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Anne Carter TOSS Section 04 1.“As the Century Turns” Video“As the Century Turns” Video 2.Task ITask I 3. Task IITask II 4. RolesRoles 5. ProcessProcess.

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Presentation on theme: "Anne Carter TOSS Section 04 1.“As the Century Turns” Video“As the Century Turns” Video 2.Task ITask I 3. Task IITask II 4. RolesRoles 5. ProcessProcess."— Presentation transcript:

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2 Anne Carter TOSS Section 04

3 1.“As the Century Turns” Video“As the Century Turns” Video 2.Task ITask I 3. Task IITask II 4. RolesRoles 5. ProcessProcess 6. “Man of the Era” List“Man of the Era” List 7. English/ Language Arts Standards Pages 1,2,3,4,51,2,3,4,5 8. Math Standards Pages 1 and 212 9. Science Standards Pages 1, 2, 3123 10. Social Studies Standards Page 11 11. Teacher’s Page Page 1, 2, 31,2,3 Description: SS5H3 The student will describe how life changed in America at the turn of the century. b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).

4 Click on screen to watch video! Table of Contents

5 Magazine cover…put it here and then do text box over it to make the task. Table of Contents

6 Task’ Time Magazine is trying to put together their annual “Person of the Year” issue. They are having some problems, though. They don’t know who to choose or what these people did. Can you help them figure out who to choose and why? Time Magazine wants you to choose a person from the list, research their life and major accomplishments, and put together an article on why you think that person should be “Person of the Year.” Table of Contents

7 In your writing groups, you will become an expert on one of the following people: George Washington Carver Wright Brothers Thomas Edison Alexander Graham Bell Teddy Roosevelt Table of Contents

8 1.On the next page, you will click on your “Man of the Era’s” name to learn more about them. 2.Gather the information to write the biography. Biography should include: a.Year and place of birth and death b.Five (5) details about their early life c.Three (3) important achievements/inventions Why you think this person should be “Man of the Era.” 3. Make a “Connection to the Future” -How did this person’s achievements and inventions make an impact on your life today. -How would your life be different if the inventions were not created. 4. Explain the “Look into their Life” in your magazine. -You will be given some situations that your inventor might have dealt with. Solve the problem then explain in your magazine how you solved it and what your answer was. Table of Contents

9 George Washington Carver Wright Brothers Thomas Edison Alexander Graham Bell Teddy Roosevelt Table of Contents

10 English and Language Arts ELA5C1 Description: ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences). e. Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity (simple, compound, complex, and compound-compl f. Uses and identifies correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations) and correct sentence structure (e.g., elimination of sentence fragme g. Uses additional knowledge of correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations), correct sentence structure (e.g., elimination of fragments and run-ons), and correct Standard English spelling (e.g., commonly used homophones) when writing, revising, and editing. ELA5LSV1 Description: ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student a. Initiates new topics in addition to responding to adult-initiated topics. b. Asks relevant questions. c. Responds to questions with appropriate information. d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if...”; “Very likely...”; “I’m unsure whether...”). f. Displays appropriate turn-taking behaviors. g. Actively solicits another person’s comments or opinions. h. Offers own opinion forcefully without domineering. i. Responds appropriately to comments and questions. k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. Table of Contents

11 ELA5LSV2 Description: The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. Critical Component: When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: c. Judges the extent to which media provide a source of entertainment as well as a source of information. Critical Component: When delivering or responding to presentations, the student: a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members. b. Uses notes, multimedia, or other memory aids to structure the presentation c. Engages the audience with appropriate verbal cues and eye contact. d. Projects a sense of individuality and personality in selecting and organizing content and in delivery. e. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials. ELA5R1 Description: ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. Critical Component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a. Locates facts that answer the reader’s questions. b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary). c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, captions, and illustrations). d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, logical order, cause and effect, classification schemes). e. Distinguishes cause from effect in context. f. Identifies and analyzes main ideas, supporting ideas, and supporting details. g. Makes perceptive and well-developed connections. h. Relates new information to prior knowledge and experience and makes connections to related topics or information. Table of Contents

12 ELA5R3 Description: ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Reads a variety of texts and incorporates new words into oral and written language. b. Determines the meaning of unfamiliar words using context clues (e.g., definition, example). c. Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes. d. Determines pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses. h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence. ELA5W1 Description: ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). Table of Contents

13 ELA5W2 Description: The student demonstrates competence in a variety of genres. Critical Component: The student produces informational writing (e.g., report, procedures, correspondence) that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. Develops a controlling idea that conveys a perspective on a subject. c. Creates an organizing structure appropriate to a specific purpose, audience, and context. d. Includes appropriate facts and details. e. Excludes extraneous details and inappropriate information. f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote. g. Draws from more than one source of information such as speakers, books, newspapers, and online materials. h. Provides a sense of closure to the writing. i. Lifts the level of language using appropriate strategies including word choice. Critical Component: The student produces a persuasive essay that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. States a clear position in support of a proposal. c. Supports a position with relevant evidence. d. Creates an organizing structure appropriate to a specific purpose, audience, and context. e. Addresses reader concerns. f. Excludes extraneous details and inappropriate information. g. Provides a sense of closure to the writing. h. Raises the level of language using appropriate strategies (word choice). i. Lifts the level of language using appropriate strategies including word choice. Table of Contents

14 ELA5W3 Description: ELA5W3 The student uses research and technology to support writing. The student a. Acknowledges information from sources c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing. d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/numerical order) to obtain and organize information and thoughts. f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell check). g. Uses a thesaurus to identify alternative word choices and meanings. ELA5W4 Description: ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student a. Plans and drafts independently and resourcefully. b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences. c. Edits to correct errors in spelling, punctuation, etc. Table of Contents

15 M5D1 Description: M5D1 Students will analyze graphs. a. Analyze data presented in a graph. b. Compare and contrast multiple graphic representations (circle graphs, line graphs, line plot graphs, pictographs, Venn diagrams, and bar graphs) for a single set of data and discuss the advantages/disadvantages of each. M5N4 Description: M5N4 Students will continue to develop their understanding of the meaning of common fractions and will compute with them. c. Find equivalent fractions and simplify fractions. d. Model the multiplication and division of common fractions. e. Explore finding common denominators using concrete, pictorial, and computational models. g. Add and subtract common fractions and mixed numbers with unlike denominators i. Estimate products and quotients. M5P1 Description: M5P1 Students will solve problems a. Build new mathematical knowledge through problem solving. b. Solve problems that arise in mathematics and in other contexts. c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect on the process of mathematical problem solving. Table of Contents

16 M5P2 Description: M5P2 Students will reason and evaluate mathematical arguments a. Recognize reasoning and proof as fundamental aspects of mathematics. b. Make and investigate mathematical conjectures. c. Develop and evaluate mathematical arguments and proofs. d. Select and use various types of reasoning and methods of proof. M5P3 Description: M5P3 Students will communicate mathematically. a. Organize and consolidate their mathematical thinking through communication. b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c. Analyze and evaluate the mathematical thinking and strategies of others. d. Use the language of mathematics to express mathematical ideas precisely. M5P4 Description: M5P4 Students will make connections among mathematical ideas and to other disciplines. a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics. Table of Contents

17 S5CS1 Description: S5CS1 Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Keep records of investigations and observations and do not alter the records later. b. Carefully distinguish observations from ideas and speculation about those observations. c. Offer reasons for findings and consider reasons suggested by others. S5CS3 Description: S5CS3 Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. a. Choose appropriate common materials for making simple mechanical constructions and repairing things. c. Use computers, cameras and recording devices for capturing information. S5CS5 Description: S5CS5 Students will communicate scientific ideas and activities clearly. a. Write instructions that others can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases. Table of Contents

18 S5CS7 Description: S5CS7 Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that: a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties. b. Some scientific knowledge is very old and yet is still applicable today. S5CS8 Description: S5CS8 Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. d. Science involves many different kinds of work and engages men and women of all ages and backgrounds. S5L1 Description: S5L1 Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification. a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal). Table of Contents

19 S5P3 Description: S5P3 Students will investigate the electricity, magnetism and their relationship b. Determine the necessary components for completing an electric circuit. c. Investigate common materials to determine if they are insulators or conductors of electricity Table of Contents

20 SS5H3 Description: SS5H3 The student will describe how life changed in America at the turn of the century. b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity). Table of Contents

21 Teachers, I hope you find this Webquest to be engaging and educational for your students. I have worked hard to make sure that each person in this Webquest has been equally covered and that the activities the students are asked to complete are on the same level as their peers. I have adapted the process of getting everything done for this magazine into centers which I hope you will find helpful. This could be used in the case that your class doesn’t have a lot of computer access or if your class is already being run with centers involved. Feel free to take the centers out if you please. The rotation schedule is on the next slide. The center rotation is based on having 5 groups of about 4 students per group. Each block is set up into one hour blocks that will be rotated in 30-minute increments. This allows each group to rotate through the different stations and computers. The last 30-minute block on Thursday has also been made a make-up (mu) day. This will be used to complete work that wasn’t finished in the week, due to absences or having to rotate stations. I have also attached the rubric that I will be using with my students to evaluate their work on the magazine. Table of Contents

22 TopicMondayTuesdayWednesdayThursdayFriday Math Computer Lab 154Publication Station Research (Computer) 215 Connection321 Science (Computer) 432 Publication Station 543 3 4 5 1 2 2 3 4 5 6 Mu Table of Contents

23 I have chosen to use a traditional rubric to assess the student’s assessment. It nicely fits all of the components I would like to look at. Please follow the link to the rubric I have created. Magazine Rubric

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25 1. Quote by Teddy Roosevelt Quote by Teddy Roosevelt 2. Biography / Fun FactsBiography / Fun Facts 3. Video on Roosevelt’s LifeVideo on Roosevelt’s Life 4. Teddy’s Many RolesTeddy’s Many Roles 5. Life in Roosevelt’s TimeLife in Roosevelt’s Time 6. Rough Riders ProblemRough Riders Problem a. Think TimeThink Time b. Ideas to Get You StartedIdeas to Get You Started 7. Did You Know?!Did You Know?! a. National Parks Service MapNational Parks Service Map 8. “Touch of Class” Game“Touch of Class” Game a. Questions to ConsiderQuestions to Consider

26 “This country will not be a good place for any of us to live in unless we make it a good place for all of us to live in…” Table of Contents

27 Learn More about the Man Behind the Rough Riders who became President Click both pictures for more information and the biography of Teddy Roosevelt. Table of Contents

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29 Teddy Roosevelt PresidentAuthorNaturalist Leader of the Rough Riders Explorer Table of Contents

30 Life in Teddy Roosevelt’s Time Teddy Roosevelt lived during a time of great inventions and progress in America. He had to make decisions and use his knowledge to better himself and his country. Table of Contents

31 Teddy Roosevelt needs to order food for the Rough Riders. The general store sells bags of cornmeal in large amounts. A 10-lb bag is $9.50, a 20-lb bag is $18.50, and a 40-lb bag is $30.00. The Rough Riders need 980-lbs of cornmeal for 4 weeks. What is the least expensive way to buy a 4 week supply without having any left over? Table of Contents

32 Take 5 minutes to think about how you would solve this problem. Think about the steps that you would take. Then talk to your group members to see the steps that they came up with. Table of Contents

33 Ideas to get you started… Think about the bags that would be the cheapest to buy and get the most for your money. What numbers are important in this problem? What words are important in this problem? Table of Contents

34 DID YOU KNOW?! One of Teddy Roosevelt’s main focus of his presidency was the conservation of forest land in the United States. He was an avid nature- lover and wanted to make sure that future generations had plenty of green space to enjoy as he had. YearAcquisition 19031 19041 19063 19076 1908100 190936 Table of Contents

35 This is a map of all the states that have a park protected by the National Park Service. Click the picture to see the interactive map online. Table of Contents

36 When Teddy Roosevelt saved the forest land with the National Park Service, he also saved many species that would have been lost if the forest had been cut down. Animals fit into many classifications depending on the characteristics that they have. Animals are multi- cellular, breathe oxygen, have hair, and give birth to live young. Other types of species use gills to breathe, have feathers instead of hair or fur, and lay eggs. Click the link to play: “A Touch of Class” Table of Contents

37 Some Questions to Consider What do some plants need to make their own food? What living things eat insects? Name some animals that fall under the mammal category What are some characteristics of mammals? What birds cannot fly? In what ways can animals protect themselves? Can you think of any animals that do not have backbones? What living thing is an arachnid but is often mistakenly classified as an insect? Name an example where the same plant or animal can be classified in more than one group depending on the features of a specific group. Table of Contents

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39 Quotes Biography George Washington Carver Movie Did You Know?! George Washington Carver Movie 2 Timeline Life In George Washington Carver’s Time – What Do You Use? What Do You Use? – Cropping Help Cropping Help – Think Time Think Time – Ideas to Get You Started Ideas to Get You Started – Soil Activity Soil Activity

40 “Education is the key to unlock the golden doors of freedom.” Table of Contents

41 The Man Who Invented Peanut Butter Click the picture to follow the link! Table of Contents

42 Click the screen to see the movie! Table of Contents

43 Did you know?! George Washington Carver invented many products using peanuts and sweet potatoes. These graphs show the total number of products created. How many peanut products were created? How about sweet potato? How many more peanut products are there than sweet potato? Table of Contents

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45 Timeline of George Washington Carver 1864George Washington Carver is born a slave in Missouri 1877George Washington Carver moves to Minneapolis, Kansas to attend school. 1890Carver enrolls at Simpson College. 1894Carver earns his Bachelor’s degree in Agriculture at Iowa Agricultural College. 1896 Carver is asked by Booker T. Washington to be a teacher at the Tuskegee Institue in Alabama. 1906 George bgins teaching rural people about using different crops each year to make the soil better. 1923George received the Springarm Medal for Distinguished Service to Science. 1939George received the Roosevelt Medal for Distinguished Service to Science. 1941The George Washington Carver Museum is opened at the Tuskegee Institute. 1943George Washing Carver died at the age of 78. Table of Contents

46 Peanuts, Sweet Potatoes and Soy Beans! OH MY! George Washington Carver worked hard to find plants that could be grown by the recently freed slaves that were working as sharecroppers in the South. He also used these plants to make products that could be sold in stores for everyone to benefit from. Table of Contents

47 Peanuts Peanut Butter Instant Coffee Mayonnaise Soybeans Paints Stains Synthesized Rubber Sweet Potatoes Flour Sugar Medicines What Do You Use? Table of Contents

48 George Washington Carver discovered that you have to rotate crops in your field to get the best soil. One season he planted ¼ of his land with cotton, 1/3 with peanuts, and another ¼ with soy beans. What fraction of his land did he plant all together? What fraction was left over? Table of Contents

49 Take 5 minutes to think about how you would solve this problem. Think about the steps that you would take. Then talk to your group members to see the steps that they came up with. Table of Contents

50 Ideas to get you started… Look at the fractions in the problem and decide which ones are the easiest to add together first. What words are important in this problem? Table of Contents

51 One of the most important parts of George Washington Carver’s studies was on soil. He wanted to know how soil worked to help grow good plants that produced a lot of fruit. You are going to look at some characteristics of soil and how soil effects the Earth and the plants that grow in it. Click the link below…. Soil Activity! When you have finished learning about soil, write a short reflection in your magazine about the importance of soil on growing plants and what you think George Washington Carver discovered about soil. How do you think what he discovered helped with his inventions and grow of peanuts, sweet potatoes, and soy beans. Table of Contents

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53 Words from a Genius Biography Video Timeline Did You Know?! Interview with Edison Life in Edison’s Time Wiring Help! Map Think Time Ideas to Get You Started What’s a Current Made Of? Electricity Introduction/ Build a Circuit Batteries Switches Insulators Conductors Resistors “In Your Magazine” Table of Contents

54 “Genius is one percent inspiration and ninety- nine percent perspiration.” Words From a Genius Table of Contents

55 The Man Who Improved the Light Bulb Click on the picture to learn more about Edison! Table of Contents

56 Click on the screen to watch the movie! Table of Contents

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58 Did you Know?! Thomas Edison’s Attempts at the Light Bulb Thomas Edison had many failed attempts at the light bulb before he was successful. How many more failures do you think he had than successes? Go on the next page to find out how many! Table of Contents

59 Mr. Edison, we have heard that you have failed 1,000 times at making the light bulb. Can you comment? “No, I have not failed. I have 1,000 ways that won’t work.” Table of Contents

60 Thomas Edison was a great inventor at the Turn of the Century. He invented many things and never stopped trying to make them better. Thomas Edison also like to invent things that the public can use in their homes. Table of Contents

61 When Thomas Edison invented electricity, the electricity could only travel so far. People had to live fairly close to a station to get electricity in their homes. Each wire covered ¾ of a mile. How many wires would it take to reach from Atlanta to Macon? When you are ready, go on to the next page to see the map! Table of Contents

62 Key ½ an inch= 5 miles

63 Take 5 minutes to think about how you would solve this problem. Think about the steps that you would take. Then talk to your group members to see the steps that they came up with. Table of Contents

64 Decide which words are important to the problem. Pick out what you have to first to begin solving the problem. Don’t forget the distance is important. Ideas to get you started… Table of Contents

65 Current Circuit Diagram InsulatorElectromagnetConductorVoltResistor Consists of Table of Contents

66 In order for electricity to get to the light bulb. This happens using circuits. Circuits are made up of batteries, switches, insulators, conductors, and resistors. In this activity, your group is going to work together to make a working circuit that lights up a light bulb. Click on the link below, and then click “Run Now.” When the page opens you can start building your circuit. Raise your hand if you need any help! batteriesswitchesinsulatorsconductors resistors Build A Circuit Table of Contents

67 Batteries are the energy source for the circuit. The battery gives the circuit the current that will be used to light up the bulb. Back Table of Contents

68 Switches are used to determine when the current is going and not, along with which way the current of electricity is going through the circuit. Back Table of Contents

69 Insulators are certain materials that electricity does not travel easily through, such as plastic, glass or rubber. Insulators are used in circuit to make sure that the electricity doesn’t leave the wires it is traveling on. Back Table of Contents

70 A conductor is a material that electricity flows easily through, such as metal, or water. Conductors are used in circuits for the electricity to travel on. Back Table of Contents

71 Resistors are used to limit the current that can flow through the circuit at a given time. The resistors lets enough current through to make the light bulb light up but not so much that the circuit gets damaged. Back Table of Contents

72 In your magazine, you are going to draw the circuit that you made in the simulation. Explain why the circuit works and the pieces that went into it. Table of Contents

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74 Quotes Dial Him Up! Movie Life in Alexander Graham Bell’s Time Many Types of Telephones Telephone Wire Help! – Map Map – Think Time Think Time – Ideas to Get You Started Ideas to Get You Started Can You Hear Me Now? Good! Decibel Chart Exploring Sound

75 “Before anything else, preparation is the key to success.” Table of Contents

76 Dial Him Up! Learn all about Alexander Graham Bell! Table of Contents

77 Click the screen to start the movie! Table of Contents

78 After the telephone was invented, the number of telephones in homes increased dramatically. The numbers especially grew when people started moving into the cities to work in the factories. Table of Contents

79 Alexander Graham Bell was driven by a genuine curiosity that kept him regularly searching, striving, and wanting always to learn and to create. The First Telephone! Life in Alexander Graham Bell’s Time Table of Contents

80 Many Types of Telephones Phones that are connected by Wires Computer Modems Fax MachineVideophones Cellular Phones Table of Contents

81 When Alexander Graham Bell invented the telephone, it took a long time for the call to reach its destination. If it takes the telephone call 1/6 of a minute to travel 5 miles, then how long will it take for a phone call to go from Atlanta to Macon? When you are ready, go on to the next page to see the map! Table of Contents

82 Key ½ an inch= 5 miles

83 Take 5 minutes to think about how you would solve this problem. Think about the steps that you would take. Then talk to your group members to see the steps that they came up with. Table of Contents

84 Ideas to get you started… Decide which words are important to the problem. Pick out what you have to first to begin solving the problem. Don’t forget the distance is important. Table of Contents

85 Can You Hear Me Now?... Good! Have you ever wondered how all the different sounds in the world are made? How are you able to hear someone talk to you on the phone? What is a sound anyway? A sound is a wave of vibration that spreads from its source. Vibration is the back-and-forth movement of an object. The particles that are vibrating move closer and further away from each other in a pattern. When particles are very close together this is called a crest. The distance between crests is called a wavelength. One part of sound is frequency. Frequency is how fast the particles are vibrating. The greater the frequency, the higher the pitch of the sound. The reasons that some sounds are louder than another is due to the amount of energy that they have running through them. Sound is measured in units called decibels. Table of Contents

86 SoundDecibel Level Normal Breathing10 Mosquito20 Whisper30 Refrigerator Humming40 Normal Conversation50 Vacuum Cleaner70 Garbage Disposal80 Diesel truck84 Lawnmower90 Farm Tractor98 Jet Flyover at 100 feet103 Snowmobile105 Power Saw110 Rock Concerts110-140 Examples of Decibel Levels Table of Contents

87 Click on the link to the website below to learn more about sound. There are two parts to this activity. The first you will clap the hands and watch as the sound spreads through the air. You will then go to the top of the page and click on “Exploring Pitch and Volume.” This will let you work with how high or low a sound is, as well as how loud and how soft. Make sure that you look at the information that goes around the outside of the activity for more information. Exploring Sound Table of Contents

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89 Table Of Contents Quotes Biography Airplanes Around the World Movie Kitty Hawn Life in the Wright Brothers’ Time Mileage Help! – Think Time Think Time – Ideas to Get You Started Ideas to Get You Started How Do You Make an Airplane? – Pulley Pulley – Wheel and Axle Wheel and Axle – Inclined Plane Inclined Plane – Lever Lever When You Have Finished!

90 "There is no sport equal to that which aviators enjoy while being carried through the air on great white wings.“ -Wilbur Wright We were lucky enough to grow up in an environment where there was always much encouragement to children to pursue intellectual interests; to investigate what ever aroused curiosity.” -Orville Wright Table of Contents

91 Click on the picture to learn about Orville and Wilbur! “Isn't it astonishing that all these secrets have been preserved for so many years just so we could discover them!” - Orville Wright Table of Contents

92 First Airplanes to Fly in Different Countries CountryYear USADec. 1903 FranceNov. 1906 GermanyJune. 1907 Great BritainOct. 1908 Italy1907 AustriaApril.1908 RussiaJuly. 1908 SwedenJuly. 1908 RomaniaOct. 1908 CanadaFeb. 1909 Table of Contents

93 Click on the screen to start the movie! Table of Contents

94 Learn how the Wright Brothers got their airplane to fly! Click on the pictures to watch their airplane fly! Table of Contents

95 A little town in North Carolina, called Kitty Hawk, became famous after the Wright Brothers flew their airplane there. Kitty Hawk Table of Contents

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97 Inventions Used in the Airplane Internal Combustion Engine Radios and Radio Waves Telephones in Chairs Peanuts for an in-flight snack Electrical System Table of Contents

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99 Life in the Wright Brothers Time The Wright Brothers were living in the time of great inventors, and they fit right now. The Wright Brothers had a lot of experience working with machines and building bicycles in their shop. The airplane was their greatest invention and changed the lives of everyone in the world forever. Table of Contents

100 When the Wright Brothers first invented their airplane, it couldn’t fly very far. The Wright Brothers had to fly the airplane many times for short lengths. If the airplane flew ¼ of a miles three times in a row, then flew 1/6 of a mile two times in a row, how far did the airplane fly in all? Table of Contents

101 Take 5 minutes to think about how you would solve this problem. Think about the steps that you would take. Then talk to your group members to see the steps that they came up with. Table of Contents

102 Ideas to get you started… Decide which words are important to the problem. Pick out what you have to first to begin solving the problem. Remember to combine fractions first to start getting your answer. Table of Contents

103 How Do You Make An Airplane? Airplanes are very complicated to build, but when the Wright Brothers started building their airplanes, they had an advantage. The Wright Brothers owned a bicycle shop and loved to tinker with all sorts objects. This helped them learned how to put machines together. A machine is a device that changes the direction or the amount of force needed to do work. There are many types of simple machines. Simple machines include pulleys, wheel and axle, inclined plane, and lever.pulleyswheel and axleinclined planelever Click on the website below to learn more and build a few simple machines of your own! When you get to the website click on the house and get started! Simple Machines Table of Contents

104 Pulley Pulley consists of a rope that runs through a grooved wheel. It makes work easier by changing the directions. One example of a pulley is a flag pole. Table of Contents Back

105 Wheel and Axle A wheel and axle is made up of a circular object and something for it to rotate around. An example of a wheel and axle is a steering wheel. Table of Contents Back

106 Inclined Plane An inclined plane is a flat surface with one end higher than the other. An example of an inclined place is a ramp, or a door stopper. Table of Contents Back

107 Lever A lever is when a stiff bar rotates around a fixed point called a fulcrum. An example of a lever is a wheelbarrow. Table of Contents Back

108 When you have finished… When you have completed the simple machine activities from the website, think of some simple machines that could have been used in the making of the airplane. Write these in your magazine with an explanation on why the simple machines could have been used to make the airplane. Table of Contents

109 Images All images from Google Images Teddy Roosevelt Biography http://gardenofpraise.com/ibdtheod.htm Fun Facts http://www.theodorerooseveltcenter.com/Kids/10_Facts.asp Movie http://player.discoveryeducation.com/index.cfm?guidAssetId=B7CBED23-274F-4262-99BA- 9067FBAEE950&blnFromSearch=1&productcode=US Interactive Map of National Parks http://www.nps.gov/findapark/index.htm “A Touch of Class” Game http://www.sciencenetlinks.com/interactives/class.html “A Touch Of Class” Questions http://www.sciencenetlinks.com/pdfs/class2_actsheet.pdf Table and Graph Information http://www.theodoreroosevelt.org/life/conNatlForests.htm

110 George Washington Carver Biography http://gardenofpraise.com/ibdcarve.htm United Streaming Videos http://player.discoveryeducation.com/index.cfm?guidAssetId=5f9ac82e-e740-465a- 83a2-b85454259bd0&productcode=US&CFID=77323&CFTOKEN=23180187 http://player.discoveryeducation.com/index.cfm?guidAssetId=6482df7c-3168-4f16-a55b- 347e9de4dc05&productcode=US&CFID=77323&CFTOKEN=23180187 Timeline http://www.ideafinder.com/history/inventors/carver.htm Data for Graphs Science Activity http://www.nrcs.usda.gov/feature/education/squirm/skworm.html

111 George Washington Carver Continued Timeline http://www.eiu.edu/~heroes04/environ/gwcinfopage.html Graphic Organizer Information http://prism.troy.edu/~rfrierson/class/faculty/carverproject/gwcinventions1.htm Chart and Table Information http://www.ideafinder.com/history/inventors/carver.htm

112 Thomas Edison Biography http://gardenofpraise.com/ibdediso.htm United Streaming Videos http://player.discoveryeducation.com/index.cfm?guidAssetId=d66ecd8e-6359-4673- ac9a-b32091837b6d&productcode=US&CFID=77323&CFTOKEN=23180187 Timeline Template http://images.google.com/imgres?imgurl=http://www.forsythcountyschools.org/its/kadkin s/Images/EDISON.jpg&imgrefurl=http://www.forsythcountyschools.org/its/kadkins/timelin e.htm&usg=__9HVIXj9lzRUoX_j_IjsRNV0LBhY=&h=137&w=300&sz=28&hl=en&start=2 &um=1&tbnid=queuN1OEe5YtwM:&tbnh=53&tbnw=116&prev=/images%3Fq%3Dthoma s%2Bedison%2Btimeline%26hl%3Den%26client%3Dfirefox-a%26rls%3Dorg.mozilla:en- US:official%26sa%3DN%26um%3D1 Build a Circuit http://phet.colorado.edu/simulations/sims.php?sim=Circuit_Construction_Kit_DC_Only

113 Thomas Edison Graphic Organizer Scott Foresman Science Teacher’s Edition (2006). Volume 2 Pg. 473. New York: Pearson Education Inc. Information on Electricity Scott Foresman Science Teacher’s Edition (2006). Volume 2 pgs. 482-483. New York: Pearson Education Inc.

114 Alexander Graham Bell Biography http://gardenofpraise.com/ibdbell.htm United Streaming Videos http://player.discoveryeducation.com/index.cfm?guidAssetId=e1a0183c-b334-421d-96c1- 83518fcbc476&productcode=US&CFID=77323&CFTOKEN=23180187 Science Activity http://www.iknowthat.com/ScienceIllustrations/sound/science_desk.swf Graph Data http://www.emsc.nysed.gov/ciai/socst/pub/3samus.pdf Sound Information Scott Foresman Science Teacher’s Edition (2006). Volume 2. pgs. 454-455. New York: Pearson Education Inc. Decibel Table Scott Foresman Science Teacher’s Edition (2006). Volume 2. pg. 455. New York: Pearson Education Inc.

115 The Wright Brothers Biography http://gardenofpraise.com/ibdwrigh.htm United Streaming Videos http://player.discoveryeducation.com/index.cfm?guidAssetId=83277041-282a-4d33- 826f-38ea8f0dea2a&productcode=US&CFID=77323&CFTOKEN=23180187 http://player.discoveryeducation.com/index.cfm?guidAssetId=bed22087-37d9-4c90- a939-e26d6f013428&productcode=US&CFID=77323&CFTOKEN=23180187 Looking into the Wright’s Plane http://kids.discovery.com/convergence/wright/flights/flights.html http://kids.discovery.com/convergence/wright/explore/explore.html Data For Table http://www.wrightflyer.org/Background/stats.html

116 The Wright Brothers Continued Data for Chart http://www.enchantedlearning.com/inventors/page/w/wright.shtml Science Activity http://www.edheads.org/activities/simple-machines/frame_loader.htm


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