Grade Level 4/Science/Electricity
Created by: Laverne Reid
Campbell Court Elementary
Standards Addressed:
Standard 4.3f
The student will investigate and understand the characteristics of electricity.
This lesson will focus on the early scientists who made key historical
contributions in understanding electricity.
Pre-Assessment:
List the scientists that will be studied on the board (Ben Franklin, Thomas
Edison, and Michael Faraday). Ask students to write the names on a note
card and what they know about each scientist. Ask students write the name
of the scientist from the list that they are interesting in learning more about.
Defining the Learning Goals: What the student will:
Know: (Facts/Vocabulary)




Ben Franklin suspected that lightning was static
electricity.
The most famous of Thomas Edison’s inventions
was an incandescent light bulb.
Michael Faraday built the first generator and
transformer.
You should practice good safety habits when
using electricity because it is useful but very
dangerous.
Understand (Big Ideas):
:

The actions and ideas of scientists Ben Franklin,
Thomas Edison, and Michael Faraday helped to
form the basis for our understanding of electricity.
Even today, scientists are still studying and
learning more about it.
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Do (Specific Skills student is able to do after the lesson):

Describe the contributions of Ben Franklin,
Michael Faraday, and Thomas Edison to the
understanding and harnessing of electricity.

Research the contributions of Ben Franklin,
Thomas Edison, and Michael Faraday to the
understanding of electricity.
Materials/Supplies:

Students should have access to library resources, classroom books, and the
Internet to do research on each inventor.

Use SOL 4.3 Electricity Web Page in the science section of
http://my.portaportal.com/ guest password: cct . Click on More About
Franklin to find information and links to Michael Faraday and Thomas Edison
sites.

Chart paper and markers
Procedures/Activities (Include Marazano's Strategies and Bloom's Taxonomy):
THE DIFFERENTIATED LESSON
In this lesson, the product will be differentiated. It will be presented in a “menu”
format. The “Main Course” activity, however, is a “jigsaw” group activity, also. All
students will be required to complete all questions from the “Main Courses”
section on a particular person. Students will select one activity from the “side dish
selections” list to complete, and as many activities as they would like from the
“Dessert” list if time permits.
Day 1 Give each student a Student Instruction Sheet. Select a student leader,
recorder, and reporter.
1. The “Main Course” section has three versions—one for each scientist.
Students will be divided into groups of five or six for the “Main Course”
activities. Each group will be given a scientist of electricity and
questions to answer about their scientist. The group will become
“experts” on their assigned person. Resource materials such as
biographies, handouts, and internet access will be available.
2. Each group will answer questions about their scientist and write
detailed information. They will plan a presentation that will be
presented to the whole group.
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Day 2 (Group presentations) Students will go back to their expert groups. The
reporter for each group will present the information to the class.
3. As the information from each “expert group” is being presented to the
whole group about their scientist, listeners will fill in a form about the
scientist that is being discussed.
4. Students will remain with their “expert” group. Give each group a
different color marker. As a group, they will go to the chart paper of
each scientist that has been posted around the classroom and together
come up with a fact that they have learned about each scientist A
member of the group will write the fact on the chart. They can take
their notes with them from yesterday.
5. Ask students to examine the “Side Dishes” section of their menu. Tell
them to circle two activities from the section that they would like to
complete during the next session.
Before the third session, evaluate the students’ side dish choices to make
preparations for the activities.
Day 3:
6. Distribute student instruction sheets and materials. Discuss the
instructions with the class.
7.
Students must choose one activity from the “side dish” selections. (If
the teacher permits, it may be done with a partner.)
8. Discuss the importance of following safety rules when using electricity.
(If) Differentiated Instruction:
What?
How?
content
readiness
process
interest
product
learning profile
Why (What prompted you to differentiate in this way)?
Anchor Activities:
Students may do one from the “Dessert” selections if time permits.
Post-Assessment:
List the scientists that have been studied on the board (Ben Franklin, Thomas
Edison, and Michael Faraday). Ask students to write the names on the front of a
note card and the contributions that each has made in the area of electricity. On
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the back of their note card, have students write how the inventions and
discoveries of these scientists are important today. Students should also tell why
it is important to practice good safety habits when using electricity.
Closure:
We will have a wrap-up discussion about all three people that we studied.
Teacher Reflection: (What went well? What would you do differently? Why?)
STUDENT INSTRUCTION SHEET
DAY 1
1. Look at your menu.
2. You must complete ALL activities under “Main Courses” as a
group. You will work in your group for 15-20 minutes. When
time is up, you will present your information about your scientist
to the class.
3. Give the place he was born. Tell what he is most famous for.
Make sure that your information is clear and detailed. While
each person is reporting, record the necessary information
about their famous scientist.
DAY 2
4. Go back to your “expert” group. With your group, you will select
a marker. Go to each scientist’s chart that is taped to the wall.
Write a contribution or fact that you have learned about him.
Because you should have more information about your scientist
than your classmates, your group should write on your
scientist’s chart last.
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5. Look at the “side dishes selections”. Select one that you would
like to do on Day 3 of this lesson. Place a check in front of your
choices. You may be able to work with a partner.
DAY 3
6. Complete your “side dish” and your dessert.
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OUR SCIENTIST
MENU
APPETIZER
Please read the information about your assigned scientist, Benjamin
Franklin.
Main Course (need to do all activities)
Where and when was Ben Franklin born?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What historical contribution did Benjamin Franklin make in understanding electricity?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Find at least three interesting facts about Ben Franklin to share.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
BF
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OUR SCIENTIST MENU
APPETIZER
Please read the information about your assigned scientist, Thomas A. Edison.
Main Course (need to do all activities)
1.Where and when was Thomas A. Edison born?
2.What contributions did Thomas Edison make in understanding electricity?
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3.Find at least three interesting facts about Edison to share.
TAE
OUR SCIENTIST MENU
APPETIZER
Please read the information about your assigned scientist, Michael Faraday.
Main Course (need to do all activities)
Where and when was Michael Faraday born?
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What major contributions did Michael Faraday make to the understanding of
electricity?
Find at least two interesting facts about Michael Faraday to share.
MF
Side Dishes
(Choose one)
Compare and contrast any two scientists—Ben Franklin, Thomas Edison, or
Michael Faraday. Use a Venn diagram.
You may work with a partner.
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Write a newpaper article about one of the inventors. Include important specific
facts (who, what, where, when, and why about the inventor and his contributions
to electricity.
(Use the attached worksheet.)
Write a paragraph about one the scientist studied. Write about the effect that
person had on the world, and how you think life would be different if that person
had never lived?
Role play with a partner. Conduct an interview with one of the inventors/scientist..
Make up interview questions together. Practice your interview. Present your
interview to the class.
You may do these activities if you would like.
Dessert
Use a map or globe to find the birthplace of Ben Franklin, Thomas Edison, and
Michael Faraday. You will need a United States map, world map, globe and map
marker.
Make a timeline to show when each discovery or invention was made. Discuss
why the inventions or discoveries helped in the development of the other
inventions.
Look for signs of Ben Franklin's influence. Make a list.
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