The Invention of The Telephone - 1

Brandi Jackson
Historical Research Project

July 22, 2011
Overarching Title: The Invention of the Telephone

Narrative: The topic of this unit is the invention of the telephone within the
concept of then and now. Students will learn about the invention of the telephone
by Alexander Graham Bell, how it has evolved over time, and its impact on our lives
today. This unit has been developed for primary elementary grade levels with a
focus on first grade. The unit length is approximately four weeks.
Title: Telephones Then and Now
Primary Concepts: Then and Now, Creation
Outcome Statements:
Students will learn about the invention of the telephone by Alexander

Graham Bell.
Students will learn how the telephone evolved throughout time.
Students will learn how peoples creative use of tools continually impacts
society.
Unit Organization:
Learning Outcome 1: Students will learn about the invention of the
telephone by Alexander Graham Bell.
Comprehension StrategyR.A.N. (Reading and Analyzing NonFiction) Chart

Standards
Resources
Assessments
Social Studies StrategyCustom Boxes

Standards
Resources
Assessments
Social Studies StrategyInteractive Bulletin Board/Timeline

Standards
Resources
Assessments
Vocabulary Strategy Word Bank

Standards
Resources
Assessments
ActivityMake a telephone with cups and string and talk to your partner.
Standards
Resources
Assessments
Writing StrategyWhole class R.A.F.T. (Role, Audience, Format,

Topic) prompt
Standards
Resources
Assessments
Learning Outcome 2: Students will learn how the telephone evolved

throughout time.
Field Trip to the Wayne County Historical Museum

Standards
Resources
Assessments
Writing StrategyList
Standards
Resources
Assessments
Comprehension StrategyGraphic Organizers: Venn Diagram
Standards
Resources
Assessments
Comprehension StrategyCompare and Contrast

Standards
Resources
Assessments
Math StrategyWeight and Measurement

Standards
Resources
Assessments
Social Studies StrategyEconomics

Standards
Resources
Assessments
Learning Outcome 3: Students will learn how peoples creative use of

tools continually impacts society.
Comprehension StrategyThink, Pair, Share

Standards
Resources
Assessments
Writing StrategyUsing technology to inform others

Standards
Resources
Assessments
Social Studies StrategyGuest Speaker

Standards
Resources
Assessments
Final Project & PresentationBe an inventor

Standards
Resources
Assessments
Hook:
Borrow the most original example (19th century) of a telephone from
the Wayne County Historical Museum. Show it to the students and tell them to begin
thinking about what it is, what its purpose is, and their reasoning. Group students
and let them discuss. Each group can have a few minutes to examine it. Once the
groups have shared their ideas, allow the students to generate questions about it
themselves.
Overview:
Learning Outcome 1: Students will learn about the invention of the
telephone by Alexander Graham Bell.
Listed below is a collection of strategies that can be used to achieve Learning
Outcome 1. The strategies are listed in the order in which they should be taught to
assess pre and post learning. If childrens books are listed below the strategy as a
resource, they should be used as a read aloud to give students more information.
There are additional childrens books listed in final Resources that are directly
related to the topic and some that provide additional information about the 19 th
century.
1. Comprehension StrategyR.A.N. (Reading and Analyzing NonFiction) Chart (on-going throughout the unit) Students will generate a list
of things they think they know about the first telephones. Teacher will write
these ideas on post-it notes to place in the What we think we know
column. As the unit progresses, ideas will be moved to the Confirmed
Learning or the Misconceptions . New ideas that were not on the
original list will be written on post-it notes and place in the New Learning.
What we
think we
know
Confirmed
Learning
Misconceptions
New
Learning
Indiana Academic Standards

English/Language Arts
1.2.7 Relate prior knowledge to what is read.
1.4.5 Identify a variety of sources of information and document the sources.
1.4.6 Organize and classify information by constructing categories on the basis of
observation.
1.7.5 Use descriptive words when speaking about people, places and things.
Social Studies
1.1.9 Use the library and other information resources to find information that
answers questions about history.
Resources
Reality Checks, by Tony Stead
Assessment (s)Teacher observation, checklists, anecdotal notes
2. Social Studies StrategyCustom BoxesThe teacher will prepare

multiple boxes for students to investigate in groups. The boxes will include
items from the 19th century such as photographs, newspaper clippings,
letters, miniatures of items, toys, etc. Students will explore the boxes in
groups and become familiar with what life looked like in the 1800s.
Social Studies
1.1.1
Compare the way individuals in the community lived in the past with the
way they live in the present.
1.1.9
Use the library and other information resources* to find information that
Resources
50 Social Studies Strategies for K-8 Classrooms, by Kathryn M. Obenchain & Ronald
V. Morris
http://inventors.about.com/od/tstartinventions/ss/TelephonePatent.htm Bells Patent
for the Telephone
http://store.ushistory.org/showcat.asp?cid=67 Civil War era replicas of posters,
currency, etc.
Using Bells Original Telephone Apparatus [Photograph]. www.allposters.com
3. Social Studies StrategyInteractive Bulletin Board/Timeline (on-going

throughout the unit)Students help create a bulletin board/mural with
information learned throughout the unit. It will be represented in the form of
a timeline with student generated writing and drawings about events.
Photographs and other artifacts can also be added.
Social Studies
1.2.4 Describe ways that individual actions can contribute to the common good of
the community.
Resources
50 Social Studies Strategies for K-8 Classrooms, by Kathryn M. Obenchain & Ronald
V. Morris
4. Vocabulary Strategy Word Bank (on going throughout the unit)

Students will write vocabulary words relating to the unit and display the
words on the Interactive Bulletin Board/Timeline.
1.2.5 Use context to understand word and sentence meanings
1.7.5 Use descriptive words when speaking about people, places, things, and
events.
ResourcesUse words that students will be introduced to throughout the unit by
looking through childrens books and websites that you will be using to teach.
Assessment (s) Multiple choice or matching test to assess vocabulary learned
throughout the unit.
5. ActivityMake a telephone with cups and string and talk to your partner.
Then discuss if it worked and how.
Science
1.1.2
Investigate and make observations to seek answers to questions about

the world, such as In what ways do animals move?
Resources
http://www.projects-for-kids.com/science-projects/string-phone.php How to make a
cup and string phone
6. Writing StrategyWhole class R.A.F.T. (Role, Audience, Format,

Topic) promptStudents will be given the following writing prompt: As a
reporter, write a newspaper article about the invention of the telephone and
Alexander Graham Bell, for readers in the 1870s.
R
Reporter
A
Readers in
the 1870s
F
Newspaper
T
Invention of
the
telephone by
Alexander
Graham Bell
1.5.5 Write for different purposes and to a specific audience.
1.6.2 Write in complete sentences.
1.6.6 Correctly use periods.
1.6.7 Capitalize the first word of a sentence, names of people and the pronoun I.
Resources
Newspaper articles to use as examples
Assessment6+1 writing traits rubric
Learning Outcome 2: Students will learn how the telephone evolved

throughout time.
Outcome 2. The strategies are listed in no specific order and can be used in their
entirety or substituted/enhanced with additional strategies listed in final Resources.
If childrens books are listed below the strategy as a resource, they should be used
as a read aloud to give students more information. There are additional childrens
books listed in final Resources that are directly related to the topic and some that
provide additional information about the 19th century.
1. Field Trip to the Wayne County Historical Museum to see examples of

how telephones have changed over the years. Students will also observe
other artifacts from the 19th century to gain an understanding of how life was
for people living during that time. This will include automobiles and the
connection to telephones in the 20th century.
Social Studies
1.1.1
1.1.9 Use the library and other information resources* to find information that
ResourcesMuseum director, Jim Harlan, has a lot of stories to share about our
history.
2. Writing StrategyListAs a class, list ways to communicate with friends

and family in the 1800s, then have groups of students list ways to
communicate now. You may have students browse websites about 19 th
century life.
Social Studies
1.1.1
1.4.6
Organize and classify information by constructing categories on the

basis of observation.
1.5.5 Write for different purposes and to a specific audience or person.

ResourcesYour choice of childrens books listed in final Resources and/or
websites that your students investigate.
3. Comprehension StrategyGraphic Organizers: Venn Diagram

compare and contrast telephones then and now
Social Studies
1.1.1
Resources
Wayne County Historical Museum examples
http://www.youtube.com/watch?v=-eJ6tV8XQUQ&NR=1 video with pictures of

evolution of phones
http://www.youtube.com/watch?v=k0n72S-EOIE video with more pictures of
telephones accompanied with dates (years) of progression
http://www.youtube.com/watch?v=1yO_yCGHr0c video with pictures along with
some descriptions
4. Comprehension StrategyCompare and ContrastTake a look at the

difference between 19th century phone books and current phone books. Talk
about similarities and differences within a group. Notice the number of
telephone numbers in the books as the years progress and how the numbers
change.
Social Studies
1.1.9 Use the library and other information resources* to find information that
Resources
Photographs of 19th century telephone books from Morrison Reeves Library
Current telephone books
5. Math StrategyWeight and MeasurementBorrow telephones and cell

phones from the Wayne County Historical Museum (several different styles
and forms) and have students compare them based on size, length, weight.
Students can measure using inches and centimeters.
Math
1.5.1
Measure the length of objects by repeating a nonstandard unit or a

standard unit.
1.5.4 Measure and estimate the length of an object to the nearest inch and
centimeter.
1.5.5 Compare and order objects according to area, capacity, weight, and
temperature, using direct comparison or a nonstandard unit
Resources
Telephones from Wayne County Historical Museum
6. Social Studies StrategyEconomicsLook at ads in the telephone books,

newspaper articles, and ads from the 19th century to locate the costs of
phones, telephone lines, and the services available for that price. Then
students will look in current magazines, ads, websites to locate the costs of
phones, land lines, cell phone packages, and the services available today.
Finally compare the differences in the cost and services provided then and
now. Groups can create a graph to represent their findings.
Social Studies
1.1.1
Math
1.1.10Represent, compare, and interpret data using pictures and picture graphs.
Resources
Photographs of 19th century telephone books from Morrison Reeves Library
Current telephone books
Newspaper/Cellular phone ads
Magazines
Learning Outcome 3: Students will learn how peoples creative use of

tools continually impacts society.

Outcome 3. The strategies are listed in no specific order and can be used in their
entirety or substituted/enhanced with additional strategies listed in final Resources.
If childrens books are listed below the strategy as a resource, they should be used
as a read aloud to give students more information. There are additional childrens
books listed in final Resources that are directly related to the topic and some that
provide additional information about the 19th century.
1. Comprehension StrategyThink, Pair, ShareWhy do you think there
was a need for cell phones? What other ways do we communicate
electronically? While sharing, help students make the connection between
cell phones and e-mail, chatting on the internet, etc.
1.2.3 Respond to who, what, when, where, why, and how questions and recognize
the main idea of what is read.
1.2.7 Relate prior knowledge to what is read.
1.7.3 Give, restate, and follow simple two-step directions.
Resources
Inside a Telephone By John Bassett
TURNING POINT INVENTIONS: TELEPHONE by Sarah Gearhart
2. Writing StrategyUsing technology to inform othersWrite letters/ emails to family members about how the invention of the telephone has
changed our lives.
Writing
1.5.5 Write for different purposes and to a specific audience.
1.6.2 Write in complete sentences.
1.6.6 Correctly use periods.
1.6.7 Capitalize the first word of a sentence, names of people and the pronoun I.
Resources
Examples of letters
Assessment (s)6+1 Writing Traits Rubric
3. Social Studies StrategyGuest SpeakerInvite a local entrepreneur into

your classroom to talk to students about their experiences.
1.7.1
Listen attentively.
1.7.2
Ask questions for clarification and understanding.
Resources
Final Project & PresentationBe an inventorWhat would you change to

make better? What new ideas do you have that no one has thought of before?
Teacher will discuss project expectations with students and post in the classroom.
Students can work individually or in groups to create a product and they will present
their invention to the class.
1.7.4
1.7.5
events.
Stay on the topic when speaking.

Use descriptive words when speaking about people, places, things, and
1.7.9
Provide descriptions with careful attention to sensory detail.
1.7.10
Use visual aids, such as pictures and objects, to present oral information.
Resources
The Kids' Invention Book (Kids' Ventures) by Arlene Erlbach
Three Cheers for Inventors by Marcia Williams
So You Want to Be An Inventor? by Judith St. George and David Small
Assessment (s)Common Assessment Rubric of Student Products
Unit Resources
*Resources labeled with T=Transportation, L=Local, S=State, R=Regional.
All other resources are National and most are directly related to
Communication. All strategies listed were used in unit.
Writing Strategies
Letters/e-mails to family members
Create a phone book and/or address book
List of ways to communicate then and now
RAFT prompt for whole class
Vocabulary Strategies
Balderdash
Jeopardy
Word Wizard
Comprehension Strategies
R.A.N. (Reading and Analyzing Non-fiction)
Visualizing
Questioning
Beginning, Middle, End Chart
Sequencing
Math Strategies
Graph phones in home/family
Measure and/or weigh styles of telephones from different time periods
Social Studies Strategies
Museum Exhibit: Examples of how phones changed over time
Time Lines: Plot the invention of the telephone, first call, etc.
Graphic Organizers: Venn Diagram
Guest Speakers: Experts on how telephones work visit class
Interactive Bulletin Board: Students research in groups and record/create
Field Trips of Distinction: Visit local telephone company
Custom Boxes: Introduce students to then through photos, newspapers,

etc.
Experiment
Build a cup and string phone and try with a partner
Role Play
Readers Theaterfirst telephone call
Simulationbefore the telephone was invented
Field Trips
Train DepotVisiting old tracks and hearing historical stories from local
citizens such as Roger Richert or Jim Harlan
Wayne County Historical Museum
Visit a local telephone company or invite someone from the company to visit
the class and explain how telephones work and how that technology has
changed since its invention.
Childrens Books directly connected to this unit
Alexander Graham Bell and the Telephone: The Invention That Changed Communication
(Milestones in American History) by Samuel Willard Crompton
This book is about Alexander Graham Bell and the invention of the telephone.
Did You Invent The Phone All Alone, Alexander Graham Bell? (Scholastic Science
Supergiants) by Melvin Berger
This story is told in a question and answer format teaching how the telephone was
invented and the mechanics of it, as well as Bells life and what led to his interest in
communications.
TURNING POINT INVENTIONS: TELEPHONE by Sarah Gearhart
This non-fiction book is divided into sections including: Before the telephone, The
inventors life, Inventing the telephone, A new world, and The future of longdistance communication. Pages include primary photos, documents, sketches, and
diagrams from the 19th century as well as a timeline with photos of the many forms
of the telephone of the years.
No Photo Available Inside a Telephone By John Bassett
This non-fiction book includes history of communications, looking inside of a
telephone, how a telephone actually works, networks, digital and analog,
exchanging numbers and switching, shape and materials of phones, pay phones,
modern communicatione-mail and internet and the future. The book is detailed
and concise making the connection between the early invention of the telephone
and our communication today and in the future.
The Inventions of Alexander Graham Bell: The Telephone (19th Century American
Inventors) by Holly Cefrey
This childrens book will teach students about Alexander Graham Bells life and is
recommended for grades K-3. They will learn about his love and respect for the
deaf and his years of work with the hearing disabled along with his inventions.
Original photographs of Bell and his inventions along with other original artifacts will
certainly interest young readers.
The Kids' Invention Book (Kids' Ventures) by Arlene Erlbach

Although this book is geared toward older elementary students, first graders will be interested in learning about
children and their inventions. This book will encourage the ideas of your students. It also explains how
inventors turn visions into reality, discusses patents, and includes additional resources for further information.
Three Cheers for Inventors by Marcia Williams

This cartoon illustrated book includes short biographies and discoveries of inventors from
around the globe. Some of the inventors are ones weve heard of before and others will be new.
So You Want to Be An Inventor? by Judith St. George and David Small

This book encourages children to find a need and fill it and to be dreamers by referencing diverse inventors
who changed the way things were done.
Childrens Books that may help provide background information about the 19 th
century
President Lincoln, Willie Kettles, and the Telegraph Machine (History Speaks:
Picture Books Plus Reader's Theater (Quality)) by Marty Rhodes Figley and David Riley
This book is part of a series, History Speaks: Picture Books Plus Readers Theater.
This story is told from a young boys point of view during the Civil War. At the age
of fifteen, Willie Kettles was a telegraph operator in Washington D.C. (Washington
City) at the U.S. Military Telegraph Corps. He receives a very important message.
There is a readers theater script so that students can play out the story. It also
includes a pronunciation guide, glossary, and a list of other resources to explore.
They're Off! : The Story of the Pony Express by Cheryl Harness
Theillustrations in this book are sure to capture any students attention,

recommended for grades 1-5. Harness introduces many of the people involved in
the Pony Express and elaborates on the purpose, beginning and ending of the Pony
Express. She also attempts to give students historical perspective by including
other facts surrounding the time era.
Whatever Happened to the Pony Express? by Verla Kay, Barry Root and Kimberly Bulcken
Root
This book is recommended for K-3. The story explains the westerners need for
communication across long distances. She highlights the different ways of
transporting mail throughout time including wagon, stagecoach, boat, camel,
horseback, telegraph, and train. Throughout the book, a brother and sister are
writing letters to each other. The author depicts different lifestyles by showing a
farmer, miner, soldiers, Native Americans, cowboys, and more.
Off Like the Wind!: The First Ride of the Pony Express by Michael P. Spradlin and Layne
Johnson
This book is recommended for grades K-3 to learn about the first ever Pony Express
rides. The authors tale is based on historical records and illustrations do an
amazing job of depicting the dangers that the riders experienced on their rides. The
courage and determination exhibited by the Pony Express riders is portrayed in this
exciting book about some of their adventures.
The Pony Express (We the People) by Jean Kinney Williams
This book is part of a series, We the People, and is recommended for grades 1-6.
The author shares details about the Old West, the Gold Rush, and the desire for
communication. Students will learn how people got mail to California and how long
it took before the Pony Express and then, how the Pony Express was born and who
was responsible for the idea. The first ride is described along with the adventures of
the riders and the end of Pony Express when the telegraph became
transcontinental. Also includes important people, dates (timeline), interesting facts,
and great original photographs.
The Railroad (Life in the Old West) by Bobbie Kalman

This book describes the development of the railroad and its influence on peoples way of life including changes
for Native Americans in the 19th century.
Ten Mile Day: And the Building of the Transcontinental Railroad by Mary Ann
Fraser
This book describes the day that ten miles of track were laid in a day. The author gives a lot of
detail and even addresses the Chinese laborers and how the railroad played a part in changing
life for the Native Americans.
Steam, Smoke, and Steel: Back in Time with Trains by Patrick O'Brien
This story is told from a childs point of view telling about the modern train his father engineers going back to
his ancestors and trains that they engineered.
Websites
http://www.projects-for-kids.com/science-projects/string-phone.php
How to make a cup and string phone
http://www.history.com/search?search-field=telephone
History Channel documents on telephone
http://www.americaslibrary.gov/jb/recon/jb_recon_telephone_2.html
Library of Congress: Americas StoryThe First Telephone Call
http://www.hmdb.org/marker.asp?marker=28347
Phoneton, Ohio landmarker with info
http://www.indianahistory.org/
Indiana Historical Society
www.readingquest.org
Graphic Organizers
This black and white photograph shows a man using Bells original telephone. He is
holding one piece to his ear and the other to his mouth. You can see the wires
attached to both and connecting to a box on the table. There is another wire
running from the other end of the box up the wall where it would connect to another
telephone.
http://inventors.about.com/od/tstartinventions/ss/TelephonePatent.htm Bells Patent
for the Telephone
http://store.ushistory.org/showcat.asp?cid=67 Civil War era replicas of posters,
currency, etc.
danieljbmitchell. You Tube: Watson Describes Invention of Telephone by Bell. August
11, 2007. http://www.youtube.com/watch?v=rerNEK2wWts (accessed March 17,
2011).
This is a recording of Alexander Graham Bells assistant, Thomas A. Watson, made
in the 1920s. The picture is a sketch of a woman using the telephone and does not
change. The recording is about four minutes and twenty-seven seconds long and
describes their somewhat accidental discovery, the first telephone call between the
two men, and then the first transcontinental phone call, first between President
Woodrow Wilson and the Governor of California and then Bell in New York and
Watson in California.
footagefile. You Tube: ALEXANDER GRAHAM BELL INVENTS TELEPHONE. October 26,
2008. http://www.youtube.com/watch?v=QfLWtebubtY&feature=related (accessed
March 17, 2011).
This video is black and white and has no sound, but it is a recording of the actual
invention/discovery of the telephone. It shows Alexander Graham Bell and his
assistant, Thomas A. Watson, testing the invention. You can read what is being said
between video clips and you can see the excitement on their faces when they can
hear each other on the first operating telephone.
http://inventors.about.com/od/bstartinventors/a/telephone.htm Alexander Graham
Bells Invention
http://inventors.about.com/od/bstartinventors/a/Alexander_Bell.htm Timeline of
Bells life
http://inventors.about.com/cs/inventorsalphabet/a/martin_cooper.htm Martin
Cooper and invention of cell phone
http://inventors.about.com/library/weekly/aa070899.htm History of cell phones
http://transition.fcc.gov/cgb/kidszone/faqs_cellphones.html cell phone facts for kids
http://www.youtube.com/watch?v=7bQENrpfBZw&feature=related 7th graders role
playing to demonstrate the evolution of the telephone
http://www.youtube.com/watch?v=-eJ6tV8XQUQ&NR=1 video with pictures of
evolution of phones
http://www.youtube.com/watch?v=k0n72S-EOIE video with more pictures of
telephones accompanied with dates (years) of progression
http://www.youtube.com/watch?v=1yO_yCGHr0c video with pictures along with
some descriptions
http://memory.loc.gov/cgi-bin/query
Library of Congress: American Memory
Alexander Graham Bell's design sketch of the telephone, ca. 1876.
Letter from Alexander Graham Bell to Mabel Hubbard Bell, May 18, 1879
Central Union Telephone Company Building, 311 North Wayne Street, Piqua, Miami, OH
[Chicago Daily News telephone operator, wearing a white blouse, face slightly obscured by the
telephone, writing on a pad]
The "Germproof" Glass Telephone Mouthpiece
[William H. Taft, full-length portrait, standing, facing left, with hand on telephone]
The city of Richmond, Indiana 1884.
Other
Richmond Home Telephone Company Phone Books dating back to 1899 found
at Morrison-Reeves Library
Richmond 2011 Phone Book
Local newspaper articles with interesting news about telephones in the late
19th and early 20th century found at Morrison-Reeves Library.
Teacher Resource Books
50 Social Studies Strategies for K-8 Classrooms, by Kathryn M. Obenchain &

Ronald V. Morris
Reality Checks, by Tony Stead

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Brandi Jackson

Historical Research Project

Overarching Title: The Invention of the Telephone

Students will learn about the invention of the telephone by Alexander

Students will learn how the telephone evolved throughout time.

Comprehension StrategyR.A.N. (Reading and Analyzing NonFiction) Chart

Social Studies StrategyCustom Boxes

Social Studies StrategyInteractive Bulletin Board/Timeline

Vocabulary Strategy Word Bank

Writing StrategyWhole class R.A.F.T. (Role, Audience, Format,

Learning Outcome 2: Students will learn how the telephone evolved

Field Trip to the Wayne County Historical Museum

Comprehension StrategyGraphic Organizers: Venn Diagram

Comprehension StrategyCompare and Contrast

Math StrategyWeight and Measurement

Social Studies StrategyEconomics

Learning Outcome 3: Students will learn how peoples creative use of

Comprehension StrategyThink, Pair, Share

Writing StrategyUsing technology to inform others

Social Studies StrategyGuest Speaker

Final Project & PresentationBe an inventor

Indiana Academic Standards

2. Social Studies StrategyCustom BoxesThe teacher will prepare

3. Social Studies StrategyInteractive Bulletin Board/Timeline (on-going

4. Vocabulary Strategy Word Bank (on going throughout the unit)

Investigate and make observations to seek answers to questions about

6. Writing StrategyWhole class R.A.F.T. (Role, Audience, Format,

Indiana Academic Standards

Learning Outcome 2: Students will learn how the telephone evolved

1. Field Trip to the Wayne County Historical Museum to see examples of

2. Writing StrategyListAs a class, list ways to communicate with friends

Organize and classify information by constructing categories on the

1.5.5 Write for different purposes and to a specific audience or person.

3. Comprehension StrategyGraphic Organizers: Venn Diagram

http://www.youtube.com/watch?v=-eJ6tV8XQUQ&NR=1 video with pictures of

4. Comprehension StrategyCompare and ContrastTake a look at the

5. Math StrategyWeight and MeasurementBorrow telephones and cell

Measure the length of objects by repeating a nonstandard unit or a

6. Social Studies StrategyEconomicsLook at ads in the telephone books,

Learning Outcome 3: Students will learn how peoples creative use of

Listed below is a collection of strategies that can be used to achieve Learning

Assessment (s)Teacher observation, checklists, anecdotal notes

3. Social Studies StrategyGuest SpeakerInvite a local entrepreneur into

Ask questions for clarification and understanding.

Final Project & PresentationBe an inventorWhat would you change to

Stay on the topic when speaking.

Provide descriptions with careful attention to sensory detail.

Three Cheers for Inventors by Marcia Williams

So You Want to Be An Inventor? by Judith St. George and David Small

Assessment (s)Common Assessment Rubric of Student Products

Letters/e-mails to family members

Create a phone book and/or address book

List of ways to communicate then and now

RAFT prompt for whole class

R.A.N. (Reading and Analyzing Non-fiction)

Beginning, Middle, End Chart

Graph phones in home/family

Measure and/or weigh styles of telephones from different time periods

Social Studies Strategies

Museum Exhibit: Examples of how phones changed over time

Graphic Organizers: Venn Diagram

Guest Speakers: Experts on how telephones work visit class

Interactive Bulletin Board: Students research in groups and record/create