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electricity

Electricity

IntroductionTaskProcessEvaluationConclusionCredits Teacher PageHome Page

introduction
Introduction

You 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

IntroductionTaskProcessEvaluationConclusionCredits Teacher PageHome Page

slide3
Task
  • Youwill 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.

IntroductionTaskProcessEvaluationConclusionCredits Teacher PageHome Page

process 1
Process 1
  • 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 correspondswithyour job title.

IntroductionTaskProcessEvaluationConclusionCredits Teacher PageHome Page

process 2
Process 2

Illustrator

You 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.

IntroductionTaskProcessEvaluationConclusionCredits Teacher PageHome Page

process 3
Process 3

Writer

Your 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.

IntroductionTaskProcessEvaluationConclusionCredits Teacher PageHome Page

process 4
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. 

IntroductionTaskProcessEvaluationConclusionCredits Teacher PageHome Page

process 5
Process 5

IntroductionTaskProcessEvaluationConclusionCredits Teacher PageHome Page

3) 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

process 6
Process 6

IntroductionTaskProcessEvaluationConclusion

Credits Teacher PageHome Page

6) 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.

conclusion
Conclusion

Congratulations! 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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credits
Credits

Research 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.html

IntroductionTaskProcessEvaluationConclusionCredits Teacher PageHome Page

teacher page 1
Teacher Page 1

This 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.

IntroductionTaskProcessEvaluationConclusionCredits Teacher PageHome Page

teacher page 2
Teacher Page 2

The 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.

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teacher page 3
Teacher Page 3

Learning Standards

ISTE NET-S

  • 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.

  • 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.

IntroductionTaskProcessEvaluationConclusionCredits Teacher PageHome Page

teacher page 4
Teacher Page 4

Science 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.

IntroductionTaskProcessEvaluationConclusion Credits Teacher PageHome Page

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