service.
SS.IV.4.3 - Analyze how Michigan’s location has impacted its economic

Estimated time required to complete lesson or unit:
    Daily Time Allocation: 50 minutes per day
    Number of Days: 8 days

Instructional resources: N/A

Sequence of Activities:

        Day 1: Visit the following websites for information about the history of the
automobile, the automobile industry, and its leaders. Choose the appropriate
worksheet to collect information for the final project. (See attached Worksheet and
Worksheet 2)

Read about 100 years of the automobile industry.

Read a very informative on-line book about the history of the automobile.

Read Early Cars Fact Sheet for Kids.

Go on a mini-tour of the Michigan Historical Museum's Factory Gallery.

Visit the Michigan Historical Museum - The 1950s…The Detroit Auto Show –

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         Day 2: Finish visiting sites from Day 1.   Continue to collect
         Day 3-6: Create a PowerPoint presentation about the evolution
                 of the automobile industry, the evolution of the
                 automobile itself, key people in the automobile
                 industry and their contributions, or a biography of one
                 of the leaders of the automobile industry.
http://www.hfmgv.org/exhibits/hf/ The life of Henry Ford
www.daimlerchrysler.com/museum Walter P. Chrysler Museum
http://info.detnews.com/history/story/index.cfm?id=176&category=business The
Auto Industry’s Family Trees

         Day 7: Choose one of the following extension activities to
               complete before the end of this unit.

         Activity 1: Read one fictional family's adventures in the summer of 1919 as
recorded by the daughter. Follow them as they shop for, buy, drive and plan a
vacation in a new Model T Ford. Make sure to check out the Table of Contents to
get background information and history.

         Activity 2: Take an Early Auto Tour. During the early years of the
automobile, people wouldn't just "go for a ride," they would take a "motor tour."
Companies published "touring books." These books contained detailed routes and
maps. They had advertisements for hotels and for garages for car repairs or for
buying gas and accessories. Because many roads did not yet have street signs, the
touring books provided exact distances. They described buildings and places drivers
should look for (schools, bridges, cemeteries). They showed where to turn left or

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After you read the route, think about a short tour you could describe in your own
town—maybe from your home to school or the supermarket. Walk the route and
write down a tour guide for it. (Instead of miles, you could use blocks.) After you
have finished, see if your friends or family can arrive at the destination by following
your directions. If they do, you might give them a prize. Give yourself a better prize
for writing such good directions! Do the activities included on this page and answer
the questions!

       Activity 3: Explore license plate designs through the years and design your
Connect to the link below to see license plates through the years. "Plates by the
Year" will lead you through the fascinating history of automobile licensing in
Michigan. See the plates and learn little-known facts about licensing and
registration that will add to your knowledge about our love affair with the car.
When you have viewed several plates, design your own plate for the year you will
graduate. What do you think will be important that year?

Activity 4: Design an automobile with a new feature.
Follow the directions at this site to design an automobile with a new feature and
market it. http://www.shps.org/central/designfeatures.htm

       Day 8: Give presentation to class.


      Pre-Assessment: Journal writing: Write what you know about the first
       automobile, who the industry leaders were, and what you know about them.

      Scoring Criteria: Students have attempted to address all questions.

      Post-Assessment: Students will present a PowerPoint (or other
       presentation software) presentation to their classmates. They will
       demonstrate their understanding of the evolution of the automobile industry,

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       the evolution of the automobile itself, key people in the automobile industry
       and their contributions, or a biography of one of the leaders of the
       automobile industry.

      Scoring Criteria: Rubric

Information criteria     All criteria included   Most of the criteria   Little of the criteria
                         in worksheet have       included in            included in the
                         been addressed in       worksheet have         worksheet have
                         presentation.           been addressed in      been addressed in
                                                 presentation.          presentation.
Evidence of

Titles, Title Page,      The Title Page,         The Title Page,        The Title Page,
and Table of             Table of Contents,      Table of Contents      Table of Contents,
Contents                 and Titles are          and Titles are         or Titles are
                         complete and            included but not       missing or
                         accurate.               complete or            inaccurate.
Completion               All pages are           Pages are mostly       Some pages are
                         complete and            complete and there     not complete and it
                         accurate.               was a clear            appears as if the
                                                 attempt to include     students have not
                                                 accurate               made an effort to
                                                 information.           be accurate.
Presentation             Pages are designed      Most pages are         Pages are not well
                         in an appealing         designed well, and     designed, and it is
                         manner and go           a clear attempt        not clear that an
                         together well.          was made to put        effort was made to
                         During                  together an            create an
                         presentation            appealing              appealing
                         students                presentation.          presentation. One
                         participated in a       Whole group            or more students
                         knowledgeable           participated in        do not participate
                         manner.                 presentation in a      in presentation, or
                                                 fairly                 do not appear to
                                                 knowledgeable          be knowledgeable
                                                 manner.                of information.

Technology (hardware/software): Computer with Internet connection and
PowerPoint presentation software (or other presentation software)

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Key Vocabulary: industry, timeline, design feature,

Application Beyond School: Students will be able to understand how individuals
affect industries, and how industries affect and are affected by the economy.

Teacher Reflection and Notes:

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