1

Table of Contents

Content Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pg. 3 – 4

Rationale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pg. 5-6

Concept Map. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pg. 7

Language Arts Lesson Plan. . . . . . . . . . . . . . . . . . . . . Pg. 8-13

Math Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pg. 14-18

Science Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . Pg. 19-23

Appendix 1- Resources. . . . . . . . . . . . . . . . . . . . . . . . . Pg. 24-26

Appendix 2- Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . Pg. 27-28

Instructional Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pg. 29

Worksheets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pg. 30-33

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Content Outline

❖ Rationale:

➢ The rationale displayed on page five provides a detailed explanation on what this
unit will be covering. This will include an explanation of each lesson and the
relation they have to each other regarding the theme. It also includes social studies
concepts throughout each lesson which reminds the students of the influence
Thomas Edison and his invention of the light bulb has had in this world. It further
explains the importance of the gizmo that is provided for the science lesson, and
the way it has a connection to everything at the end of the unit.
❖ Content Map:

➢ The content map is a visual representation of what the three lessons cover, with
social studies as its core, along with the tie to the theme of weather.
❖ Language Arts Lesson:

➢ The Ohio standard for this lesson is RL.4.3 “Describe in depth a character,
setting, or event in a story or drama, drawing on specific details in the text (e.g., a
character’s thoughts, words, or actions).”
➢ The language arts lesson plan uses the theme of Thomas Edison to enhance the
students’ knowledge of the invention of the light bulb and their reading
comprehension.
❖ Math Lesson Plan:

➢ The Ohio standard for this lesson is CCSS.MATH.CONTENT.4.NF.A. “Explain

why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual
fraction models, with attention to how the number and size of the parts differ even
though the two fractions themselves are the same size. Use this principle to
recognize and generate equivalent fractions.”
➢ The math lesson plan has a goal of calculating fractions from a set of objects,
decimals and percentages will be converted into fractions, students will able to
4

assemble a graph for the individual data collected, compare and contrast this data,
and collaborate with others.
❖ Science Lesson Plan:

➢ The Ohio standard for this lesson is 4.PS.2: Energy can be transferred from one
location to another or can be transferred from one form to another.
➢ The science lesson plan uses the theme of Ohio’s inventors to not only teach the
students the history of this topic, but also to help them understand, analyze, and
evaluate the importance of inventions like the phonograph, how it came about,
how is energy linked to it, and how does it compar to life now days?
❖ Conclusion:

➢ This unit overall aims to teach the students the importance of the inventions that
has helped form out world and how it affects them or the community around
them. It also is a unique way to incorporate the topic of the invention of the light
bulb and how it works in every lesson, even if that lesson is not science related.

Rationale
This unit is based off of a gizmo, a project conducted by engineer majors here on

Franciscan University’s campus. The gizmo is designed to inspire us students in our own

personal unit project with the goal of being tying together at the end of our science lesson. The

unit theme is Thomas Edison’s invention of the light bulb and how this crucial invention has

placed an impact on our lives and across the world to this today. The unit will be used in a

fourth-grade classroom and all the standards meet the needs of the required grade. An Ohio

standard that applies just right to this unit is the Ohio social studies standard, “Many
5

technological innovations that originated in Ohio benefitted the United States” (Ohio Department

of Education). This not only highlights how Ohio is unique with important historical

information, but also how inventions, like the light bulb have shaped our world into what it is

today.

The language arts lesson main focus is to have the students become familiar with Thomas

Alva Edison, his invention of the lightbulb, and the scientific concepts that underlie Edison’s

work. By reading the biography and studying Edison’s invention, students will develop a broader

outlook on technology and the connections it has through language arts. Students will learn the

differences between the goals and desires of an engineering model of experimentation and a

scientific model of experimentation. The lesson will open the student’s eyes to the different

occupations of engineering and industrial design.

The math lesson has a set focus for the students to be able to calculate fractions from a set

of objects, decimals and percentages will be converted into fractions, be able to assemble a graph

for the students individual data collected, compare and contrast this data, and collaborate with

others.

The science lesson integrates the Thomas Edison and his invention of the phonograph.

The students will be able to describe the success Thomas Edison had and his inventions he

created by watching a short biographical video. The students will also be able to define new

vocabulary words, tell others about Edison’s background history, describe the history of the

phonograph, and use thinking skills of their own to build upon an invention.
6

Concept Map
7

Language Arts Lesson

Lesson Title: The Invention of the Lightbulb

8

Grade: 4th

Learning Target: At the conclusion of this lesson the students will be familiar with Thomas Alva
Edison, his invention of the lightbulb, and the scientific concepts that underlie Edison’s work. By
reading the biography and studying Edison’s invention, students will develop a broader outlook
on technology and the connections it has through language arts. Students will learn the
differences between the goals and desires of an engineering model of experimentation and a
scientific model of experimentation. The lesson will open the student’s eyes to the different
occupations of engineering and industrial design.

Grade Level Guide: Content Standards: Ohio, Fourth grade, and Language Arts

Content Curriculum Focal Points Common Core State Interdisciplinary Connections

Standards
This lesson, while grounded in
NCTE/IRA Standard One: Ohio, Fourth Grade Language Arts, can also be
connected to history and science.
Students read a wide range of RL.4.3 Describe in depth a
print and non-print texts to build character, setting, or event in History: Students will read the
an understanding of texts, of a story or drama, drawing on book, Who is Thomas Alva Edison
themselves, and of the cultures specific details in the text by Margaret Frith and then imagine
of the United States and the (e.g., a character’s thoughts, what life was like before electricity
world; to acquire new words, or actions). or telephones and explore how
information; to respond to the those technological advances affect
Social Studies Standard:
needs and demands of society them today. 
and the workplace; and for Many technological
personal fulfillment. Among Science: When the students
innovations that originated in
these texts are fiction and Ohio benefitted the United duplicate some of Edison’s
nonfiction, classic and States. inventions, the students will
contemporary works. assemble simple inventions,
exampling what the various parts
InTASC Standard Three: are for, and giving an estimate of
Learning Environments what the effect of making a change
in one part of a system is likely to
The teacher works with others have on the system as a whole.
to create environments that
support individual and
collaborative learning, and that
9

encourage positive social

interaction, active engagement
in learning, and self-motivation.

National Science Teacher

Association (NSTA):

PS3.B: Conservation and

Transfer of Energy - What is
meant by conservation of
energy? How is energy
transferred between objects or
systems?

 Energy is present
whenever there are
moving objects, sound,
light, or heat.

 When objects collide,

energy can be transferred
from one object to
another, thereby changing
their motion. These
collisions also transfer
energy to the surrounding
air; as a result, the air
gets heated and sound is
produced.

 Light transfers energy

from place to place.

 Energy can also be

transferred from place to
place by electric currents,
which can then be used
locally to produce
motion, sound, heat, or
light.
10

Academic Language: lightbulb, energy, heat, transfer, collide, sound, technology, inventions,
engineer, manufacture, and transportation.

Students’ Needs: Prior to this lesson, the students should already understand that when
completing an engineering model of experimentation, the goal is to produce a desirable
outcome vs when completing a scientific model of experimentation, the goal is to understand
the relation between cause and effect. Students should also have an understanding of
electricity including where it comes from, how to use electricity safely, and what it looks like.

Universal Design for Learning (UDL):

English Language Learners Attention Deficit Autism
Hyperactivity Disorder
For students with language For students with attention For students with autism or on
development difficulties, I difficulties, like the spectrum, providing a
would use storybooks for the ADHD, providing active routine activity and giving the
student to see the picture and activity's like tapping out the student key words to help get
describe what they think is number of syllables in the started. This could be giving
happening, then listen to the words. This will not only three different options to
story. This allows the student help the student with his/her choose from and walking
to feel open and use their free phonemic awareness, but also them through, having them
mind to describe what they give them something to do repeat with you, copying what
are thinking, instead of while breaking down and the teacher mouth is doing
reading and becoming listening to the different when pronouncing the word
frustrated.  sounds of the word. and breaking down the
syllables. Starting with
phonograms in the
beginning and then move on
to the more difficult letters.
Finally, reward them for their
great accomplishments.

Materials:
Student Needs:
-Pencil
-Paper
-Eraser

Teacher Needs:
11

-Who is Thomas Alva Edison by Margaret Frith

-Graphic Organizer for students
-Poster board paper
-Colored markers
-A light bulb

Language Function: Throughout completing this activity the students will analyze, describe,
and evaluate, on the process or electricity by answering questions like, “What do you think life
was like before the light bulb was invented?”, “What did people do to see at night or in the
dark? (They used candles, oil lamps, fireplaces, etc.)”, or “When do you think it was invented?”
After this student will be informed of background information on Thomas Edison and how
Edison concluded his invention process with the quotation, "Genius is one percent inspiration
and 99 percent perspiration." Students will argue, explain, and interpret on this quote.
Students will then justify and give examples of synthetization that anyone who is inspired and
hardworking can create meaningful inventions or breakthroughs. The light bulb invention
illuminated homes, buildings, and cities across the world, providing people with innumerable
benefits. 

Lesson Plan:

Before: Engagement- The class will be encouraged to ask questions with peers around them
regarding Thomas Edison’s invention of the lightbulb. This could be other students, siblings,
parents, or educators. This was listed on the student’s homework assignment prior to this
lesson and students should already be familiar on what electricity is. Students are to write
ten things they learned from their peers about electric on a piece of paper to bring to class.
Students will then share what they have learned from other with others in the class. This
activity will act as a Think-Pair-Share.

Exploration- The teacher will display four pictures for each STAR words (lightbulb, heat,
collide, invention) and share their prediction on what they think they are. The teacher will go
to each picture saying the word loud and precisely pronouncing every sound slowly so the
class can explore the new word soundings. The teacher will then place the definition
underneath the words, expand upon it and then find objects in the classroom or videos to
show the students the meaning of these words.

During: Elaboration- Students will be informed that they will be learning more on the
importance of inventions, specifically the lightbulb. Student will be asked open-ended
questions and asked to elaborate their answers to get them thinking about life before the
lightbulb and how it has improved our quality of life. Questions included are: What kinds of
problems did the invention of the light bulb solve? In what ways did it make life easier for
12

people and society? Do you know who invented the light bulb? The teacher will then read
Who is Thomas Alva Edison by Margaret Frith, using the TPS strategy and pointing out the
STAR words while reading. After reading the book and completing the discussion, the teacher
will hand out a KWL table to be completed individually. The class will then be divided into
groups of two or three. Each group will have the task of imagining that it is the late 19th
century and they have been hired by Edison to make special posters that advertise the uses
and benefits of the light bulb. A reminder will be said to the students that the posters should
have a big picture of the invention and show how it helps to solve problems or make life
easier or more efficient. Students will then present their posters to the class when finished.

After: Evaluation - A quiz will be given to the students which will include facts learned from
the story. This quiz will consist of multiple choice and short answer questions. Students will
be asked to discuss and analyze what they have learned before and after completing the
activity with a partner and the knowledge they gained from this lesson. After the discussion is
completed, the students will complete an exit slip sharing one thing they learned during this
lesson and one thing they would like to learn more about or one question they have related
to this lesson.

Assessment:
Type of Description of Modifications Evaluation Criteria
assessment assessment
Student(s) can Students will share at least
Informal Think-Pair-Share have assistance one idea with their partner.
by the teacher to Then each pair will share
overcome any one of their ideas with the
communication or group
social difficulties.
Student(s) will be Students will compete a
Formative Quiz given extra time quiz consisting of 10
and can take the multiple choice and/or short
quiz in a different answer questions. Each
location to question will be worth 2
overcome test points.
anxiety.
If the student(s) When the students are
Informal Exist Slips struggle with a complete the exit slip, they
learning disability will be sharing one thing
13

and do not finish they learned during this

the exist slip lesson and one thing they
before the end of would like to learn more
class, they can be about or one question they
given extra time have related to this lesson.
by taking it home
to complete.

Resources: (Refer to Appendix)

Catholic Connection: “You are the light of the world. A city set on a mountain cannot be
hidden.” Matthew 5:14

This quote from Matthew is great for the 4th grade because it is simple and easy to understand,
yet it has so much meaning behind it. Teaching students at a young age no matter what they
look like, where they are from, or their social status, we are all loved, seen, and heard by God.
Students should understand that they were placed upon this earth for a purpose and with a
plan. Encouraging the students to believe in themselves and to pursue their dreams is also very
important at a young age.

Math Lesson Plan

Lesson Title: Figure Me Out!

14

Grade: 4th

Learning Target: At the conclusion of this activity the students will be able to calculate fractions
from a set of objects, decimals and percentages will be converted into fractions, be able to
assemble a graph for the students individual data collected, compare and contrast this data,
and collaborate with others.

Grade Level Guide: Content Standards: Ohio, Fourth grade, and Math

Content Curriculum Focal Common Core State Standards: Interdisciplinary

Points Ohio Connections
This lesson, while
Standard 5: Using Content CCSS.MATH.CONTENT.4.NF.A. grounded in Math, can also
Knowledge to Build Explain why a fraction a/b is be connected to history.
Meaningful Curriculum equivalent to a fraction (n × a)/
a.) Understanding content (n × b) by using visual fraction History: Students can learn
knowledge and resources in models, with attention to how the about the equations
academic disciplines number and size of the parts differ Thomas Edison used to
b.) Knowing and using the come up with his historical
even though the two fractions
central concepts, inquiry invention and what
themselves are the same size. Use
tools, and structures of mathematical skills were
this principle to recognize and
content areas or academic needed. Clearly the level of
generate equivalent fractions.
disciplines mathematical skills Edison
c.) Using their own used will not be needed,
knowledge, appropriate early Social Studies Standard:
however, recognizing that
learning standards, and other
Tables and charts organize data in a fractions and data was an
resources to design,
variety of formats to help important part to his
implement, and evaluate
individuals understand information invention.
meaningful, challenging
and issues.
curricula for each child.

Academic Language: fractions, equivalent, addition, subtraction, division, multiplication, and

data.

Students’ Needs: Students will need to be familiar with basic addition, subtraction, division,
percentages, and multiplication skills. Along with these, students should know why we use
these and how. The students should already be familiar with who Thomas Edison is, his
invention of the lightbulb, and how electricity works. Students should also be familiar on how
15

to play the game Bingo. This prior knowledge will help the students transition into the lesson
and lessons to come.

Universal Design for Learning (UDL):

English Language Learners Student’s with Mathematical Students with Auditory
Impairments Impairments
For ELL learners, I would For students with dyscalculia, I For students with vision
allow the student to use library would give them a specific sheet impairments, I would also
resources to write out facts and that I have printed off with provide sensory items for
concepts about a book. Then highlighted information and the students to visualize,
he/she would share them with another sheet with a written feel, and evaluate. 
me one on one. This allows the timeline. This timeline has
student to work at their own information written on it but no
pace and not be overwhelmed dates. The students are to find
by an audience.  the correct dates and pair them
with the information. This
makes calculating and finding
data fun and engaging. 

Materials:
Student Needs:
-Pencil
-Markers
-Crayons
-Easer

Teacher Needs:
-Magnetic bingo chips
Trix cereal
-Large paper for chart making
-Ziplock bags
-Compasses
-Handouts
-Rulers
-Chart paper

Language Function: Throughout this activity students will analyze, describe, and explain the
system of calculating fractions by answering questions such as, “Why is fraction a/b is
16

equivalent to a fraction (n × a)/ (n × b)?”, “Why do we use fractions and percentages?” “Why is
data important?” Students will be encouraged to evaluate and interpret mathematical
similarities they think Thomas Edison used with his lightbulb inventions and then argue and
justify this with a partner. Students will synthesize their knowledge of fractions by creating a
chart with the data collected.

Lesson Plan:

Before: Engagement- Students will review what fractions, decimals, and percentages are. The
why and usage of these mathematical objectives are to also be explained. Teachers will use
the Think-Pair-Share strategy to allow for collaboration and deeper understanding regarding
these concepts. The teacher will example the procedure of the lesson and materials that will
be used. Magnetic bingo chips with 5 blue, 3 red, and 4 purple will be used as an example on
how to find a fraction. An example couple be 3/12 red. Using the chart (or key) made by the
teacher, students will be led through the process on how to find the equivalent decimal and
the percentage for each color.

Exploration- Students are then shown by the teacher how to divide the fraction’s numerator
by the denominator to get the equivalent decimal. The teacher will then hand out a
worksheet working on this specific mathematical skill. Students are to show all work on a
piece of paper to assure they are not using a calculator. The teacher will go over the
questions in class after all students have completed the worksheet. Confusion and questions
will be answered during this time.

During: Elaboration- During this time the teacher will continue to expand the students’
knowledge on fractions. The Trix in baggies will be passed out but not to be eaten! Students
will then sort their Trix by color, collect and write down the data, and total them on the
handout that was given to them. This is the same process as the teacher performed at the
beginning of the lesson so the students should not have any trouble. Students will then
practice finding the fraction of each specific color by using the data of the numerator and
denominator. Students will calculate and record the decimal and percentage of each. The
students may ask others for help and the teacher will be walking around the classroom
monitoring the progress being made. After the tables have being completed, comparison
while be made with others in the classroom. The teacher will go around and check each
student work to make sure they have completed the assignment correctly along with the
recording of the data. If the students didn’t complete or record the data correctly, ask them
to brainstorm why. Place some questions on the table like, did they round any of their
17

decimals? The students will then add the percentages up. All the students should get a total
of 100%. If they did not ask them to look back at their work.

After: Students will now move onto independent practice. The teacher will pass out a
compass for the students to make a circle for each color on the piece of paper. Next rulers
will be handed out for the students to draw 3 straights lines down each circle. The end result
of this is a graph that they will then label each section with the color, fraction, decimal, and
percentage. Students will add a title of their own and color in their graphs. During this time
the students can eat the left Trix they used. When students have finished with all these tasks
they will be spilt into groups. In these groups the students will discuss their graphs and then
write a list of 10 statements comparing their graphs. (Ex:
Allison has over 40% red Trix and Fred only has 20% red). These statements will be written on
chart paper that was given to them and then share it with the rest of the class.

Assessments:
Type of Description of Modifications Evaluation Criteria
assessment assessment
Informal Think-Pair-Share Student(s) can Students will share at least
have assistance one idea with their partner.
by the teacher to Then each pair will share one
overcome any of their ideas with the group
communication
or social
difficulties.
Informal Teacher observation Student(s) can Students should be working
and grading receive extra diligently and quietly in their
assistance from seats. The assignments should
the teacher and also be turned in on time by
extra attempts if the due date following the
needed. rubrics instructions.

Resources: (Refer to Appendix)

Catholic Connection: “If such a one eats of a sacred offering through inadvertence, that person
shall make restitution to the priest for the sacred offering, with an increment of one fifth of the
amount.” Leviticus 22:14
18

This quote from Leviticus is great for the 4th grade because it is a very well written verse that
the students can understand. Before reading the verse I would put the bigger words and there
defintions on the board like restittution, increment, and advertence. Depending on the version
used some of these words may not be included. This bible verse is very impowering in the sense
it covers a topic of being unintentional when man eats of something holy. This leads the man
adding a fifth if it and giving the holy gift to the preist. I loved the verse because it shares with
the studnets how important it is to appreciate the Eucharist in an athentic manner. This verse
also incorporates words regarding a fraction which comes into connection with the lesson.

Science Lesson Plan

19

Lesson Title: The Perfected Phonograph

Grade: 4th
Learning Target: The students will be able to describe the success Thomas Edison had and his
inventions he created by watching a short biographical video. The students will also be able to
define new vocabulary words, tell others about Edison’s background history, describe the
history of the phonograph, and use thinking skills of their own to build upon an invention.

Grade Level Guide: Content Standards: Ohio, Fourth grade, and Science
20

Academic Language: Innovation, incandescent, deemed, illuminated, telegraph, shrewd, viable,

precursor, and patent. The new vocabulary introduced throughout this lesson will be further
explained

Students’ Needs: Prior to this lesson, students will need to be familiar with Thomas Edison,
who he is and what he is known for. Students will need also need to familiar with a
phonograph, this should be explained by the teacher before the lesson. A graphic organizer
consisting of two columns and a worksheet will be given to the students. The students should
know how to fill out both the graphic organizer and worksheet with independence.

Universal Design for Learning (UDL):

English Language Autism Attention Deficit Hyperactivity
Learners Disorder
For ELL students, I For students with autism or on the For students with attention
would take to the units spectrum, I would provide color difficulties, like ADHD I would give
at a slower pace and coordination and specific labeling on a them the option to share the data in a
teach one concept at a chart. For example, the blue thing will couple of different ways like oral
time to make sure that go into the blue chart, foods will go reports, posters, making a video, etc.
the students fully with the food. This will help the This helps students focus on what
understand the activity. students focus on specific items or they are trying to say by using what
Then the student would objects in the lesson. they are most comfortable with. This
identify the main ideas can help them focus better on the
of the lesson, review assignment. 
what we learned, and
how to use the
information learned. 

Materials:
Student Needs:
-Pencil
-Paper
-Eraser

Teacher Needs:
-Graphic organizer
-Reading worksheet
-Computer with audio
-White board and marker
21

Language Function: Throughout completing this activity the students will analyze the video on
Thomas Edison and his inventions. During the video the students will be handed a graphic
organizer that will argue Edison’s key to success. Student will then share and interpret one fact
they learned about the phonograph or Thomas Edison. Review question will be asked to justify
the students were paying attention to both the video and the discussion. A worksheet will be
handed out to the students that will synthesize the knowledge they learned during the video
and also from the discussion. Student will then view and evaluate one of Edison’s most famous
photograph taken by his phonograph he invented. After this the students will describe and
explain the new vocabulary words learned this week to a partner.

Lesson Plan:

Before: Engagement- The students will be shown the new vocabulary words that are written
on the white board. The teacher will ask the students if they know what the words means
and use the TPS strategy to get people involved with the discussion. After, the educator will
go over the pronunciation, more in definition, and how to use this word in a sentence. The
students will then be asked discussion question such as: What are some items that you use
today that weren’t around when your parents were growing up? Who is credited with
inventing these things? How do you think the inventor or inventors came up with the idea?
Again, the teacher will be using the TPS strategy to get the students involved. Finally, the
teacher will introduce Thomas Edison and a little bit about him.

During: Exploration- The teacher will then tell the students they will be watching a short
video on PBS about Thomas Edison and his invention of the phonograph. Rules will be spoken
during this time since students can get excited during videos. A graphic organizer will be
handed out to the students before the video starts. This graphic organizer includes a column
for inventions and another for keys to success. The students are to fill out this graphic
organizer while watching the video to ensure they are paying attention. This will act as note
taking.

Elaboration: After the video is completed the teacher will open the room for the students to
share what they wrote down on the graphic organizer, and then it will be collected for a
completion grade. Students will then get into small groups assigned by the teacher to have a
discussion on the video, questions are provided by the teacher. Question consist of: The
phonograph was one of Edison’s most famous inventions, but which of his inventions do you
use most often today? Edison is also credited with inventing the first light bulb. How do you
think access to light twenty-four hours a day changed people’s lives in the late 1800s? Edison
22

once wrote, “Opportunity is missed by most people because it is dressed in overalls and looks
like work.” What do you think he meant by this? Edison was known as the “Wizard of Menlo
Park.” Why do you think he was called this? Is it a fitting label for him? Although Edison is
credited with many inventions, he often collaborated with other innovators and scientists,
particularly once he moved his laboratory from Menlo Park to West Orange, New Jersey in
1887. What label other than the “Wizard of Menlo Park” might also be fitting for Edison?
Again, the teacher will open the floor for a class discussion about what they talked about in
their small groups.

After: Evaluation- Students are to return back to their seats. One of Edison’s most famous
photographs taken by his phonograph he invented will be passed out to the students to view
and evaluate. The students are to write down on a piece of paper five things that are
different between this picture and current pictures. Then the class will be handed out a
review worksheet to be completed and collected. The beginning half of the worksheet is to
be completed with a partner. If the worksheet is not finished in class, the students can take it
home to work on. A quiz which includes facts learned from the video, discussion, and
worksheets will be given at the end. This quiz will consist of multiple choice and short answer
questions.

Assessment:

Type of Description of Modifications Evaluation Criteria

assessment assessment
Informal Think-Pair-Share Student(s) can Students will share at least one idea
have assistance with their partner. Then each pair will
by the teacher to share one of their ideas with the
overcome any group
communication
or social
difficulties.
Formative Quiz Student(s) will be Students will compete a quiz
given extra time consisting of 10 multiple choice
and can take the and/or short answer questions. Each
quiz in a different question will be worth 2 points.
location to
overcome test
anxiety.
Informal Graphic Organizer Student(s) can Students are to fill out a graphic
23

receive teacher organizer while watching the video to

assistance or ensure they are paying attention
work with a
partner to ensure
confidence and
comfortability.

Resources: Refer to Appendix

Catholic Connection: “Who was it measured the water of the sea in the hollow of his hand and
calculated the heavens to the nearest inch, gauged the dust of the earth to the nearest bushel,
weighed the mountains in scales, the hills in a balance?” Isaiah 40:12

This quote from Isaiah is one that relates to science and math, which is perfect for this lesson
plan. This verse is a simple and easy to understand, which is important for a 4 th grade level. This
bible verse would be put on the board for students to read and analyze. The students would
then be asked to point out any words they think relate to science and I would underline them.
Words such as measured, water, weighed, scales, balances, calculated, inch, and gauged can all
be underlined. The floor would be open to the students for discussion on what they think this
verse means, and the teacher will give input. I love this bible verse because it reminds of use of
God’s love for us in his creation. Often times we go about our day and forget about the beauty
that is around us, when in reality all this beauty was created by the one who created us.
Reflecting upon this with the students will hopefully help them understand the importance of
them and their purpose.
24

Appendix 1- Resources

Language Arts Lesson:

-Learning Session:

 KWL Chart: https://inforatiblog.wordpress.com/2012/12/03/kwl-chart/

 Quiz:

https://docs.google.com/document/d/1etKzQrpWGzNyEItsMdzcOXAKYJVU3z7_psjUj

Yxxb1M/edit?usp=sharing

-Lightbulb Images:

 https://www.google.com/url?sa=i&url=https%3A%2F
%2Fwww.docelectricalservices.com%2Fhomeowners-guide-light-bulb
%2F&psig=AOvVaw0hO36iUQioR8WyGYQZnpNa&ust=1604862399965000&source=
images&cd=vfe&ved=0CA0QjhxqFwoTCLDMm7yQ8ewCFQAAAAAdAAAAABAp

-Common Core Standards: Ohio Department of Education:

 http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/English-Language-

Art/English-Language-Arts-Standards/ELA-Learning-Standards-2017.pdf.aspx?lang=en-

US

-Content Curriculum Focal Points According to the ELAS:

 http://www.corestandards.org/wp-content/uploads/ELA_Standards1.pdf

 This website provides for the ELAS for Common Core Standards

Math Lesson:

-Learning session:

 https://www.k5learning.com/worksheets/math/grade-4-fractions-to-decimals-a.pdf
25

 https://www.printablee.com/post_printable-compass-degrees_395767/

-Common Core Standards: Ohio Department of Education:

 http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Mathematics/Ohio-s-

Learning-Standards-in-Mathematics/MATH-Standards-2017.pdf.aspx?lang=en-US

 This website provides the standard in the lesson to help define the math learning targets.

-Content Curriculum Focal Point According to the NCTM:

 https://www.nctm.org/uploadedFiles/Standards_and_Positions/Common_Core_State_Sta

ndards/Math_Standards.pdf

 This website provides NCTM standards in which explained the learning goals and

common core standards.

Science Lesson:

-Learning Session:

 Graphic Organizer: https://d43fweuh3sg51.cloudfront.net/media/media_files/e554c825-

b1c5-43f1-8662-89b57fadcddc.pdf

 Review Worksheet: https://view.officeapps.live.com/op/view.aspx?

src=https://d43fweuh3sg51.cloudfront.net/media/media_files/amex27-doc-

edphonograph-handout.doc

 Quiz:

https://docs.google.com/document/d/1TyU_kRrF4v27z4td0R7_Lzk1teawvLXwQJlKX3

D3zP0/edit?usp=sharing
26

-Common Core Standards: Ohio Department of Education:

 http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Science/Ohios-

Learning-Standards-and-MC/SciFinalStandardsMC060719.pdf.aspx?lang=en-US

 This website provides the standard in the lesson to help define the science learning

targets.

- Content focal point according to National Science Teachers Association (NSTA)

 https://my.nsta.org/ngss/AccessStandardsByTopic#tab-elementary

 This website provides NSTA standards in which explained the learning goals and

common core standards.

Appendix 2- Glossary

❖ Addition: the action or process of adding something to something else.

❖ Collide: the act of coming together with a solid or direct impact.

❖ Data: factual information uses for reasoning, discussion, or calculation.

❖ Deemed: to view or consider in a specific outlook.

❖ Division: the act of grouping or parting with numbers.

❖ Equivalent: the act of being equal in amount, force, or value.

❖ Energy: the act of being active or using exertion of power.

❖ Engineer: a designer or person who carries out through an enterprise skill.

27

❖ Fractions: a number representation indicating the quotient of two numbers.

❖ Gizmo: A gizmo is a device that produces a certain outcome the inventor intended. It can

range from different topics and materials.

❖ Heat: to make warm or hot.

❖ Illuminate: to light an object.

❖ Incandescent: something that gives out light when heated.

❖ Innovation: a new invention, process, or idea.

❖ Invention: a product of imagination that might consist of a device, contrivance, or

process that originated after an experiment.

❖ Lightbulb: A filament that gives off light when is heated to incandescence by an electric

current.

❖ Manufacture: something made or produced from raw materials either by hand or

machinery.

❖ Multiplication: an operation that at its simplest consist of the process of adding an

integer to zero a certain amount of times.

❖ Patent: a government issued license giving the creator of an idea or invention the sole

rights to that idea during a set period.

❖ Precursor: something that comes before another.

❖ Shrewd: the act of being clever or intelligent.

❖ Sound: an auditory impression from transmitted mechanical energy.

❖ Subtraction: the operation of deducting one number form another.

❖ Technology: the practical application of knowledge in a particular area.

28

❖ Telegraph: a system for sending long distance messages along a wire by making and

breaking electrical connections using a uniform system of making letters and numbers.

❖ Transfer: to make or cause one transmit to another.

❖ Transportation: the act or process of travel from one place to another.

❖ Viable: the act of being feasible or doable.

Instructional Sheets
29

E n g in e e rin g & S c ie n c e E d u c a tio n D e s ig n : G iz m o In s tru c tio n s

E n g in e e rin g In n o v a tio n s I, F a ll S e m e s te r 2 0 2 0 , T e a m N u m b e r 3
S im p le P h o n o g r a p h G iz m o P r o je c t

T h is G iz m o d e s ig n o f a s im p le p h o n o g r a p h w a s c h o s e n b e c a u s e it w o u ld b e h ig h ly in t e r a c tiv e
f o r c h ild r e n . T h e p u r p o s e o f t h e P h o n o g r a p h a n d t h is G iz m o is t o r e c o r d s o u n d o n t o a f o il- w r a p p e d
c y lin d e r, a n d th e n p la y th e s o u n d b a c k a g a in . T h e d e s ig n d is p la y e d in th e s e in s t r u c t io n s is ta ilo r e d to
s o m e o n e w ith a lo w b u d g e t, u s in g r e a d ily a c c e s s ib le m a te r ia ls in th e b u ild in g p r o c e s s . S o m e p o s s ib le
m a lf u n c t io n s t h a t m ig h t b e e n c o u n t e r e d c a n in c lu d e : t h e d e v ic e n o t p la y in g b a c k s o u n d ; in s t a b ilit y o f
d e s ig n ; o r e v e n a s lig h t s a f e t y r is k f o r u n s u p e r v is e d c h ild r e n . S o m e s lig h t r e - d e s ig n in g m a y b o o s t t h e
s o u n d q u a lit y a n d e a s e o f u s e , m o s t lik e ly w it h t h e c a r d b o a r d c u p h o ld e r. T h u s , s o m e t r ia l- a n d - e r r o r
m a y b e n e c e s s a r y b e fo r e h ig h - q u a lity r e s u lts a r e a c h ie v e d . H o w e v e r, th a t w o u ld r e q u ir e a h ig h e r
b u d g e t a n d m o r e s p e c ia liz e d e q u ip m e n t.

P A R T 1 : G iz m o S e t u p a n d A s s e m b ly
S t e p 1 : B a s e a s s e m b l y - S E E F i g u r e I.
C u t th e 1 ” x 8 ” x 4 ’ p ie c e o f p in e to h a v e a p ie c e th a t is 8
in c h e s b y a b o u t 2 1 in c h e s . T h is w ill b e t h e p r o je c t ’s b a s e .
F r o m th e o th e r p ie c e , c u t tw o p ie c e s th a t a r e 8 in c h e s b y
a b o u t 6 in c h e s . T h e s e w ill b e th e s id e s . A tta c h th e s e to th e b a s e
s o th a t th e 8 - in c h s id e s a r e in - lin e w ith th e 8 - in c h e n d s o f th e
b a s e , a n d a tta c h th e s e w ith s c r e w s fr o m u n d e r n e a th th e b a s e .
O n e a c h o f t h e s id e s , d r ill a h o le in t h e c e n t e r o f e a c h p ie c e
a b o u t o n e in c h b e lo w th e to p . E a c h h o le s h o u ld b e w id e e n o u g h
t o f it a 3 / 8 ” - 1 6 n u t s n u g ly , a n d t h e s e n u t s s h o u ld b e g lu e d in t o
p la c e .
L a s tly , c u t a n 8 - in c h b y a b o u t 4 - in c h p ie c e , a n d c u t t h is in
h a lf , s o a s t o h a v e t w o e q u a lly s iz e d s q u a r e s . D r ill a ⅜ ” h o le in
th e c e n te r o f e a c h p ie c e . P la c e a s c r e w o r lo n g n a il a t th e c o r n e r
o f o n e o f th e s e p ie c e s to a c t a s a h a n d le . T h e o th e r p ie c e w ill b e u s e d a s a c o u n te r - w e ig h t.
S t e p 2 : A s s e m b le a n d a t t a c h t h e c y lin d e r
C u t th e P r in g le s
c a n to 9 ” in le n g th , a n d
th e n g lu e th e lid b a c k
o n to th e c u t e n d . P u n c h
⅜ ” h o le s in th e c e n te r o f
th e P r in g le s c a n lid a n d
b a s e , a n d th e n w ra p th e
A lu m in u m fo il ta p e
a r o u n d th e le n g th o f th e
c y lin d e r s o th a t e a c h
w r a p o v e r la p s th e o th e r .
O n o n e e n d o f th e ro d ,
tig h te n tw o n u ts o n e ith e r s id e o f th e h a n d le m a d e in S te p 1 , a n d th e n th r e a d th r o u g h o n e s id e o f th e
b a s e . T h r e a d a n o th e r n u t o n to th e r o d , a n d th e n p la c e th e P r in g le s C a n b e tw e e n th e tw o s id e s o f th e
b a s e , th r e a d in g th e r o d th r o u g h th e e n d s o f th e c a n . P la c e th e c a n s o th a t th e la s t w r a p o f ta p e is o n
th e o p p o s ite s id e o f th e h a n d le , a n d o n to p o f a ll th e o th e r la y e r s o f ta p e .
P la c e a n o t h e r n u t n e x t t o t h e c a n o n t h e o t h e r s id e , a n d t h is a n d t h e o t h e r n u t w ill la t e r b e
s n u g g e d u p in o r d e r to h o ld th e c a n in p la c e . H o w e v e r, d o n o t d o s o u n til th e c y lin d e r is p o s itio n e d
c o r r e c tly . O n c e th e th r e a d e d r o d is p a s s e d th r o u g h th e o th e r e n d o f th e c a n a n d b o th s id e s o f th e
b a s e , p la c e o n th e o u ts id e o f th e r o d th e c o u n te r - w e ig h t, s e c u r e d b y a n u t o n e ith e r s id e o f it. R u n th e
r o d b a c k , s o t h a t t h e c o u n t e r - w e ig h t is a g a in s t t h e s id e o f t h e b a s e . T h e n , p o s it io n t h e c a n a g a in s t t h e
s id e o f t h e b a s e w it h t h e h a n d le . T ig h t e n t h e n u t s o n e it h e r s id e o f it , a n d t h e n h o t - g lu e t h e n u t s in
p l a c e t o t h e c a n . S e e F i g u r e II f o r a c r o s s - s e c t i o n a l d i a g r a m o f t h e e n t i r e s e t - u p .

Worksheets
30
31

C o n v e rt fra c tio n s to d e c im a ls
G r a d e 4 F r a c tio n s W o r k s h e e t
C o n v e rt.

1. 7 2. 11 3. 4
10
= 100
= 10
=

4. 80 5. 18 6. 3
100
= 100
= 10
=

7. 6 8. 56 9. 36
10
= 100
= 100
=

10. 46 11. 9 12. 7

100
= 10
= 100
=

13. 86 14. 2 15. 52

100
= 10
= 100
=

16. 69 17. 5 18. 67

100
= 10
= 100
=

19. 72 20. 32 21. 23

100
= 100
= 100
=

O n lin e r e a d in g & m a t h f o r K - 5 © w w w . k 5 le a r n in g . c o m
32

E s s e n tia l Q u e s tio n
H o w d id th e te le p h o n e a n d th e te le g r a p h in s p ire E d is o n ’s in v e n tio n o f th e p h o n o g r a p h ?

B e fo r e Y o u W a tc h
W o rk w ith a p a rtn e r to a n s w e r th is q u e s tio n .

W h a t a r e s o m e e x a m p le s o f in v e n tio n s fro m th e p a s t? F ro m y o u r lif e tim e ? W rite d o w n tw o

e x a m p le s o f e a c h . D o a ll in v e n tio n s b r in g d r a m a tic c h a n g e s to p e o p le ’s liv e s ?

P a s t In v e n tio n s H o w h a s th is in v e n tio n c h a n g e d p e o p le ’s liv e s ?

1
2

R e c e n t In v e n tio n s H o w h a s th is in v e n tio n c h a n g e d p e o p le ’s liv e s ?

1
2

V o c a b u la r y : R e v ie w th e s e v o c a b u la r y w o rd s a n d th e ir d e fi n itio n s b e f o re w a tc h in g th e v id e o .

· r e v o lu tio n a r y — a s u d d e n , e x tr e m e , o r c o m p le te c h a n g e in th e w a y p e o p le th in k , liv e , o r w o rk

· c o m m e r c ia lly v ia b le — h a v in g a g o o d c h a n c e o f s u c c e e d in g in th e m a rk e tp la c e

· m a c h in is t— a p e r s o n w h o c a n c u t, b e n d , a n d s h a p e m a te r ia ls , s u c h a s m e ta l fo r a s p e c ifi c
p u rp o se

· d ia p h r a g m — a th in , d is k -s h a p e d m e m b r a n e th a t v ib ra te s w h e n s tru c k b y s o u n d w a v e s (in
s o u n d re c o rd in g ), o r th a t v ib ra te s to p ro d u c e s o u n d (in p la y b a c k )

· e p h e m e r a l— la s tin g a v e ry s h o rt tim e

· te le g r a p h e r — a p e rs o n w h o o p e ra te s a te le g ra p h (a ls o k n o w n a s a te le g ra p h o p e ra to r)

· in v e n tio n — a u s e f u l c r e a tio n th a t d id n ’t e x is t b e fo re a n d th a t u s u a lly fi lls a n e e d o r s o lv e s a

p ro b le m

· tr u m p e d — b e a t o r o u td id s o m e o n e o r s o m e th in g

W h ile Y o u W a tc h
L o o k fo r a n s w e rs to th e s e q u e s tio n s w h ile w a tc h in g th e v id e o . Y o u m a y w a n t to w a tc h th e v id e o
m o re th a n o n c e .

1 . W h a t im p r o v e m e n t, to B e ll’s fi r s t te le p h o n e , d id E d is o n a n d h i s te a m m a k e , in o r d e r to tu r n it
in to a c o m m e rc ia lly v ia b le d e v ic e ?

2 . W h a t d o e s th e w o rd p h o n o g r a p h m e a n ? W h a t la n g u a g e d o e s it c o m e fro m ?

3 . H o w d id E d is o n ta k e p a r ts o f th e te le p h o n e a n d te le g ra p h to c re a te th e p h o n o g ra p h ?

4 . E d is o n ’s te s t fo r p o te n tia l e m p lo y e e s a tte m p te d to id e n tify c a n d id a te s w ith b ro a d b a c k g ro u n d s

33

Iconic American Video Notesheet

Thomas Edison (1847-1931)

As you watch the video, fill in the graphic organizer below:

Inventions Keys to Success

Why do you think Thomas Edison is considered an American Icon?

©PBS Education, 2016 All rights reserved.