Word Study - Nest Entertainment

Transcription

Attachment A
Vocabulary Words: Ben Franklin
Below are definitions from www.dictionary.com along with a sentence from the video. Recommended grade
level(s) follows each word.
W: amusement
D: The state of being amused, entertained, or pleased.
E: “Electrical experiments are much more than amusement!”
G: 1-2
G: 3-4
W: anger
D: A strong feeling of displeasure or hostility.
E: “Dear friends, I must confess, I don’t understand your anger.”
G: PK-K
G: 1-2
W: bifocal
D: Having one section that corrects for distant vision and another that corrects for near vision, as an eyeglass
lens.
E: “Ben, all your work: the stove, the bifocals, the militia, the library, all these things made sense.”
G: 1-2
G: 3-4
W: blasphemy
D: A contemptuous or profane act, utterance, or writing concerning God or a sacred entity.
E: “Blasphemy! Did you hear?! Blasphemy!”
G: 5-6
G: 7-adult
W: coincidence
D: A sequence of events that although accidental seems to have been planned or arranged.
E: “Mere happenstance! A coincidence!”
G: 3-4
G: 5-6
W: condemnation
D: Severe reproof; strong censure.
E: “You and your superstitious ways have brought condemnation upon this fair city.”
G: 5-6
G: 7-adult
W: declare
D: To make known formally or officially.
E: “But know I solemnly declare that lightning and electricity are the same thing.”
G: 1-2
G: 3-4
HC_BF_Attachment A_beta3.doc
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W: dispense
D: To deal out in parts or portions; distribute.
E: “When God dispenses justice, it isn’t at random.”
G: 3-4
G: 5-6
W: electricity
D: The physical phenomena arising from the behavior of electrons and protons that is caused by the attraction of
particles with opposite charges and the repulsion of particles with the same charge.
E: “It makes electricity.”
G: 1-2
G: 3-4
W: experiment
D: A test under controlled conditions that is made to demonstrate a known truth, examine the validity of a
hypothesis, or determine the efficacy of something previously untried.
E: “Electrical experiments are much more than amusement.”
G: PK –K
G: 1-2
G: 3-4
W: generator
D: One that generates, especially a machine that converts mechanical energy into electrical energy.
E: “You’ve bought yourself a generator.”
G: 3-4
G: 5-6
G: 7- adult
W: heathen
D: One who is regarded as irreligious, uncivilized, or unenlightened.
E: “It’s a tool to remind sinners, heathen, and “men of science” to repent.”
G: 3-4
G: 5-6
G: 7-adult
W: insinuation
D: Something insinuated, especially an artfully indirect, often derogatory suggestion.
E: “Furthermore, your insinuation that my “gift” is the product of some electro-whatever, that, I find
particularly offensive.”
G: 5-6
G: 7-adult
W: library
D: A place in which literary and artistic materials, such as books, periodicals, newspapers, pamphlets, prints,
records, and tapes, are kept for reading, reference, or lending.
G: PK-K
Page 2 of 3
11/09/2006
W: lightning
D: An abrupt, discontinuous natural electric discharge in the atmosphere. The visible flash of light
accompanying such a discharge.
E: “Lightning struck a tree up at Mr. Miller’s.”
G: 1-2
G: 3-4
W: militia
D: An army composed of ordinary citizens rather than professional soldiers.
G: 3-4
G: 5-6
W: nature
D: The world of living things and the outdoors.
E: “… for lightning is no longer an evil force or heavenly anger, it’s just plain old nature.”
G: PK-K
G: 1-2
G: 3-4
W: novelty
D: Something new and unusual; an innovation.
E: “It’s a novelty, Ben.”
G: 1-2
G: 3-4
W: stove
D: An apparatus in which electricity or a fuel is used to furnish heat, as for cooking or warmth.
G: PK-K
W: superstition
D: An irrational belief that an object, action, or circumstance not logically related to a course of events
influences its outcome.
G: 3-4
G: 5-6
G: 7-adult
Page 3 of 3
11/09/2006
Attachment A
Vocabulary Words: Ben Franklin
Below are definitions from www.dictionary.com along with a sentence from the video. Recommended grade
level(s) follows each word.
W: amusement
D: The state of being amused, entertained, or pleased.
E: “Electrical experiments are much more than amusement!”
G: 1-2
G: 3-4
W: anger
D: A strong feeling of displeasure or hostility.
E: “Dear friends, I must confess, I don’t understand your anger.”
G: PK-K
G: 1-2
W: bifocal
D: Having one section that corrects for distant vision and another that corrects for near vision, as an eyeglass
lens.
G: 1-2
G: 3-4
W: blasphemy
D: A contemptuous or profane act, utterance, or writing concerning God or a sacred entity.
E: “Blasphemy! Did you hear?! Blasphemy!”
G: 5-6
G: 7-adult
W: coincidence
D: A sequence of events that although accidental seems to have been planned or arranged.
E: “Mere happenstance! A coincidence!”
G: 3-4
G: 5-6
W: condemnation
D: Severe reproof; strong censure.
G: 5-6
G: 7-adult
W: declare
D: To make known formally or officially.
E: “But know I solemnly declare that lightning and electricity are the same thing.”
G: 1-2
G: 3-4
HC_BF_Attachment A_beta3b.doc
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11/09/2006
W: dispense
D: To deal out in parts or portions; distribute.
E: “When God dispenses justice, it isn’t at random.”
G: 3-4
G: 5-6
W: electricity
D: The physical phenomena arising from the behavior of electrons and protons that is caused by the attraction of
particles with opposite charges and the repulsion of particles with the same charge.
E: “It makes electricity.”
G: 1-2
G: 3-4
W: experiment
D: A test under controlled conditions that is made to demonstrate a known truth, examine the validity of a
hypothesis, or determine the efficacy of something previously untried.
E: “Electrical experiments are much more than amusement.”
G: PK –K
G: 1-2
G: 3-4
W: generator
D: One that generates, especially a machine that converts mechanical energy into electrical energy.
E: “You’ve bought yourself a generator.”
G: 3-4
G: 5-6
G: 7- adult
W: heathen
D: One who is regarded as irreligious, uncivilized, or unenlightened.
E: “It’s a tool to remind sinners, heathen, and “men of science” to repent.”
G: 3-4
G: 5-6
G: 7-adult
W: insinuation
D: Something insinuated, especially an artfully indirect, often derogatory suggestion.
E: “Furthermore, your insinuation that my “gift” is the product of some electro-whatever, that, I find
particularly offensive.”
G: 5-6
G: 7-adult
W: library
D: A place in which literary and artistic materials, such as books, periodicals, newspapers, pamphlets, prints,
records, and tapes, are kept for reading, reference, or lending.
G: PK-K
Page 2 of 3
11/09/2006
W: lightning
D: An abrupt, discontinuous natural electric discharge in the atmosphere. The visible flash of light
accompanying such a discharge.
E: “Lightning struck a tree up at Mr. Miller’s.”
G: 1-2
G: 3-4
W: militia
D: An army composed of ordinary citizens rather than professional soldiers.
G: 3-4
G: 5-6
W: nature
D: The world of living things and the outdoors.
E: “… for lightning is no longer an evil force or heavenly anger, it’s just plain old nature.”
G: PK-K
G: 1-2
G: 3-4
W: novelty
D: Something new and unusual; an innovation.
E: “It’s a novelty, Ben.”
G: 1-2
G: 3-4
W: stove
D: An apparatus in which electricity or a fuel is used to furnish heat, as for cooking or warmth.
G: PK-K
W: superstition
D: An irrational belief that an object, action, or circumstance not logically related to a course of events
influences its outcome.
G: 3-4
G: 5-6
G: 7-adult
Page 3 of 3
11/09/2006
Vocabulary Activities, Attachment B
1. The student will illustrate the vocabulary word and use the word in a sentence.
2. The teacher will generate a picture for the vocabulary word (magazine picture or computer generated
picture). The student will match the vocabulary word with the picture.
3. The student will use each vocabulary word in a sentence. The students will determine how the word is
used grammatically. Is it used as a noun, verb, adjective or adverb?
4. Using Form A, students will create a word search.
5. The student will make a crossword puzzle using the definitions as the clues. Encourage students to
exchange their crossword puzzles with each other to complete and review vocabulary words. Form A
6. Using the Word Web (graphic organizer) Form B, the teacher will determine skills to be explored, and
the student will use a dictionary or thesaurus to complete the web. Example: Form C
7. The teacher will write the vocabulary words on index cards and pre-teach the words and meanings prior
to the video. After the video, have children discuss the words and identify their meanings.
8. Using pictures of the vocabulary words, the student will write a rebus story (A story where the
vocabulary word is represented as a picture or a symbol.)
9. The student will create their own Concentration Game. Using index cards, cut into two pieces, illustrate
or write the vocabulary word on one piece and write the definition on the other. To play the game, put
all the pieces face down. Choose two. If they match, keep the cards facing up. If they don't match, turn
them back down. Keep choosing cards until all matches are found.
10. Think in terms of the Jeopardy game board. On a dry erase board, design a grid. Reserve the top line of
the grid for your categories, e.g., Parts of the Human Body. Then divide the vocabulary words into your
chosen categories and assign each word a point value. For example, easy words may be worth 100 and
more difficult words may be worth 400. The value can be listed on one side of the card. On the other
side of the card, write the word and the definition. The cards can be lined up under each category as they
are on a Jeopardy game board. When the game has been prepared, a winning score can be determined.
The game show host will then ask the participants to choose a category and then read the question. For
example: “This body part is located in the middle of your leg”, and the correct answer would be, “What
is a knee?” Continue playing until one team reaches the winning score.
HC_BF_AttachmentB_gold.doc
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Vocabulary Activities, Attachment B
1. The student will illustrate the vocabulary word and use the word in a sentence.
2. The teacher will generate a picture for the vocabulary word (magazine picture or computer generated
picture). The student will match the vocabulary word with the picture.
3. The student will use each vocabulary word in a sentence. The students will determine how the word is
used grammatically. Is it used as a noun, verb, adjective or adverb?
4. Using Form A, students will create a word search.
5. The student will make a crossword puzzle using the definitions as the clues. Encourage students to
exchange their crossword puzzles with each other to complete and review vocabulary words. Form A
6. Using the Word Web (graphic organizer) Form B, the teacher will determine skills to be explored, and
the student will use a dictionary or thesaurus to complete the web. Example: Form C
7. The teacher will write the vocabulary words on index cards and pre-teach the words and meanings prior
to the video. After the video, have children discuss the words and identify their meanings.
8. Using pictures of the vocabulary words, the student will write a rebus story (A story where the
vocabulary word is represented as a picture or a symbol.)
9. The student will create their own Concentration Game. Using index cards, cut into two pieces, illustrate
or write the vocabulary word on one piece and write the definition on the other. To play the game, put
all the pieces face down. Choose two. If they match, keep the cards facing up. If they don't match, turn
them back down. Keep choosing cards until all matches are found.
10. Think in terms of the Jeopardy game board. On a dry erase board, design a grid. Reserve the top line of
the grid for your categories, e.g., Parts of the Human Body. Then divide the vocabulary words into your
chosen categories and assign each word a point value. For example, easy words may be worth 100 and
more difficult words may be worth 400. The value can be listed on one side of the card. On the other
side of the card, write the word and the definition. The cards can be lined up under each category as they
are on a Jeopardy game board. When the game has been prepared, a winning score can be determined.
The game show host will then ask the participants to choose a category and then read the question. For
example: “This body part is located in the middle of your leg”, and the correct answer would be, “What
is a knee?” Continue playing until one team reaches the winning score.
HC_BF_AttachmentB_golda.doc
Page 1 of 1
11/09/2006
Additional biographical information for
Benjamin Franklin
http://www.worldbookonline.com
Biographical Information
Franklin, Benjamin (1706-1790), was a jack-of-all-trades and master of many. No other
American, except possibly Thomas Jefferson, has done so many things so well. During
his long and useful life, Franklin concerned himself with such different matters as
statesmanship and soapmaking, book-printing, cabbage-growing, and the rise of tides and
the fall of empires. He also invented an efficient heating stove and proved that lightning
is electricity.
Franklin's scientific interests ranged far beyond electricity. He became the first scientist
to study the movement of the Gulf Stream in the Atlantic Ocean. He spent much time
charting its course and recording its temperature, speed, and depth. Franklin was the first
to show scientists and naval officers that sailors could calm a rough sea by pouring oil on
it. He favored daylight saving time in summer. It struck him as silly and wasteful that
people should "live much by candle-light and sleep by sunshine."
As a statesman, Franklin stood in the front rank of the people who built the United States.
He was the only person who signed all four of these key documents in American history:
the Declaration of Independence, the Treaty of Alliance with France, the Treaty of Paris
making peace with Britain (now the United Kingdom), and the Constitution of the United
States. Franklin's services as a diplomat in France helped greatly in winning the
Revolutionary War. Many historians consider him the ablest and most successful
diplomat that America has ever sent abroad.
HC_BF_Biographical_beta3.doc
Page 1 of 1
11/09/2006
Additional biographical information for
Benjamin Franklin
http://www.worldbookonline.com
Biographical Information
Franklin, Benjamin (1706-1790), was a jack-of-all-trades and master of many. No other
American, except possibly Thomas Jefferson, has done so many things so well. During
his long and useful life, Franklin concerned himself with such different matters as
statesmanship and soapmaking, book-printing, cabbage-growing, and the rise of tides and
the fall of empires. He also invented an efficient heating stove and proved that lightning
is electricity.
Franklin's scientific interests ranged far beyond electricity. He became the first scientist
to study the movement of the Gulf Stream in the Atlantic Ocean. He spent much time
charting its course and recording its temperature, speed, and depth. Franklin was the first
to show scientists and naval officers that sailors could calm a rough sea by pouring oil on
it. He favored daylight saving time in summer. It struck him as silly and wasteful that
people should "live much by candle-light and sleep by sunshine."
As a statesman, Franklin stood in the front rank of the people who built the United States.
He was the only person who signed all four of these key documents in American history:
the Declaration of Independence, the Treaty of Alliance with France, the Treaty of Paris
making peace with Britain (now the United Kingdom), and the Constitution of the United
States. Franklin's services as a diplomat in France helped greatly in winning the
Revolutionary War. Many historians consider him the ablest and most successful
diplomat that America has ever sent abroad.
HC_BF_Biographical_beta3b.doc
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11/09/2006
Form A
Letter Grid
Name_____________________________
HC_BF_FormA_gold.doc
Page 1 of 1
Date_____________
11/9/2006
Form A
Letter Grid
Name_____________________________
HC_BF_FormA_golda.doc
Page 1 of 1
Date_____________
11/9/2006
HC_BF_FormB_gold.doc
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11/09/2006
HC_BF_FormB_golda.doc
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Form C
HC_BF_FormC_gold.doc
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Form C
HC_BF_FormC_golda.doc
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Overview
Benjamin Franklin
Theme
Benjamin Franklin's curiosity causes him to explore the marvels of electricity. He discovers that lightning is a form of electricity and invents the lightning rod, a device to protect property when
lightning strikes.
Additional resources
www.yahooligans.com
www.dictionary.com
www.biography.com
www.worldbook.com
Teacher's Resource and Activity Book: TRA
PK-K
Word Study
Grade 1-2
Phonemic Awareness: Rhyming
Grade 3-4
Activities
Grade 7 - adult
Phonemic Awareness: Phoneme Isolation
Phonics: Word Ladders
Vocabulary: Word List
Grade 5-6
A
B
Activities
Phonics: Letter Shuffle, TRA: page 29
A
B
Activities
A
B
Activities
A
B
Activities
A
B
Subject Integration
Health
Science, TRA: page 30
Social Studies
Science
Differentiated
1. Sequencing, TRA: page 7, 12, 22
1. Describing, TRA: page 26
1. Describing, TRA: pages 7, 21
1. Creating
1. Creating
Activities
2. Role Playing
2. Recallng, TRA: page 28
2. Recalling, TRA: page 36
2. Comparing and Contrasting
2. Participating
3. Recording
3. Identifying, TRA: page 14
3. Solving
3. Creating, TRA throughout book
4. Matching, TRA: page 39
4. Solving, TRA: page 38
4. Interviewing, TRA: page 31
4. Developing
5. Identifying
5. Creating, TRA: page 25
5. Constructing, TRA: page 19
5. Constructing
5. Researching
27, and 42
Writing
Rainy day/Sunny day, TRA: page 27, 42
Persuasive letter
Wisdom- informative
Newspaper article
Inventions - informative
Materials
various hats, calendar, index cards
lightning bolt stickers, construction paper
index cards, notebook paper
Encyclopedia or Internet
markers, construction paper
crayons, construction paper
red construction paper cards
newspaper ads
notebook paper
scissors, glue, notebook paper
newspapers
Assessments
PK-K (non-interactive)
Five level 1-2 questions
Five level 7-adult questions
Unit Assessments
Unit Assessments PK- 2
Unit Assessments PK - 2
Unit Assessments 3 - adult
HC_BF_Framework_beta3.xls
Page 1 of 1
1/24/2004
Overview
Benjamin Franklin
Theme
Benjamin Franklin's curiosity causes him to explore the marvels of electricity. He discovers that lightning is a form of electricity and invents the lightning rod, a device to protect property when
lightning strikes.
Additional resources
www.yahooligans.com
www.dictionary.com
www.biography.com
www.worldbook.com
Teacher's Resource and Activity Book: TRA
PK-K
Word Study
Grade 1-2
Phonemic Awareness: Rhyming
Grade 3-4
Activities
Grade 7 - adult
Phonemic Awareness: Phoneme Isolation
Phonics: Word Ladders
Grade 5-6
A
B
Activities
Phonics: Letter Shuffle, TRA: page 29
A
B
Activities
A
B
Activities
A
B
Activities
A
B
Subject Integration
Health
Social Studies
Science
Differentiated
1 Sequencing,TRA: page 7, 12, 22
1. Describing: TRA: page 26
1. Describing, TRA: pages 7, 21
1. Creating
1. Creating
Activities
2. Role Playing
2. Recallng, TRA: page 28
2. Recalling, TRA: page 36
2. Participating
3. Recording
3. Solving
3. Creating, TRA through out book 3. Comparing and Contrasting
4. Matching TRA: page 39
4. Solving, TRA: page 38
4. Interviewing, TRA: page 31
4. Developing
5. Identifying
5. Creating, TRA: page 25
5. Constructing, TRA: page 19
5. Constructing
5. Researching
27, and 42
Writing
Rainy day/ Sunny day TRA: page 27 and 42
Letter to Principal - persuasive
Wisdom- informative
Newspaper article
Inventions - informative
Materials
various hats, calendar, index cards
lightning bolt stickers, construction paper
index cards, notebook paper
markers, construction paper
crayons, construction paper
newspaper ads
notebook paper
scissors, glue, notebook paper
newspapers
Assessments
PK-K (non-interactive)
Five level 7-adult questions
Unit Assessments
Unit Assessments PK- 2
Unit Assessments PK - 2
HC_BF_Framework_beta3b.xls
Page 1 of 1
1/24/2004
Overall Theme
Benjamin Franklin’s curiosity causes him to explore the marvels of electricity. He discovers that
lightning is a form of electricity and invents the lightning rod, a device to protect property when
lightning strikes.
HC_BF_Lessons 1-2_beta3.doc
Page 1 of 6
1/24/2004
Word Study
Objectives:
The learner will identify beginning, middle and ending sounds in words.
The learner will make new words by changing one letter at a time.
The learner will explore new vocabulary words.
•
•
•
Phonemic Awareness: (Phoneme Isolation) The teacher will give students a lightning bolt
sticker to put on their thumb or the students can draw a lightning bolt on their thumb. The
teacher will select a target sound such as /b/ and read words from the vocabulary list. When the
students hear the target sound, they touch their neighbor with their thumb and pretend to shock
one another as did the characters in the video. Change the target sound and repeat this activity
with other words.
Phonics: Students will make fireman ladders with eight steps (word ladders) by drawing a ladder
on a piece of construction paper. On the first step the students will write the word, Ben. The
students will change one letter in the word Ben and write the new word on the second step. The
students will continue changing one letter at a time until the ladder is completed.
Vocabulary: The teacher will choose vocabulary words (Attachment A) and then have students
complete one or more activities (Attachment B).
Page 2 of 6
1/24/2004
Subject Area Integration: Science
Objective:
The learner will conduct scientific experiments and record information.
•
Students will complete “Ben’s Sizzling Science Section” in the Teacher’s Resource and
Activity Book, page 30.
Page 3 of 6
1/24/2004
Differentiated Activities
Objectives:
The learner will describe characters emotions and relate them to their own experiences.
The learner will recall information.
The learner will identify activities that are dangerous.
The learner will solve addition problems to decode information.
The learner will create an acrostic poem.
• Whole Group
1. Describing: The teacher will choose scenes from the video and discuss Ben Franklin’s feelings
during each scene. The students will give examples of times they had similar feelings. The students
will complete the Teacher’s Resource and Activity Book, page 26.
2. Recalling: Students will recall Ben Franklin’s occupations. The teacher will list them on the board.
The students will complete the Teacher’s Resource and Activity Book, page 28.
3. Identifying: The teacher will read the sentences from the Teacher’s Resource and Activity Book,
page 14. Students will hold up a red card if the sentence describes dangerous electricity.
• Individual
4. Solving: The students will complete the Teacher’s Resource and Activity Book, page 38, and use
the code to find two sayings from Franklin’s Poor Richard’s Almanack. On the back of the page the
students will write what they think each saying means.
5. Creating: The students will complete the Teacher’s Resource and Activity Book, page 25. The
students will write an acrostic poem using their name. An acrostic poem is one where you choose a
word or name and use each letter in the name as the beginning of a word or line that tells something
about that person or character.
Page 4 of 6
1/24/2004
Writing
Objective:
The learner will write a persuasive letter.
•
The students will write the principal a letter to persuade him/her to have a celebration on Ben
Franklin’s birthday (Jan. 17) to celebrate Franklin’s many accomplishments.
Page 5 of 6
1/24/2004
Materials
lightning bolt stickers
construction paper
Page 6 of 6
1/24/2004
Overall Theme
lightning strikes.
HC_BF_Lessons 1-2_beta3b.doc
Page 1 of 6
1/24/2004
Word Study
Objectives:
The learner will identify beginning, middle and ending sounds in words.
The learner will make new words by changing one letter at a time.
•
•
•
Phonemic Awareness: (Phoneme Isolation) The teacher will give students a lightning bolt
sticker to put on their thumb or the students can draw a lightning bolt on their thumb. The
teacher will select a target sound such as /b/ and read words from the vocabulary list. When the
students hear the target sound, they touch their neighbor with their thumb and pretend to shock
one another as did the characters in the video. Change the target sound and repeat this activity
with other words.
Phonics: Students will make fireman ladders with eight steps. (word ladders) Students will draw
a ladder on a piece of construction paper. On the first step the students will write the word, Ben.
The students will change one letter in the word Ben and write the new word on the second step.
The students will continue changing one letter at a time until the ladder is completed.
Page 2 of 6
1/24/2004
Objective:
The learner will conduct scientific experiments and record information.
•
Students will complete “Ben’s Sizzling Science Section” in Teacher’s Resource and Activity
Book, page 30.
Page 3 of 6
1/24/2004
Objectives:
The learner will describe characters emotions and relate them to their own experiences.
The learner will recall information.
The learner will identify activities that are dangerous.
The learner will solve addition problems to decode information.
The learner will create an acrostic poem.
• Whole Group
1. Describing: The teacher will choose scenes from the video and discuss Ben Franklin’s feelings
during each scene. The students will give examples of times they had similar feelings. The students
will complete Teacher’s Resource and Activity Book, page 26.
2. Recalling: Students will recall Ben Franklin’s occupations. The teacher will list them on the board.
The students will complete Teacher’s Resource and Activity Book, page 28.
3. Identifying: The teacher will read the sentences from Teacher’s Resource and Activity Book,
page 14. Students will hold up a red card if the sentence describes dangerous electricity.
• Individual
4. Solving: The students will complete Teacher’s Resource and Activity Book, page 38, and use the
code to find two sayings from Franklin’s Poor Richard’s Almanack. On the back of the page the
students will write what they think each saying means.
5. Creating: The students will complete Teacher’s Resource and Activity Book, page 25. The
students will write an acrostic poem using their name. An acrostic poem is one where you choose a
word or name and use each letter in the name as the beginning of a word or line that tells something
about that person or character.
Page 4 of 6
1/24/2004
Writing
Objective:
The learner will write a persuasive letter.
•
The students will write the principal a letter to persuade him/her to have a celebration on Ben
Franklin’s birthday (Jan. 17) to celebrate Franklin’s many accomplishments.
Page 5 of 6
1/24/2004
Materials
lightning bolt stickers
construction paper
Page 6 of 6
1/24/2004
Overall Theme
lightning strikes.
Page 1 of 6
11/09/2006
Word Study
Objectives:
The learner will work with letters to form words.
•
•
Phonics: Students will complete in the Teacher’s Resource and Activity Book, page 29,
“Letter Shuffle.”
Page 2 of 6
11/09/2006
Objective:
The learner will construct a model.
•
Students will complete the Teacher’s Resource and Activity Book, page 23. Students will
display their idea at an Invention Convention, inviting parents and other guests. Students will
explain to visitors the steps they went through to create their invention and its purpose.
Page 3 of 6
11/09/2006
Objectives:
The learner will write descriptive sentences.
The learner will recall facts.
The learner will solve word problems.
The learner will identify spelling errors.
The learner will construct poetry.
• Whole Group
1. Describing: Using the picture in the Teacher’s Resource and Activity Book, page 7, the teacher
will lead students in a lesson on adjectives. Then students will complete the Teacher’s Resource
and Activity Book, page 21, writing sentences with words that describe.
2. Recalling: The teacher will write words from Column A and sentences from Column B, in the
Teacher’s Resource and Activity Book, page 36, on separate index cards. Students will play
Memory, matching cards with the person or thing to cards with the correct description.
• Individual
3. Solving: Ben Franklin is commemorated on the one hundred dollar bill. Students will look through
newspaper ads and list how they would spend $100. Students will write math word problems using
information from their lists. Students will exchange word problems with a classmate and solve.
4. Identifying: The teacher will write several statements with spelling errors about Ben Franklin on the
board. Students will identify the errors and discuss the importance of proofreading. Next, students
will complete the Teacher’s Resource and Activity Book, page 16.
5. Constructing: Students will complete the Teacher’s Resource and Activity Book, page 19.
Student will construct a new poem about one of Franklin’s inventions or occupations using rhyming
couplets.
Page 4 of 6
11/09/2006
Writing
Objective:
The learner will write an informative paper.
•
Students will complete the Teacher’s Resource and Activity Book, page 6 as a prewriting
activity. Students will discuss the word, wisdom, and write about someone that they feel has this
quality.
Page 5 of 6
11/09/2006
Materials
index cards
newspaper ads
Page 6 of 6
notebook paper
11/09/2006
Overall Theme
lightning strikes.
HC_BF_Lessons 3-4_beta3a.doc
Page 1 of 6
11/09/2006
Word Study
Objectives:
•
•
Phonics: Students will complete in the Teacher’s Resource and Activity Book, page 29, Letter
Shuffle.
Page 2 of 6
11/09/2006
Objective:
•
Students will complete Teacher’s Resource and Activity Book, page 23. Students will display
their idea at an Invention Convention, inviting parents and other guests. Students will explain to
visitors the steps they went through to create their invention and its purpose.
Page 3 of 6
11/09/2006
Objectives:
• Whole Group
will lead students in a lesson on adjectives. Then students will complete Teacher’s Resource and
Activity Book, page 21, writing sentences with words that describe.
2. Recalling: The teacher will write words from Column A and sentences from Column B, in
• Individual
5. Constructing: Students will complete Teacher’s Resource and Activity Book, page 19. Student
will construct a new poem about one of Franklin’s inventions or occupations using rhyming
couplets.
Page 4 of 6
11/09/2006
Writing
Objective:
•
Students will complete Teacher’s Resource and Activity Book, page 6 as a prewriting activity.
Students will discuss the word, wisdom, and write about someone that they feel has this quality.
Page 5 of 6
11/09/2006
Materials
Index cards
newspaper ads
Page 6 of 6
notebook paper
11/09/2006
Overall Theme
lightning strikes.
Page 1 of 6
11/09/2006
Word Study
Objectives:
•
•
Phonics: Students will complete in the Teacher’s Resource and Activity Book, page 29, Letter
Shuffle.
Page 2 of 6
11/09/2006
Objective:
•
Students will complete Teacher’s Resource and Activity Book, page 23. Students will display
their idea at an Invention Convention, inviting parents and other guests. Students will explain to
visitors the steps they went through to create their invention and its purpose.
Page 3 of 6
11/09/2006
Objectives:
• Whole Group
will lead students in a lesson on adjectives. Then students will complete Teacher’s Resource and
Activity Book, page 21, writing sentences with words that describe.
2. Recalling: The teacher will write words from Column A and sentences from Column B, in
• Individual
5. Constructing: Students will complete Teacher’s Resource and Activity Book, page 19. Student
will construct a new poem about one of Franklin’s inventions or occupations using rhyming
couplets.
Page 4 of 6
11/09/2006
Writing
Objective:
•
Students will complete Teacher’s Resource and Activity Book, page 6 as a prewriting activity.
Students will discuss the word, wisdom, and write about someone that they feel has this quality.
Page 5 of 6
11/09/2006
Materials
Index cards
newspaper ads
Page 6 of 6
notebook paper
11/09/2006
Overall Theme
lightning strikes.
Page 1 of 6
11/09/2006
Word Study
Objectives:
•
Page 2 of 6
11/09/2006
Subject Area Integration: Social Studies
Objective:
The learner will research who is commemorated on U.S. currency.
•
Students will research to find out which U. S. bill (money) Ben Franklin is on and find out who is
commemorated on other U.S. currency.
Page 3 of 6
11/09/2006
Objectives:
The learner will create a game to review information about Ben Franklin.
The learner will write a compare and contrast paper.
The learner will create a modern day proverb.
The learner will interview family members to gain information.
The learner will construct a timeline of events.
• Whole Group
1. Creating: Students will work in groups using information about Ben Franklin to create a game
using the Jeopardy game format. Students can take turns being contestants, playing each group’s
game.
2. Comparing and contrasting: The teacher will draw two large intersecting circles on the board
(Venn diagram). Students will compare attributes of Ben Franklin’s fire department and fire
departments today comparing similarities (intersecting section) and differences (nonintersecting
sections). Students will write their responses on a Venn diagram. Students will use information to
write a compare and contrast paper.
• Individual
3. Creating: The teacher will make a list of proverbs or quotes by Ben Franklin found throughout the
Teacher’s Resource and Activity Book. Students will select a proverb from the list and create a
modern proverb that has the same meaning. Classmates will try to match the modern proverb with
ones by Ben Franklin.
4. Interviewing: Students will interview their parents to complete the activity in the Teacher’s
Resource and Activity Book, page 31.
5. Constructing: Students will create a timeline of Ben Franklin’s life including dates of his
inventions. Research will be required to complete the timeline.
Page 4 of 6
11/09/2006
Writing
Objective:
The learner will write a newspaper article.
•
Students will write a newspaper article announcing one of Ben Franklin’s inventions.
Page 5 of 6
11/09/2006
Materials
notebook paper
Page 6 of 6
11/09/2006
Overall Theme
lightning strikes.
Page 1 of 6
11/09/2006
Word Study
Objectives:
•
Page 2 of 6
11/09/2006
Objective:
•
Page 3 of 6
11/09/2006
Objectives:
• Whole Group
game.
sections). Students will write their responses in Venn diagram. Students will use information to
• Individual
4. Interviewing: Students will interview their parents to complete the activity in Teacher’s Resource
and Activity Book, page 31.
Page 4 of 6
11/09/2006
Writing
Objective:
The learner will write a newspaper article
•
Page 5 of 6
11/09/2006
Materials
notebook paper
Page 6 of 6
11/09/2006
Overall Theme
lightning strikes.
Page 1 of 6
11/09/2006
Word Study
Objectives:
•
Page 2 of 6
11/09/2006
Objective:
•
Page 3 of 6
11/09/2006
Objectives:
• Whole Group
game.
sections). Students will write their responses in Venn diagram. Students will use information to
• Individual
4. Interviewing: Students will interview their parents to complete the activity in Teacher’s Resource
and Activity Book, page 31.
Page 4 of 6
11/09/2006
Writing
Objective:
The learner will write a newspaper article
•
Page 5 of 6
11/09/2006
Materials
notebook paper
Page 6 of 6
11/09/2006
Overall Theme
Benjamin Franklin’s curiosity causes him to explore the marvels of electricity. He discovers that lightning
is a form of electricity and invents the lightning rod, a device to protect property when lightning strikes.
HC_BF_Lessons 7-adult_beta3.doc
Page 1 of 6
11/9/2006
Word Study
Objectives:
•
Page 2 of 6
11/9/2006
Objective:
The learner will research lightning rods.
•
Students will research how lightning rods work and create a report of their findings.
Page 3 of 6
11/9/2006
Objectives:
The learner will create a class almanac.
The learner will participate in a service project for the community.
The learner will compare and contrast forms of advertisements.
The learner will develop an advertisement campaign.
The learner will research changes in optometry over time.
• Whole Group
1. Creating: Students will research the history of almanacs. Students will create a class almanac
modeled after Franklin’s Poor Richard’s Almanack.
2. Participating: Ben Franklin was very involved in his community. Students will identify needs in
their community and choose one to address as a service project.
• Individual
3. Comparing and Contrasting: Students will examine forms of advertising used during Ben
Franklin’s days and compare to advertising methods used today.
4. Developing: Students will choose one of Franklin’s inventions and develop an advertising campaign
to sell the invention.
5. Researching: Ben Franklin invented bifocal glasses. Students will research and report on the
changes in optometry since Franklin’s time.
Page 4 of 6
11/9/2006
Writing
Objective
• Students will choose one of Ben Franklin’s inventions and write an essay on how it improved
people’s way of life.
Page 5 of 6
11/9/2006
Materials
glue
notebook paper
markers
Page 6 of 6
construction paper
scissors
11/9/2006
Overall Theme
HC_BF_Lessons 7-adult_beta3a.doc
Page 1 of 6
11/9/2006
Word Study
Objectives:
•
Page 2 of 6
11/9/2006
Objective:
•
Students will research on how lightning rods work and create a report of their findings.
Page 3 of 6
11/9/2006
Objectives:
• Whole Group
• Individual
Page 4 of 6
11/9/2006
Writing
Objective
Page 5 of 6
11/9/2006
Materials
glue
notebook paper
markers
Page 6 of 6
construction paper
scissors
11/9/2006
Overall Theme
HC_BF_Lessons 7-adult_beta3b.doc Page 1 of 6
11/9/2006
Word Study
Objectives:
•
11/9/2006
Objective:
•
Students will research on how lightning rods work and create a report of their findings.
11/9/2006
Objectives:
• Whole Group
• Individual
11/9/2006
Writing
Objective
11/9/2006
Materials
glue
notebook paper
markers
construction paper
scissors
11/9/2006
Overall Theme
lightning strikes.
HC_BF_Lessons PK-K_beta3.doc
Page 1 of 7
11/09/2006
Word Study
Objectives:
The learner will generate rhyming words.
•
•
Phonemic Awareness: (Rhyming) The teacher will say three rhyming words aloud such as Ben,
hen and den. The students will suggest other words that rhyme with Ben. The teacher will
continue with rhymes for an, in, on and un words.
Vocabulary: The teacher will choose vocabulary words (Attachment A) and vocabulary activities
(Attachment B).
Page 2 of 7
11/09/2006
Subject Area Integration: Health
Objective:
The learner will demonstrate an understanding of fire safety.
•
After viewing the video, discuss Ben Franklin’s job as the fire chief. Students will role play
what to do in case of a fire. Students will assist the teacher in drawing a fire escape route from
their classroom.
Page 3 of 7
11/09/2006
Objectives:
The learner will sequence main events in the story using picture clues.
The learner will role play occupations.
The learner will record the weather and graph the results.
The learner will demonstrate visual memory.
The learner will identify letters and sight words.
• Whole Group
1. Sequencing: The teacher will scramble the pictures from the Teacher’s Resource and Activity
Book, page 7, 12, 22, 27, and 42, and the students will put in order.
2. Role Playing: The teacher will lead a discussion on the different jobs Ben had during his life and
point out in the video that he wore a different hat for each job. Students will role play the following
jobs using hats if available: fireman, postmaster, inventor, printer and sanitation crew chief.
3. Recording: The teacher will discuss the weather terms: sunny, cloudy and rainy. On a calendar the
students will record the weather each day. At the end of ten days, students will count the number of
like weather days. Students will make a class graph showing the weather results.
4. Matching: The teacher will color, cut out, and glue kites from the Teacher’s Resource and
Activity Book, page 39 onto index cards. Three of the kites do not have matches so they should be
discarded. Students will play Memory with the kites.
• Individual
5. Identifying: The students will look through newspapers and cut out letters or sight words,
according to the teacher’s directions.
Page 4 of 7
11/09/2006
Writing
Objective:
The learner will draw two pictures and tell about them.
•
Students will discuss the Teacher Resource and Activity Book, page 27 (Ben outside on a
rainy day) and page 42 (Ben outside on a sunny day). Students will fold a sheet of construction
paper in half. On one side, students will draw themselves doing something on a rainy day. On
the other half of the paper, students will draw themselves doing something outside on a sunny
day. Students will dictate a sentence to an adult or older student telling about each drawing.
Page 5 of 7
11/09/2006
Materials
various hats
calendar
index cards
newspapers
Page 6 of 7
construction paper
crayons
11/09/2006
PK-K Assessments
1. Students will orally retell the story using pictures from the Teacher’s Resource and Activity
Book, page 7, 12, 22, 27, and 42.
2. Students will draw pictures showing three jobs that Ben Franklin held.
3. Students will identify the weather as the teacher points to days on the calendar.
4. Students will look at four kite cards in a row. The students will close their eyes and the teacher
will remove one card. The students will identify the missing card.
5. Students will identify upper and lower case letters.
Page 7 of 7
11/09/2006
Overall Theme
lightning strikes.
HC_BF_Lessons PK-K_beta3a.doc
Page 1 of 7
11/09/2006
Word Study
Objectives:
•
•
(Attachment B).
Page 2 of 7
11/09/2006
Objective:
•
their classroom.
Page 3 of 7
11/09/2006
Objectives:
• Whole Group
4. Matching: The teacher will color, cut out, and glue kites from Teacher’s Resource and Activity
Book, page 39 onto index cards. Three of the kites do not have matches so they should be discarded.
Students will play Memory with the kites.
• Individual
Page 4 of 7
11/09/2006
Writing
Objective:
•
Students will discuss Teacher Resource and Activity Book, page 27 (Ben outside on a rainy
day) and page 42 (Ben outside on a sunny day). Students will fold a sheet of construction paper
in half and on one side students will draw themselves doing something on a rainy day. On the
other half of the paper, students will draw themselves doing something outside on a sunny day.
Students will dictate a sentence to an adult or older student telling about each drawing.
Page 5 of 7
11/09/2006
Materials
various hats
calendar
index cards
newspapers
Page 6 of 7
construction paper
crayons
11/09/2006
PK-K Assessments
Book, page 7, 12, 22, 27, and 42.
Page 7 of 7
11/09/2006
Overall Theme
lightning strikes.
HC_BF_Lessons PK-K_beta3b.doc
Page 1 of 7
11/09/2006
Word Study
Objectives:
•
•
(Attachment B).
Page 2 of 7
11/09/2006
Objective:
•
their classroom.
Page 3 of 7
11/09/2006
Objectives:
• Whole Group
4. Matching: The teacher will color, cut out, and glue kites from Teacher’s Resource and Activity
Book, page 39 onto index cards. Three of the kites do not have matches so they should be discarded.
Students will play Memory with the kites.
• Individual
Page 4 of 7
11/09/2006
Writing
Objective:
•
Students will discuss Teacher Resource and Activity Book, page 27 (Ben outside on a rainy
day) and page 42 (Ben outside on a sunny day). Students will fold a sheet of construction paper
in half and on one side students will draw themselves doing something on a rainy day. On the
other half of the paper, students will draw themselves doing something outside on a sunny day.
Students will dictate a sentence to an adult or older student telling about each drawing.
Page 5 of 7
11/09/2006
Materials
various hats
calendar
index cards
newspapers
Page 6 of 7
construction paper
crayons
11/09/2006
PK-K Assessments
Book, page 7, 12, 22, 27, and 42.
Page 7 of 7
11/09/2006
1-2 Assessments
Q: Dr. Spencer bet that he could make Ben jump.
A1: True
A2: False
C: A1
T: 1:49-2:21
Chapter 1
Q: Which of the following was not one of Ben Franklin’s jobs?
A1: fireman
A2: printer
A3: doctor
A4: Postmaster General
C: A3
T: 4:35-4:50
Chapter 2
Q: What event did Ben Franklin invite people to attend?
A1: an electrical convention
A2: an electrical magic show
A3: an electrical picnic
A4: an electrical school assembly
C: A3
T: 10:24-10:32
Chapter 7
Q: Benjamin Franklin published a magazine.
A1: True
A2: False
C: A2
T: 15:42-16:02
Chapter 10
Q: Ben flew a remote controlled airplane in a storm and discovered electricity.
A1: True
A2: False
C: A2
T: 19:45-20:43
Chapter 12
HC_BF_quiz1-2_beta3.doc
Page 1 of 1
11/09/2006
1-2 Assessments
A1: True
A2: False
C: A1
Chapter 1
A1: fireman
A2: printer
A3: doctor
A4: inventor
C: A3
Chapter 2
C: A3
Chapter 7
A1: True
A2: False
C: A2
Chapter 11
A1: True
A2: False
C: A2
Chapter 12
HC_BF_quiz1-2_beta3a.doc
Page 1 of 1
11/09/2006
1-2 Assessments
A1: True
A2: False
C: A1
Chapter 1
A1: fireman
A2: printer
A3: doctor
A4: inventor
C: A3
Chapter 2
C: A3
Chapter 7
A1: True
A2: False
C: A2
Chapter 11
A1: True
A2: False
C: A2
Chapter 12
HC_BF_quiz1-2_beta3b.doc
Page 1 of 1
11/09/2006
3-4 Assessments
Q: Ben Franklin knew Dr. Spencer was using an electro-magnetic
generator for his show.
A1: True
A2: False
C: A1
T: 2:45-2:57
Chapter 2
Q: The lightning rod was a machine Ben used at the electrical picnic.
A1: True
A2: False
C: A2
T: 11:05-11:18
Chapter 7
Q: Ben Franklin paid _______ pounds to buy the generator.
A1: twenty
A2: thirty
A3: forty
A4: fifty
C: A4
T: 2:49-3:45
Chapter 2
Q: Lightning struck a tree at _______.
A1: Mr. Miller’s
A2: Dr. Spencer’s
A3: Mr. Franklin’s
A4: Justice Hill’s
C: A1
T 8:21-8:29
:
Q: Ben Franklin’s shop printed the Pennsylvania Gazette.
A1: True
A2: False
C: A1
T: 15:49-16:07
Chapter 5
Page 1 of 1
Chapter 10
11/09/2006
3-4 Assessments
A1: True
A2: False
C: A1
Chapter 2
A1: True
A2: False
C: A2
Chapter 7
A1: twenty
A2: thirty
A3: forty
A4: fifty
C: A4
Chapter 2
A1: Mr. Miller’s
A2: Dr. Spencer’s
C: A1
Chapter 5
Q: Ben Franklin’s print shop was in Philadelphia.
A1: True
A2: False
C: A2
Chapter 10
Page 1 of 1
11/09/2006
3-4 Assessments
A1: True
A2: False
C: A1
Chapter 2
A1: True
A2: False
C: A2
Chapter 7
A1: twenty
A2: thirty
A3: forty
A4: fifty
C: A4
Chapter 2
A1: Mr. Miller’s
A2: Dr. Spencer’s
C: A1
Chapter 5
Q: Ben Franklin’s print shop was in Philadelphia.
A1: True
A2: False
C: A2
Chapter 10
Page 1 of 1
11/09/2006
5-6 Assessments
Q: Ben Franklin knew the Americans were working on the electro- magnetic generator.
Chapter 2
A1: True
A2: False
C: A2
T: 2:45-2:57
Q: Which of the following was not one of Ben Franklin’s occupations?
A1: Postmaster General
A2: U. S. President
A3: printer
A4: fireman
C: A2
T: 4:35-4:50
Chapter 2
Q: Ben Franklin told William he had the wrong lead story in the paper.
A1: True
A2: False
C: A1
T: 15:49-16:07
Chapter 10
Q: Which was the first building to have a lightning rod?
A1: Ben’s house
A2: the courthouse
A3: the library
A4: the fire station
C: A2
T: 20:47-20:54
Chapter 13
Q: Ben Franklin received a medal from Governor Keith.
A1: True
A2: False
C: A1
T: 21:24-21:40
Chapter 13
Page 1 of 1
11/09/2006
5-6 Assessments
Q: Who said, “Lost time is never found again.”
A1: Ben Franklin
A2: William Franklin
A3: Deborah Franklin
A4: Justice Hill
C: A1
Chapter 3
A1: inventor
A2: U. S. President
A3: printer
A4: fireman
C: A2
Chapter 2
A1: True
A2: False
C: A1
Chapter 10
A1: Ben’s house
A2: the courthouse
A3: the library
C: A2
Chapter 13
A1: True
A2: False
C: A1
Chapter 13
Page 1 of 1
11/09/2006
5-6 Assessments
Q: Who said, “Lost time is never found again.”
A1: Ben Franklin
A4: Justice Hill
C: A1
Chapter 3
A1: inventor
A2: U. S. President
A3: printer
A4: fireman
C: A2
Chapter 2
A1: True
A2: False
C: A1
Chapter 10
A1: Ben’s house
A2: the courthouse
A3: the library
C: A2
Chapter 13
A1: True
A2: False
C: A1
Chapter 13
Page 1 of 1
11/09/2006
7- adult Assessments
Q: Ben Franklin knew the Europeans were working on the electro-magnetic generator.
Chapter 2
A1: True
A2: False
C: A1
T: 2:45-2:57
Q: Ben Franklin had his own newspaper called _________.
A1: The Pennsylvania Gazette
A2: The Boston Times
A3: The New Jersey News
A4: The Delaware Daily
C: A1
T: 15:49-16:07
Chapter 10
Q: Ben Franklin’s son, William, invented the lightning rod.
A1: True
A2: False
C: A2
T: 20:47-21:21
Chapter 13
Q: Which of the following did not involve Ben Franklin?
A1: library
A2: militia
A3: stove
A4: telephone
C: A4
T: 12:05-12:25
Chapter 8
Q: Ben Franklin invented bifocal glasses.
A1: True
A2: False
C: A1
T: 12:05-12:25
Chapter 8
HC_BF_quiz7-adult_beta3.doc
Page 1 of 1
11/09/2006
Chapter 1
A1: True
A2: False
C: A1
C: A1
Chapter 10
A1: True
A2: False
C: A2
Chapter 13
A1: library
A2: militia
A3: stove
A4: telephone
C: A4
Chapter 8
A1: True
A2: False
C: A1
Chapter 8
HC_BF_quiz7-adult_beta3a.doc
Page 1 of 1
11/09/2006
Chapter 1
A1: True
A2: False
C: A1
C: A1
Chapter 10
A1: True
A2: False
C: A2
Chapter 13
A1: library
A2: militia
A3: stove
A4: telephone
C: A4
Chapter 8
A1: True
A2: False
C: A1
Chapter 8
HC_BF_quiz7-adult_beta3b.doc
Page 1 of 1
11/09/2006
Benjamin Franklin
Main Characters:
Benjamin Franklin, his wife Deborah, his son William, Dr. Spencer, Justice Hill
Overall Theme:
lightning strikes.
Summary:
Benjamin Franklin knows that a traveling show “magician” is using an electromagenetic
generating machine to perform the “tricks.” Intrigued by the possibilities of electricity, Franklin
buys the machine.
On a wall at his home, hang Franklin’s “many hats.” He is– or has been - a diplomat, inventor,
printer, postmaster and fire chief. Now he contemplates the power of electricity. He doesn’t
know what to do with it, but he knows it is important. “The power of the future,” he says, “the
friend of mankind.”
But right now mankind in Philadelphia is threatened by a series of thunderstorms. With
regularity, lightning strikes, setting fires all over the town. Franklin’s fire department, although
equipped with the latest 18th Century fire-fighting equipment, is helpless against its power.
Meanwhile, Franklin continues to play with electricity. He begins to understand how electricity
flows from one place to another.
Another lightning bolt sets fire to yet another house. Justice Hill declares that lightning is a
“judgment from God against our wicked ways.” Franklin, a man of deep faith and a man of
science, doesn’t think so. He observes that lightning tends to strike only the tallest buildings in
an area. A short time later, on a night when lightning is setting fires everywhere, Franklin has a
revelation. What if lightning were electricity? Then it might be controlled.
Franklin conducts his famous experiment. Flying a kite in a thunderstorm, he confines the power
of a lightning bolt in a leydon jar, a type of early storage battery. Now he knows how to control
electricity.
With lightning rods on top of their buildings and iron cables going down to the earth, the people
of Philadelphia are protected.
Background:
Few men in history have had as great an influence on so many areas of life as Benjamin Franklin.
He lived in a time of great scientific, philosophical and cultural change – and he influenced all
these areas.
In his long life he was an important philosophical influence on two revolutions – the American
and French. He was intensely involved in the public life of the time, founding libraries,
establishing a postal system, serving in public office. He made substantial contributions to both
the Declaration of Independence and the US constitution.
HC_BF_summary_beta3.doc
Page 1 of 2
11/09/2006
As a scientist, he is remembered for the lightning rod, the Franklin Stove, bifocal glasses and
musical Instruments. He also was a writer and publisher of newspapers and pamphlets. His
Poor Richard’s Almanack, first published in 1732, is the longest running publication in history.
HC_BF_summary_beta3.doc
Page 2 of 2
11/09/2006
Benjamin Franklin
Main Characters:
Overall Theme:
lightning strikes.
Summary:
buys the machine.
electricity.
Background:
these areas.
In his long life he was an important Philosophical influence on two revolutions – the American
HC_BF_summary_beta3a.doc
Page 1 of 2
11/09/2006
HC_BF_summary_beta3a.doc
Page 2 of 2
11/09/2006
Benjamin Franklin
Main Characters:
Overall Theme:
lightning strikes.
Summary:
buys the machine.
electricity.
Background:
these areas.
In his long life he was an important Philosophical influence on two revolutions – the American
HC_BF_summary_beta3b.doc
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Unit Assessments – Benjamin Franklin
Grades 3 - adults
Q: Dr. Spencer’s electro – magnetic generator interested Ben.
A1: True
A2: False
C: A1
T: 2:45-2:57
Chapter 2
Q: Ben paid a shilling for the generator.
A1: True
A2: False
C: A2
T: 2:49-3:45
Chapter 2
Q: The generator helped create electricity.
A1: True
A2: False
C: A1
T: 3:51-4:04
Chapter 2
Q: Ben’s fire department used buckets filled with water to put out fires.
A1: True
A2: False
C: A1
T: 5:47-6:09
Chapter 3
Q: The roof of Mr. Miller’s house caught fire.
A1: True
A2: False
C: A1
T: 9:06-9:16
Chapter 6
Q: Mr. Miller’s necklace was made of cow’s teeth.
A1: True
A2: False
C: A2
T: 9:06-9:26
Chapter 6
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Q: Ben Franklin believed that every lightning bolt was a punishment from God. Chapter 6
A1: True
A2: False
C: A2
T: 9:41-9:58
Q: Justice Hill said lightning was a tool to remind sinners, heathens and
“men of science” to repent.
Chapter 6
A1: True
A2: False
C: A1
T: 9:51-10:20
Q: Justice Hill believed Mr. Miller’s superstitious ways have brought
condemnation upon their city.
A1: True
A2: False
C: A1
T: 13:45-14:25
Chapter 8
Q: Justice Hill was pleased to see the article in Ben’s newspaper.
A1: True
A2: False
C: A2
T: 17:15-17:44
Chapter 11
Q: Ben noticed that all the buildings struck by lightning were ____.
A1: the tallest buildings
A2: the shortest buildings
A3: close to trees
A4: made of metal
C: A1
T: 17:44-18:01
Chapter 11
Q: Ben flew a kite in the thunderstorm to _________.
A1: discover wind direction
A2: teach William about the weather
A3: see if God would strike it
A4: prove that lightning and electricity were the same thing
C: A4
T: 19:45-20:43
Chapter 12
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Q: What happens to the electrical charge when lightning strikes a lightning rod?
A1: it dissipates into the air
A2: it is channeled down a wire into the ground
A3: it transfers into the building
A4: it is used to power electric light
C: A2
T: 20:46-21:14
Chapter 12
Q: What path did the lightning take in Ben’s kite experiment?
A1: from the kite to the ground
A2: from the kite to Ben’s hand
A3: from the kite to the key and into the Leyden jar
A4: from the kite to a lightning rod
C: A3
T: 19:45-20:43
Chapter 12
Q: What award did Governor Keith give Ben?
A1: Good Citizen of Merit citation
A2: title of Honorary Kite and Key Master
A3: Inventor’s Guild award
A4: Royal Society of London medal
C: A4
T: 21:24-21:40
Chapter 13
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Grades 3 - adults
A1: True
A2: False
C: A1
Chapter 1
A1: True
A2: False
C: A2
Chapter 2
A1: True
A2: False
C: A1
Chapter 2
A1: True
A2: False
C: A1
Chapter 3
A1: True
A2: False
C: A1
Chapter 6
A1: True
A2: False
C: A2
Chapter 6
A1: True
A2: False
C: A2
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Chapter 6
A1: True
A2: False
C: A1
A1: True
A2: False
C: A1
Chapter 8
A1: True
A2: False
C: A2
Chapter 10
A3: close to trees
A4: made of metal
C: A1
Chapter 11
C: A4
Chapter 12
C: A2
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Chapter 12
C: A3
Chapter 12
C: A4
Chapter 13
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Grades 3 - adults
A1: True
A2: False
C: A1
Chapter 1
A1: True
A2: False
C: A2
Chapter 2
A1: True
A2: False
C: A1
Chapter 2
A1: True
A2: False
C: A1
Chapter 3
A1: True
A2: False
C: A1
Chapter 6
A1: True
A2: False
C: A2
Chapter 6
A1: True
A2: False
C: A2
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Chapter 6
A1: True
A2: False
C: A1
A1: True
A2: False
C: A1
Chapter 8
A1: True
A2: False
C: A2
Chapter 10
A3: close to trees
A4: made of metal
C: A1
Chapter 11
C: A4
Chapter 12
C: A2
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Chapter 12
C: A3
Chapter 12
C: A4
Chapter 13
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Grades PK – 2
Q: Dr. Spencer ran an electrical light show.
A1: True
A2: False
C: A1
T: 3:51-4:04
Chapter 2
Q: Ben Franklin got a shock from Dr. Spencer.
A1: True
A2: False
C: A1
T: 1:49-2:21
Chapter 2
Q: Franklin’s son was named George.
A1: True
A2: False
C: A2
T: 11:05-11:26
Chapter 7
Q: Franklin’s wife was Deborah.
A1: True
A2: False
C: A1
T: 4:06-4:13
Chapter 2
Q: Ben Franklin was the fire chief.
A1: True
A2: False
C: A1
T: 5:07-5:41
Chapter 3
Q: Ben believed electrical experiments were for amusement.
A1: True
A2: False
C: A2
T: 4:34-4:43
Chapter 2
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Q: Deborah thought the electrical experiments were important.
A1: True
A2: False
C: A2
T: 7:55-8:20
Chapter 5
Q: Justice Hill believed lightning was a sign of God’s anger.
A1: True
A2: False
C: A1
T: 8:50-9:05
Chapter 6
Q: Mr. Miller wore a necklace that he believed kept away lightning and evil spirits. Chapter 6
A1: True
A2: False
C: A1
T: 9:06-9:28
Q: Ben invited people to attend an electric car race.
A1: True
A2: False
C: A2
T: 10:24-10:32
Chapter 7
Q: Ben is shocked at a picnic.
A1: True
A2: False
C: A1
T: 11:05-11:43
Chapter 7
Q: Ben says lightning and electricity are the same thing.
A1: True
A2: False
C: A1
T: 16:11-16:30
Chapter 10
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Q: Who said, “Maybe electricity is best left alone.”
A1: Ben Franklin
A4: Justice Hill
C: A2
T: 11:45-12:08
Chapter 8
Q: Franklin wrote in his newspaper that lightning ______.
A1: can be controlled
A2: is an evil force
A3: is God’s justice
A4: can not be controlled
C: A1
T: 16:32-17:03
Chapter 10
Q: Ben invented __________ to protect buildings from fire during storms. Chapter 13
A1: fire extinguishers
A2: sprinklers
A3: fire alarms
A4: lightning rods
C: A4
T: 20:46-21:14
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Grades PK – 2
A1: True
A2: False
C: A1
Chapter 1
A1: True
A2: False
C: A1
Chapter 1
A1: True
A2: False
C: A2
Chapter 2
A1: True
A2: False
C: A1
Chapter 2
A1: True
A2: False
C: A1
Chapter 2
A1: True
A2: False
C: A2
Chapter 2
A1: True
A2: False
C: A2
Chapter 5
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A1: True
A2: False
C: A1
Chapter 6
A1: True
A2: False
C: A1
Q: Justice Hill also believed the necklace would keep away lightning.
A1: True
A2: False
C: A2
Chapter 6
A1: True
A2: False
C: A1
Chapter 7
A1: True
A2: False
C: A1
Chapter 10
A1: Ben Franklin
A4: Justice Hill
C: A2
Chapter 8
C: A1
Chapter 10
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A2: sprinklers
A3: fire alarms
A4: lightning rods
C: A4
Page 3 of 3
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Grades PK – 2
A1: True
A2: False
C: A1
Chapter 1
A1: True
A2: False
C: A1
Chapter 1
A1: True
A2: False
C: A2
Chapter 2
A1: True
A2: False
C: A1
Chapter 2
A1: True
A2: False
C: A1
Chapter 2
A1: True
A2: False
C: A2
Chapter 2
A1: True
A2: False
C: A2
Chapter 5
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A1: True
A2: False
C: A1
Chapter 6
A1: True
A2: False
C: A1
Q: Justice Hill also believed the necklace would keep away lightning.
A1: True
A2: False
C: A2
Chapter 6
A1: True
A2: False
C: A1
Chapter 7
A1: True
A2: False
C: A1
Chapter 10
A1: Ben Franklin
A4: Justice Hill
C: A2
Chapter 8
C: A1
Chapter 10
Page 2 of 3
11/09/2006
A2: sprinklers
A3: fire alarms
A4: lightning rods
C: A4
Page 3 of 3
11/09/2006

Word Study - Nest Entertainment

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