Electricity

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IntroductionYou come home from a long day of school, turn on

the lights, grab a nice cold drink from the refrigerator, and run to the television to play your

favorite video game. All of this can be done because of the power of electricity. But let’s go back 100 years when we didn’t have electricity.

What would we do?!

The Magic of Electricity

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TaskYou will be researching the history

of electricity and creating a timeline tracking its progress and development over the last three

hundred years. Then you will work in groups to create an

advertisement for one of the inventions on your timeline that

will be shared with the class. After that you will view a video and learn about what creates an

electric circuit. Finally, you will create your own electric circuits.

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Process 11) You will research the history of electricity and complete

an “Electricity Through Time” timeline. Your timeline must contain at least 8 events. Click on the links that follow. Research your information then print the timeline.

• http://www.eia.doe.gov/kid

• Electricity Through Time.docx

2) As a group of three, you will pick an invention from your timeline to create an advertisement for. Each member of the group will hold a specific job title. The possible job titles are writer, illustrator, and editor. Please review the page that corresponds with your job title.

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Process 2

IllustratorYou are the artist of the group! Your job is to make

the pictures for your advertisement. The image you make will need to correspond to the text and help your readers understand what your product is. You can choose how you want to create your

illustrations; drawing, painting, computer graphics. Do whatever you are most comfortable

with. Good illustrators write down some notes from their imagination and create sketch's of

what they see.Introduction Task Process

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Process 3

WriterYour job is to write the creative slogan for

the advertisement. You will have to discuss with your group what the selling

point of your product is. Keep in mind descriptive words that will persuade

potential buyers.

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Process 4 Editor

You have obtained the role of the Editor, which is one of the most important roles.  Your role is to edit the writing portion of your group

project. Before you begin to edit, let’s review the writing process:

Pre-writing is the stage where you brainstorm, gather and organize your ideas. 

Drafting is the stage where you begin to refine your ideas in a composition form. 

Revising gives you an opportunity to take a second look.  During this phase, you can completely re-do the project, or simply make smaller corrections.

Editing calls for you to carefully look at the group’s project and check for errors.  Most importantly, you are to check for grammar and spelling errors.  Introduction Task Process

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Process 53) After you have viewed the link related to your job, begin working

on your advertisement. Create a draft using the first draft page below before completing your final copy. Your draft must be

approved by the teacher! Remember, you are persuading people to use your product! Once you have completed your

advertisement, your group will come up and share it with the class.

Advertisement First Draft.docx

4) View the electric circuits video. http://www.brainpop.com/technology/energytechnology/electriccircuit

5) Read how a circuit is created by following the link below. Using the same groups as earlier, review the directions to create your

own simple circuit. When you are finally ready to create your simple circuit, supplies will be handed out by the teacher. http://www.energyquest.ca.gov/story/chapter04.html

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Process 66) Now that you are pros at creating simple circuits, lets

see what other materials we can use to make one. Frankenstein’s lab has run out of electricity! Can you help him solve the problem? Click on the link below.

• http://www.miamisci.org/af/sln/frankenstein/fruity.html

7) Once you have viewed the Frankenstein webpage, print out the following worksheet. As your group works to help Frankenstein create electricity, you will be individually completing the worksheet. Again, supplies will be handed out by the teacher once the group is ready to experiment.

FRANKENSTEIN’S LABORATORY.docx

8) Once everyone has completed the tasks, we will come together as a class to discuss what we have learned.

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EvaluationExemplar

y

4

Accomplis

hed 3 Developing

2

Beginning

1 Score

History Through Time

8 events placed in sequential order.

5-7 events placed in sequential order

2-4 events not in sequential order

1 event

Advertisement

Include title, illustration of product, and a creative and unique slogan.

Includes 2 out of 3 of the requirements

Design is neat

Includes 1 out of the 3 requirements. Design is not detailed.

No advertisement was completed.

SimpleCircuit

Followed directions and successfully created a simple circuit.

Created a simple circuit after reviewing the directions once.

Created a simple circuit after reviewing the directions 2-3 times.

Did not complete a simple circuit.

FrankensteinLaboratory

Successful completion and detailed drawing and data.

Completion with drawings and data.

Completion with a drawing or data.

Completion with no details.

GroupWork

Worked exceptionally well together, sharing and respecting each member having an equal part.

Worked well and remained on task.

Attempted to work together but had difficulty remaining on task.

Lacking in group unity and respect. Could not complete the task.

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ConclusionCongratulations! You now

have become masters of electricity!

You have learned to create simple circuits and have become scientists just like the famous inventors Benjamin Franklin and

Thomas Edison. Next time lightening turns off your electricity don’t worry!

You now have the power to create your own.

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CreditsResearch for the history of electricity

• http://www.tvakids.com/electricity/history.htm

• http://www.eia.doe.gov/kids/energy.cfm?page=tl_electricity

Brain Pop Video

• http://www.brainpop.com/technology/energytechnology/electriccircuits/

Simple Circuit

• http://www.energyquest.ca.gov/story/chapter04.html

Frankenstein’s Laboratory

• http://www.miamisci.org/af/sln/frankenstein/fruity.html

• http://www.energyquest.ca.gov/projects/lemon.htmlIntroduction Task Process Evaluation

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Teacher Page 1This lesson is designed for a Science curriculum in

grades 4-5. The students will work in cooperative groups, learn about the development of

electricity from the time of Benjamin Franklin, and create their own simple electric circuits.

The students will learn about the origins of electricity to gain an understanding of how the

Science has developed. The creation of the timeline incorporates the skill of sequencing as

well as provides a clearer depiction of the advancements of electricity. The advertisement will call for student creativity, organization, and communication skills as they work in groups. I

have allowed four days for the completion of this task. This however can be adjusted.

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Teacher Page 2The students will watch a short video on simple circuits

and read about how to create one. They will work in groups to create a simple circuit. We will come

together as a class for discussion. I have allotted four days for the completion and discussion of their

circuits.

This is a continuation of a unit on energy, however, the students need no prior knowledge of electricity.

Before the students perform the selected experiments, they should be tested by the classroom teacher.

Materials for each experiment should not be handed out until students have reviewed the instructions

with the teacher.Introduction Task Process

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Teacher Page 3 Learning Standards

ISTE NET-S

1) Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products or processes using technology.

a) create original works as a means of personal or group expression.

b) Use models and simulations to explore complex systems and issues.

2) Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

a) locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources.

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Teacher Page 4Science Learning Standards

Standard 4:  Students will understand and apply scientific concepts, principles,

and theories pertaining to the physical setting and living environment and

recognize the historical development of ideas in science.

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