Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits A Web Quest for 5 th grade Science, Life Skills, History Designed by Colleen Reyes Based on a template from San Diego State University’s The Web Quest PageThe Web Quest Page The Work Behind Electricity

Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits From the desk of Mr. Immelt: Congratulations on being selected as part of General Electric Museum committee. Our first task is to create plans for museum displays. These displays need to be informative, attractive, and hands on. As chief executive of General Electric, I have decided we should focus on the history of electrical power, the jobs of our employees, and the future of electrical energy. Please be prepared to present your ideas at the next board meeting. Jeff Immelt General Electric CEO Dartmouth College, Board of Trustees

Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Can you believe it, a promotion! All the way from the big cheese, CEO Jeff Immelt! Our first project as part of General Electric’s Museum committee should impress. We need to show our knowledge of: The history of electricity. The job of an electrical technician, safety engineer, and researcher. The future of electrical power. The manners and skills of a professional. We need to explain it through: A display of facts and images. A hands on activity. An oral presentation to the board. A log of activities.

Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits First Class Period 1.Create groups of 3-4 to research the following subject areas: History of Electrical Power Electrical Technician Electrical Safety Engineer Electrical Researcher/Engineer Future of Electrical Power 2.Each group will collect 15 relevant facts. Record in log. General Electric Energy Kids TVA Kids Electrical Occupations Science and Safety of Electricity and Natural Gas Use your search skills on Google, etc.Google 3.Create an activity or game about your subject. Record in log. more

Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Second Class Period 1.Present your ideas to the rest of the committee (the other groups). 2.Receive warm/cool feedback and give it to others. Record the feedback given and received in log. 1.Follow the feedback and choose 5 of 15 facts to focus on. 2.Each group creates an appealing museum display using their facts, pictures, and activity. (Look at how other museums do this)Look at how other museums do this 3.Log activities. Third Class Period 1.Prepare to speak before the board about what you choose to display and why. (Professional dress and manners are a must)Professional dress and manners are a must 2.Turn in log. back

Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits A=24-22B=21-19C=18-16D=15-13F=12 or fewer Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score Facts Found more than 15 relevant facts. Found 15 relevant facts. Found 14-6 relevant facts. Found 5 or fewer relevant facts. Oral Presentation Clearly explained 5 focus facts and relation between them to the audience. Clearly explained 5 focus facts to audience. Clearly explained 4-3 focus facts to the audience. Clearly explained 2 or fewer focus facts to the audience. Visual Presentation (Poster, Tri-Fold, PowerPoint, etc) The visual is appealing and displays 5 focus facts in written and graphic form. The visual is appealing and displays 4-3 focus facts in written and graphic form. The visual is appealing and displays 2 or fewer focus facts in written and graphic form. LogActivities and future plans of each student, for both classes are recorded in the log. Activities of each student, for both classes are recorded in the log. Activities of only 2 students or for only 1 class are recorded in the log. Activities of only 1 student or for only 1 class are recorded in the log. Business MannerismsProfessional business manners and dress are presented by all members of the group. Professional business manners are presented by all members of the group. Professional business manners are presented by only 2 members of the group. Professional business manners are presented by only one member of the group. ActivityActivity is hands on, relates to subject, and is visually appealing/well constructed. Activity is hands on and relates to subject. Activity is either not hands on or relates to subject. Activity is neither hands on nor relates to subject.

Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Conclusion You have a basic knowledge of the history and future of electrical power, jobs in the electrical field, and the mannerisms of a professional. With these skills you are bound to go far in General Electric and are that much closer to your next promotion. What do you think? Would you want to pursue a career in the electrical field? Did you enjoy designing the museum exhibits? How did using professional business manners feel?

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits A Web Quest for 5 th grade Science, Life Skills, History Designed by Colleen Reyes Based on a template from San Diego State University’s The Web Quest PageThe Web Quest Page The Work Behind Electricity

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Introduction This lesson was developed for an Educational Technology class at OSU-Tulsa, as an undergraduate in Elementary Education.

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits This lesson is designed for 5 th grade students, but can and may be modified for other grades and learning out comes. Advanced learners should be encouraged to pick the topic of ‘Future of Electrical Power’. Prior knowledge needed by students is general and includes using a web quest, internet research skills, working in a group, business and electric basics.

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits PASS Language Arts Visual Literacy: The student will interpret, evaluate, and compose visual messages. Standard 3: Compose Visual Messages - The student will create a visual message that effectively communicates an idea and produce communications using appropriate technology or media (e.g., developing a class newspaper, videos, or multimedia projects). Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking. Standard 2: Speaking - The student will express ideas and opinions in group or individual situations. 1. Speak articulately and audibly before a group using appropriate delivery (enunciation, volume, timing, and gestures) and language skills (pronunciation, word choice, and usage). 4. Engage the audience with appropriate words, phrasing, facial expressions, and gestures. Standard 3: Group Interaction - The student will use effective communication strategies in pairs and small group context. 1. Show respect and consideration for others in verbal and physical communication. Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts. Standard 5: Research and Information: The student will conduct research and organize information. 2. Interpreting Information - Analyze and evaluate information from a variety of sources. a. Follow multistep directions to accomplish a task (e.g., video games, computer programs, recipes). c. Develop notes that include important information on a selected topic. Physical Science Standard 1: Properties of Matter and Energy - Describe characteristics of objects based on physical qualities such as size, shape, color, mass, temperature, and texture. Energy can produce changes in properties of objects such as changes in temperature. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 3. Energy can be transferred in many ways (e.g., energy from the Sun to air, water, and metal). Social Studies Standard 1: The student will develop and demonstrate the process skills of social studies. 1. Locate, gather, analyze, and apply information from primary and secondary sources using examples of different perspectives and points of view.

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Process

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Resources Needed In Class: Computers with internet acssesablity. Lined paper Pencils Human Resources: Board Members – Maybe school staff, parents (but not of presenters), principal, community leaders, etc.

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Evaluation

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Conclusion

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Credits &References The Web Quest Page General Electric Guardian.co.uk Dartmouth Engineering