II
Examples of differentiated
lesson plans
5. Life in the Age of Machines
(Learning Menu)
Learning and Teaching Resource Pack
for Secondary History Curriculum
Example 5
JS History
S2
Topic
Life in the Age of Machines
Number of Lessons
2 lessons in one week (65 minutes per lesson)
Learning objectives
• major developments in the Age of Machines
• inventions which brought about great changes
Know
• the new form of power that changed people’s life
• the working condition in the Age of Machines
Understand
• 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
Do
Tools for differentiation / Instructional strategies
Tools for
differentiation
Instructional strategies
• Form A and B (Appendix 1)
• Equalizer (Appendix 2)
• 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
Video clip
• “The Industrial Dream”
http://flocabulary.com/industrial-revolution/
• “The modern times”
https://www.youtube.com/watch?v=bDkM0ux6H50
• “The Industrial Dream” (Appendix 4 and 5)
Classwork
• Main Dishes (Appendix 6 and 7)
• Side Dishes (Appendix 8 and 9)
Home assignment
Students’ work
84
• Desserts (Appendix 10 and 11)
• Main Dishes (Appendix 12)
Part II : B. Contents
Junior secondary (S1-3)
5. Life in the Age of Machines
(Learning Menu)
Teaching Flow
Time
Steps in the
lesson
Learning and
teaching activities
• Ask questions to assess students’ prior
knowledge:
Q.1 What is the Industrial Revolution?
5
mins Pre-assessment Q.2 Where did the Industrial Revolution
first start?
Q.3 What were the main causes of the
Industrial Revolution?
15
mins
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.
• 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.
Importance
• As background knowledge, introduce
Karl Marx, Adam Smith and explain their
of various
connection with communism and capitalism
inventions to our
respectively. Then play the video (“The
contemporary
Industrial Dream”) and ask students to write
life
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.
Elements / strategies of
Differentiated Instruction
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)
Learning Contract :
Learning Menu
(Appendix 3)
Differentiation in products:
Students are given choices in
the Learning Menu.
Differentiation in process:
Students learn from the
information provided in the
music video which highlights
both the positive and negative
effects 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)
• Students who finish the worksheet about the
video quickly can do task 1 or task 2 as an
anchor activity individually.
30
mins
• “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)
Group work:
Main Dish 1
“The Industrial Dream”
• Give students 5 minutes for group discussion, (Part II)
make arguments by using facts from the song (Appendix 5)
or other references to support their views.
The anchor activity provides 2
• Give each group 2 minutes to present their
tasks for advanced learners.
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.
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Learning and Teaching Resource Pack
for Secondary History Curriculum
Teaching Flow
Time
15
mins
Steps in the
lesson
Conclusion
Learning and
teaching activities
Elements / strategies of
Differentiated Instruction
• Review the concepts learnt in the
lesson:
Main Dishes 1 and 2 (Appendix 6 and 7)
1) Major developments during the
Industrial Revolution;
2) How the inventions influence the
world and our daily lives.
Ensure students conceptualize the
key ideas of developments during the
Industrial Revolution and help them
develop empathy by completing the two
main dishes.
• Ask students to complete Main
dishes 1 and 2 at home.
Students’ work (Appendix 12)
Lesson 2
• Share the anchor activity (I have
a dream) done by some of the
Assess the readiness of students at the
students in class last time. Ask
15 Pre-assessment
beginning of the lesson.
students why it was a dream at
mins
that time and ask them if it is still a (From foundational to Transformational)
dream today.
15
mins
25
mins
10
mins
86
Presentation
of Main Dish
2 in the
Learning
Menu
Side Dishes
Desserts and
Conclusion
• All students finish Main dish 1 in
lesson 1 and Main dish 2 at home.
Differentiation in products: Students
They present their ideas of main
are given choices in the menu.
dish 2 in class.
• 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.
• Introduce dessert 1 and 2 to
students. They may do these
optional tasks at home.
• Review the key points in this
lesson.
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.
Dessert 1 and 2 (Appendix 10 and 11)
Consolidate students’ understanding of
the effects of the Industrial Revolution.
Part II : B. Contents
Junior secondary (S1-3)
5. Life in the Age of Machines
(Learning Menu)
Appendix 1
Number of
Students: 40
Data collected from Form A
40
35
30
25
20
15
10
5
0
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17
Data collected from Form B
Reading level
R(1-3)
R1 : 25%
R2 : 56%
R3 : 19%
Interests
Visual(V)
Auditory(A)
Kinesthetic(K)
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%
Writing Level Group (G) /
W(1-3)
Solo (S)
W1 : 63%
W2 : 25%
W3 : 12%
S : 56%
G : 44%
Critical thinking skills
C1(1-3)
Collaboration Skills
C2(1-3)
Creativity
C3(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%
Adapted from Carol Ann Tomlinson, Leading and Managing a Differentiated Classroom, ASCD, 2011. pp.156-157
87
Learning and Teaching Resource Pack
for Secondary History Curriculum
Appendix 2
Equalizer: A tool for differentiating process and product
Topic: Life in the Age of Machines (S2)
Concrete
When and where did the
Industrial Revolution take
place?
Structured
Abstract
What is “Industrial
Revolution”?
Open
Write down the inventions
mentioned in the video.
Decide which invention was
the most influential one
from past to present.
Foundational
Transformational
What do you think your
dream would be in the Age
of Machines?
Would you have the same
dream today as in the
Age of Machines?
Adapted from Carol Ann Tomlinson, How to differentiate instruction in mixed-ability classrooms,
Pearson Education, 2005. pp.47
88
Part II : B. Contents
Junior secondary (S1-3)
5. Life in the Age of Machines
Appendix
3
(Learning Menu)
MENU
Effects of the
Industrial Revolution
Due Date :
All items in the main dishes and the specified number
of side dishes must be completed by the due date
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.
Student’s signature :
Student’s name :
Assessment Criteria for Learning Menu
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
89
Learning and Teaching Resource Pack
for Secondary History Curriculum
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 of
the Industrial Revolution.
A. Inventions
Steam
Telegraph
Combustion
Electricity
Spinning jenny
Light bulb
B. Positive effects
C. Negative effects
Power moves from men’s
hands to machines
Lighting improves quality of life
Telegraph saves time etc.
90
More slums, more smoke
No time to play, no breaks
Pay is cheap, hard work, child
labour etc.
Part II : B. Contents
Junior secondary (S1-3)
5. Life in the Age of Machines
(Learning Menu)
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.
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.
(1) Factory owner: “Could I have …?”
(2) Child worker: “Could I…?”
(3) Adult worker: “Could I…?”
(4) City dweller: “Could I …?”
Task 2 : Explain why you have such a dream in the Age of Machines.
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Learning and Teaching Resource Pack
for Secondary History Curriculum
Appendix 6
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:
Example:
Evidence from pictures or other sources:
Evidence from pictures or other sources:
Example:
Example:
Evidence from pictures or other sources:
Evidence from pictures or other sources:
Example:
Example:
Evidence from pictures or other sources:
Evidence from pictures or other sources:
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 :
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Part II : B. Contents
Junior secondary (S1-3)
5. Life in the Age of Machines
(Learning Menu)
Appendix 7
Main dish 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 telling him/her
how your life had been changed. (Homework)
93
Learning and Teaching Resource Pack
for Secondary History Curriculum
Appendix 8
Side Dish 1
Complete the concept map about what inventions you think are important during the
Industrial Revolution. State their degree of importance and give reasons.
Learning Contract - Side Dish 1
Class :
Name :
Class no :
Title : Major developments during the Industrial Revolution
vital
not important
94
somewhat important
very important
important
Part II : B. Contents
Junior secondary (S1-3)
5. Life in the Age of Machines
(Learning Menu)
Appendix 8
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
Factory
C)
D) Fire station
2. What did the factory have?
A) Locomotives
B) Steamships
Production Machines
C)
D) X-rays
3. Which social classes were the people belonged to?
A) Capitalist Class
B) Middle Class
C)
Working Class
D) Nobles
4. Please describe the working style or working environment of this factory system with
reference to the film.
(1) Division of labour: the production process was divided into different stages and every worker specialized on one task.
(2) Dangerous working environment: machinery was not fenced off and workers were exposed to the moving parts of the machines.
(3) Poor working condition: people worked for long hours every day, i.e. fourteen to sixteen hours and took little rest.
5. As shown in the film, what effects did these working conditions have on workers?
(1) 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.
(2) As the workers were exposed to the moving parts of the machines, industrial accidents were common.
(3) 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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Learning and Teaching Resource Pack
for Secondary History Curriculum
Appendix 9-11
Side Dish 2
Appendix
9
Design an advertisement to promote what you think is the most important invention
during the Industrial Revolution and list out its selling points.
Dessert 1
Appendix
10
Make a model of an invention during the Industrial Revolution.
Dessert 2
Appendix
Write a diary about a creative invention you expect to have in the world today.
96
11
Part II : B. Contents
Junior secondary (S1-3)
5. Life in the Age of Machines
Appendix 12
Students’ work
(Learning Menu)
97