Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use
| LU Title: Riding the Iron Horse |
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| Grade Level: Fourth | School : Lyme Central School |
| Topic/Subject Area: Interdisciplinary |
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| Phone/Fax: 315-649-2417 315-649-2812 |
This unit is designed to integrate language arts, social studies, math, science and technology with a fourth grade local history curriculum. The purpose of this unit is to familiarize fourth grade students with train and railroad history in our local area, which is Jefferson County. This unit is designed to provide practice in English Language Arts and in math, as both areas are currently being test by the state in fourth grade. Using local documents, post cards and pictures gives the students practice in data based questions (DBQ) which will be a necessary skill for the new fifth grade social studies test. The use of local documents such as pictures, articles and other memorabilia seem to make history come alive for students and allow students ownership of what they are learning. Trains and railroads have been a very important part of local history in many areas of New York State. In many areas, even the tracks are no longer in evidence. Students have not been exposed to this often very colorful aspect of New York State history. Information to teach this unit has been located in many areas. Sara Grants are currently available in some parts of the state, which aid teachers in locating and using historical documents. (Check with your local teacher center.) Some great locations to search for local history documents on trains include: local and school libraries, county, city and town clerks’ offices, local museums, archives of local newspapers and senior citizens of the local communities. For the purposes of this unit, documents were located at:
Cape Vincent Museum
City clerk, City of Watertown
Community members from town of Lyme and Cape Vincent
Town historians from towns of Lyme and Cape Vincent
Flower Memorial Library, Watertown
Jefferson County Clerk
Town of Lyme Clerk
Thousand Island Sun archives
Watertown Daily Times archives
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Declarative |
Procedural |
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Understand reasons why trains were needed in our area |
Use a graphic organizer |
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Understand how life in New York State differed before and after railroads |
Use bookmarks to navigate the Internet |
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Understand danger posed by trains and train travel to people and property |
Write trivia questions |
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Use a railroad schedule to locate information |
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Use a railroad schedule to solve mathematical questions |
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Use local documents to write a persuasive essay |
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Use of grammar and mechanics to communicate in written language |
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Use of photographic evidence to make inferences and draw conclusions |
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How did the railroad affect the lives of people living in Northern New York?
What can you learn about local history by studying trains and railroads?
CONNECTIONS TO NYS LEARNING STANDARDS
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Standard: ELA 1, 3, 4 |
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Benchmarks: Students
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Standard: MST 2, 3,7 |
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Benchmarks: Students
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Standard: SST 1,3, |
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Benchmarks: Students
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The initiating activity will begin with a model train set up in the classroom. The train set will be unveiled and the students will have time to view the trains and watch a sample running of the model train. The class will proceed to the computer lab. The students will pair up and locate the following site on the Internet, which contains American Railroad Steam Engine Pictures with sounds and history: wysiwg://55/http://members.aol.com/vlcondon/index.htm. This site contains many pictures of trains and engines that are accompanied with train whistle sounds. In addition there are pictures of crossing signals, and even a demonstration of a telegraph. The site also includes tickertape captions along the bottom of the screen for the students to read.
After the teacher has guided the students through the first site, the students will be given time to visit many of the sites to see different trains, engines, and sounds. After the Internet lesson, the class will discuss what they saw and learned about trains. (Additional sites with railroad information designed for children are www.trainweb.com and http://railkids.com.)
Learning Experience Number One
Railroad Persuasive Writing (DBQ)
Materials needed:
Directions:
(Day 1) Students will read with a partner various old newspaper articles that have been collected by the teacher on trains and train travel. After a twenty to thirty minute reading time, the group will come back together and share some of the interesting information they gathered from the articles.
(Day 2) The teacher will start the lesson by displaying the following statement on the board or on the overhead projector.
Trains were the best method of transportation in New York State from 1870 to1950.
Teacher will lead a discussion with the group as to whether they agree or disagree with the above statement. Each student will work with a partner to locate information in the newspaper articles to prove or disprove the statement. The students will use a graphic organizer to record their findings. The lessons will wrap-up with a general class discussion sharing the students’ results.
(Day 3) The students will be asked to use the information from their graphic organizer to prove or disprove the thesis statement. Students will be asked to use details and examples from the newspaper articles to prove or disprove the general statement.
(Day 4) Students will be asked to word process and edit their writing pieces.
(Day 5) Students will present their work to their cooperative groups before handing them in.
Assessment:
4
The student restates the statement in a clear and focused introductory sentence.
The student uses at least three details or examples from the newspaper articles.
The student includes a clear and focused closing sentence.
The student uses good grammar and mechanics.
3
The student restates the statement in an introductory sentence.
The student uses two details or examples from the newspaper articles.
The student includes a closing sentence.
The student has a few mistakes in grammar and mechanics.
2
The student includes an introductory sentence that is unclear and not focused.
The student uses only one detail or example from the newspaper articles.
The student includes a closing sentence that is unclear and not focused.
The student has more mistakes in grammar and mechanics.
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The student does not include an introductory sentence.
The student does not use any details or examples from the newspaper articles.
The student does not include a closing sentence.
The student has many mistakes in grammar and mechanics.
Learning Experience Number Two
Analyzing Photographs
(Day 1) Students will be given an old photograph of a train to view. They will use a magnifier to aid in the studying of the photograph. Students will work independently to begin with, but after completing their worksheet, they will work with a partner to discuss their results. At the end of the lesson the teacher will conduct an informal assessment by discussing what students viewed in the pictures.
(Day 2) Students will have the opportunity to view other photographs of their choice. The students will complete at least two worksheets to hand in. The worksheets will be graded by the following assessment.
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The student has completed the chart with appropriate entries.
The student has made three logical inferences from the picture.
The student has asked two intriguing questions about the photograph.
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The student has completed the chart.
The student has made three inferences from the picture.
The student has asked two questions about the photograph.
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The student has attempted to complete the chart.
The student has made an attempt at making inferences from the picture.
The student has attempted to ask questions about the photograph.
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The student has not attempted to complete the chart.
The student has not made an attempt at making inferences from the picture.
The student has not attempted to ask questions about the photograph.
Analyzing Photographs
Student Worksheet
Study the photograph for at least two minutes. Get an overall idea of what you see in the picture. Then, in your mind, divide the photograph into four quadrants, and study each section to look for new details.
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PEOPLE |
OBJECTS |
ACTIVITIES |
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Based on what you have observed in your photograph, list three things you might imply from this picture.
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Questions
When you look at this photograph what questions does it make you think about? ___________________________________________________________________
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Where could you find answers to those questions? __________________________
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Learning Experience Number Three
Railroad Schedule Lesson
Materials needed:
Directions:
(Day 1) Students will work with a partner or in cooperative groups to use the railroad schedule to answer questions on the worksheet. After completing the questions, the groups will come back together to discuss the results with each other. Highlighters should be available for students to aid students in the reading of the train schedule.
(Day 2) Students will work in their cooperative groups and construct their own questions on the railroad schedule. Students will then exchange their schedule questions with another group. The groups will come together to discuss the questions.
Assessment:
Watertown, Rome and Cape Vincent Railroad
Student Questions
Learning Experience Number Four
Train Trivia
Materials:
(Day 1) The students will demonstrate what they have learned about railroads and trains in local history by writing at least two trivia questions. First, the teacher will explain the assignment sheet and the rubric. After a time for questions and answers, the teacher will go over the sample question that is on the assignment sheet. Then, the teacher will remind the students where all the classroom materials are that will facilitate their trivia question writing. It needs to be emphasized that students cannot work together or share work.
(Day 2) After the students have composed and edited their questions, the questions will be word processed and duplicated on heavy paper. (One possibility might be to type the trivia questions on a program that does business cards or calling cards.) Each student will read at least one of his or her questions to the class. This could be played as teams or it could be individual competitions.
Train Trivia-Student Directions
Sample Trivia Question
REMEMBER: This is TOP SECRET. Don’t share your trivia question with anyone.
Two sets of the trivia game will be placed in the classroom for student use and enjoyment. Another set will be donated to the school library for students to check out. Each year questions may be added by subsequent classes.
4
The student completes at least two trivia questions.
The questions are completed in the correct format.
The student has indicated the correct response, along with the source for each question.
The student uses good grammar and mechanics.
3
The student completes two trivia questions.
The questions are completed in the correct format.
The student has indicated the correct response, along with the source for each question.
The student does not make many mistakes in grammar and mechanics.
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The student completes two trivia questions.
The questions may not be completed in the correct format.
The student may not have indicated the correct response, along with the source for each question.
The student has more mistakes in grammar and mechanics.
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The student does not complete two trivia questions.
The questions are not completed in the correct format.
The student has not indicated the correct response, along with the source for each question.
The student has many mistakes in grammar and mechanics.
Trivia Questions on Trains and Railroads
Peer-Evaluation Form
1. Which question do you think was the best trivia question?
2.Why do you think the question was so good?
3.What was the best thing that you learned in the trains and railroad unit?
4. What advice would you give to next year’s fourth graders as they start this train and railroad unit?
CULMINATING PERFORMANCE
Riding the Iron
Horse
The culminating performance of this unit will begin with a field trip to ride a train. Students will travel to Kingston, Ontario to ride the train to Brockville, and then ride the return trip in early afternoon. The cost of such a trip at current prices would be $8.60 per child. The schedule would go as follows:
Leave Kingston at 9:17 AM
Arrive Brockville at 10:04 AM
Leave Brockville at 11:43 AM
Arrive Kingston at 12:30 PM
While on the train, with the help of adults, students will be taking pictures with the digital camera to use in a Power Point presentation back at school. In addition, students may keep logs to help them remember what they saw and did on their train trip.
Once back at school, students will work in groups of four to design and present Power Point presentations, that include captions appropriate to their field trip. As students at this level are unfamiliar with the use of Power Point, the teacher will have to model its use, as well as work closely with the small groups. Students will present their finished project to the rest of the class as well as any other interested audiences by means of the LCD projector.
The teacher will assess the Power Point presentation through the use of the rubric.
Rubric-Culminating Performance
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The presentation contains at least four slides with captions that are interesting and informative.
Students use excellent oral presentation skills when introducing their performance.
Each member of the group shares equally in the presentation.
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The presentation contains four slides with captions.
Students use good oral presentation skills when introducing their performance.
Each member of the group shares equally in the presentation.
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The presentation does not contain four slides with captions.
Students do not use good oral presentation skills when introducing their performance.
Each member of the group may not share equally in the presentation.
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The presentation does not contain four slides, and captions are poor or nonexistent.
Students use poor oral presentation skills when introducing their performance.
Each member of the group does not share equally in the presentation.
Students should understand basic keyboarding.
Students should be able to work in cooperative groups.
Students should be able to write via process writing.
Students should be able to do journal writing.
Modifications may be made by using "push-in" help from remedial and resource rooms. Parent volunteers as well as older students can be wonderful helpers doing project work. Students may be paired to make the best of different learning styles.
This unit will take approximately three to four weeks to complete. There is quite a bit of teacher preparation before student activities begin.
ADDITIONAL ACTIVITIES
Other activities that could be included in this unit would be:
Guest speakers: In this area, Mr. Fred Rollins of the Jefferson County Historical Society has prepared a slide show of trains and is willing to show them to fourth graders. Other speakers might include model railroad hobbyists, and current or retired railroad employees in the area. Senior citizens, or even a panel of senior citizens could be invited into the classroom to share their memories of trains.
Technology used in:
Internet lesson
Persuasive writing
Writing trivia questions
LCD projector
Digital camera
BIBLIOGRAPHY
These books are available through the NORPAC system at school libraries in Jefferson, Lewis, and St. Lawrence Counties.Books
Usborne Beginner’s Knowledge: Railways and Trains by Caroline Young, EDC Publishing Co.
All Aboard ABC by Doug Magee and Robert Newman, Cobblehill Books
Adirondack Railroads, Real and Phantom, by Harold Hochshild, Adirondack Museum
Railroads: A Readers’ Guide by Eric Thomas Bryant
What’s It Like to be a Railroad Worker, by Morgan Matthews, Troll Associates
The Encyclopedia of Trains and Locomotives by C. J. Riley, MetroBooks
Videos
All Aboard Fast-Moving Trains by Goodtimes Home Video
Steam Trains in the 50’s by Madacy Entertainment
Twilight of Steam by Madacy Entertainment
Steam Giants Across America by Madacy Entertainment
Cass and Mower Logging Trains by Madacy Entertainment