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Telecommunications Lesson Plan

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ImageDescriptionCitationURLCan You Hear Me Now? A Lesson on the Progress in TelecommunicationsBrandee StaudLinden ElementarySummer 2009Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, LC-USW3-032345-E DLC]In this lesson, students will learn about the changes that have taken place in the area of telecommunications. Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/ExtensionOverview Back to Navigation BarObjectives Students will:- Play a game of “telephone.”- Sort pictures of different types of telecommunicationaccording to time. - Design an ideal form of communication.Recommended time frame 4 daysGrade level 3rdCurriculum fit Social StudiesMaterials Copies of pictures (see chart below)PaperPencilCrayons/Markers/Art SuppliesOhio State Learning Standards Back to Navigation BarH5C6. Explain the impact of settlement, industrialization and transportation on the expansion of the United States.H3.1 Define and measure time by years, decades, andcenturies.H3.2 Place local historical events in sequential order on a time line.Procedures Back to Navigation BarTeaching with Primary Sources Illinois State UniversityDay One:- To begin the lesson, I would play a game of telephone with the students. I would whispers something in one student’s ear. That student would repeat my message to the next person and so on. After the last person hears the message, he/she announces the message to the whole class. Usually, the message is changed as it passes from person to person. We would discuss the advantages and disadvantages of the game.- I would introduce the concept of telecommunications. Then, we would use the Smartboard and fill out a KWL chart about whatthe students know about telecommunications as well as what they would like to know.- Next, I would pass out copies of the pictures (see below). Students will work together to sort the pictures and assemble them into chronological order. - Afterwards, we would discuss how they sorted the pictures. Next, I would give the dates of picture and then have the students arrange them in chronological order. - Then, we would discuss the impact these advanced made on the expansion of the U.S.- Lastly, we would fill out what was learned on our KWL chart.Day Two and Three: - We would review the lesson from the day before. I would ask the students to arrange the pictures in chronological order again. - Next, I would assign will a project where the students are to design an ideal mode of communication for them. Students will write an essay about their invention including criteria of what would make the invention so great. In addition, the students are required to include either a model of the invention or a labeled diagram.Day Four:- We would share our projects. Teaching with Primary Sources Illinois State UniversityEvaluation Back to Navigation BarTeacher will use observation/checklist to note details of students having difficulty putting the dates in chronological order. A rubric will be used to evaluate the project.Extension Back to Navigation BarStudents can play a game about how things have changed over time at:http://www.americaslibrary.gov/jb/game/sleuth_intro.htmlStudents could further research the different types of telecommunication. In addition, the invention of the cell phone could be researched.Teaching with Primary Sources Illinois State UniversityPrimary Resources from the Library of CongressBack to Navigation BarImage Description Citation URLFirst telegraph message, 24 May 1844Library of Congress, Manuscript Divisionhttp://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field(DOCID+@lit(mcc/019))Pony Express Ninety-Six Ranch, Paradise Valley, Nevada, Carl Fleischhauer, photographer, 1980.Buckaroos in Paradise: Ranching Culture in Northern Nevada, 1945-1982http://memory.loc.gov/ammem/today/oct24.htmlWashington, D.C. Pasting up a telegram at the Western Union telegraph office.Library of Congress, Prints& Photographs Division, FSA-OWI Collection, [reproduction number, LC-USW3-032345-E DLC]http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8d30855))Successful completion of the Atlantic telegraph cable between Newfoundland and Valentia Bay (1858)Library of Congress, Prints& Photographs Division, [reproduction number, LC-DIG-pga-00117]http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a08620))+@field(COLLID+pga))Teaching with Primary Sources Illinois State UniversityAlexander Graham Bell's design sketch of the telephone (1876)Library of Congress, Manuscript Divisionhttp://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field(DOCID+@lit(mcc/004))Bell's first telephone is a duplicate of the instrumentthrough which speech sounds were first transmitted electrically, 1875 on phone.Library of Congress, Printsand Photographs Division, Detroit Publishing Company Collectionhttp://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a27893))Advertisement for telephoneAdvertising Ephemera Collection - Database #A0160Emergence of Advertising On-Line ProjectJohn W. Hartman Center for Sales, Advertising & Marketing HistoryDuke University Rare Book, Manuscript, and Special Collections Libraryhttp://scriptorium.lib.duke.edu/eaa/*http://memory.loc.gov/cgi-bin/query/r?ammem/eaa:@field(DOCID+@lit(eaa001182))Washington, D.C. Telephone operators at the telegraph office (1943)Library of Congress, Prints& Photographs Division, FSA-OWI Collection, [reproduction number, LC-USW3-032335-E DLC]http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8d30845))Mr. and Mrs. Fred Hultstrand posting a letter. (1959)Fred Hultstrand History in Pictures Collection, NDIRS-NDSU, Fargo.http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b392))Teaching with Primary Sources Illinois State UniversityRubricBack to Navigation BarMaking A Poster : New Form of Telecommunication Teacher Name: Brandee StaudStudent Name: ________________________________________CATEGORY 4 3 2 1Use of Class Time Used time well during each class period. Focused ongetting the project done. Never distracted others.Used time well during each class period. Usually focused on getting the project done and never distracted others.Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.Did


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