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Content Area: Persuasive Speaking, and writing components Integrated Area: Art / drama , science, and social studies -that technology affects peoples lives-past, present, and future. -that as technology changes, peoples lives change. Objectives: The students will be able to: -evaluate the change of a certain invention from the past to the future; -work as a group to complete a task or assignment. Ben censored , J. (1978). The first book of automobiles.
New York: Franklin Watts. Ben censored , J. (1976). The first book of airplanes. New York: Franklin Watts. Brinton, H. (1962). The telephone.
New York: The John Day Company. David, E. (1962). Television and how it works. New Jersey: Prentice-Hall. Evans, A. (1985). The automobile.
Minnesota: Lerner. Jefferis, D. (1988). The first flyers. New York: Franklin Watts. Mintern, H. (1983).
Television and video. New York: Warwick. OConnor, J. (1971). The telephone and how it works. New York: G. P.
Putnam's Sons. -FA 1. Performance of one or more of the visual preformed arts -S 8. The impact of technology on the environment -SS 2. Change in history in the world -G 1. 2 Conduct research to answer questions -G 1. 5 Comprehend and evaluate written works -G 1. 8 Organize information and data for presentation -G 2. 1 Plan and make written presentation for a purpose -G 2. 4 Present perceptions and ideas regarding works 1. ) Discuss with the students what they think technology is.
After they list some items, ask them if there were ten inventions / technology they could keep in the world, what would they be? 2. ) What made them come up with those ten items? Are those things that they could or could not live without? 3. ) Give your ten items and reasons for those items that you would keep. For example a stove and refrigerator, so that you can cook food and store food. 4. ) Ask them if they would change their list to practical technology would they change them and why? 5. ) Technology changes over time, and if they could change some invention in the future would they do it? -Divide the class in groups of five, and assign them 1 of the 4 topics that they will do. The topics are the televisions, telephones, automobiles, and airplanes.
Then, hand out two books to each group that deals with their topic. Have them answer these questions in their brief reports: -What year was the invention produced? -What are the parts to the invention? (List at least 6 items) Draw where the items must go in the invention. -How has the invention changed from the past? -Is this an invention that they use or someone they know uses, and how often does the invention get used? -The report is to also conclude a future picture of the invention that they did a report on. This is what they students feel that the invention will eventually do in the future. -After the report is turned in, the group is to do a short commercial on the future invention that they enhanced. The students must persuade the other students why they need to buy this invention, and explain what the invention will do. All the students in the group must have a part in the commercial whether speaking or not. -After all commercials have been done, discuss with the class what did they like best about the commercials? -Can they think of another use for the product other than the one advertised? -Did they get these ideas from something they saw, or is this what they want them to do? -Do you think this invention will be expensive to the public, and if it was do they think people would buy them? Why or why not? -Why do they think the invention have changed over the years?
Will they continue to change, and will it be in our lifetime? The students will write a brief report on a certain invention that has affected peoples lives. The report is to have the questions asked in the information gathering and have the two pictures included in the report. A small commercial will be done to teach the students persuasive speaking. All the students are to participate in the commercial in their group. 3 = All the questions from the information gathering were answered in the report, without any errors in grammar, usage, or mechanics.
The labeled picture is included, as well as the future picture. All elements were addressed in the commercial that were asked, and all the students participated. 2 = Some of the questions from the information gathering were answered in the report with some errors in grammar, usage, or mechanics. The labeled picture and future picture were included. Most of the elements were addressed in the commercial that were asked, and all the students participated. 1 = Little of the questions from the information gathering were answered in the report with more than 5 errors in grammar, usage, or mechanics. The pictures were not concluded, and the commercials had some of the elements addressed. Bibliography:
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Research essay sample on York Franklin Watts Peoples Lives
