Brooke MiskowskiEduc 333Unit 2 - Communication

How in the world did individuals of the past communicate before the inventions of cell phones, E-mail and the Internet?

Day 1 – The Importance of Effective Communication (Civics)

Objectives: By the end of today’s class, students will know the main devices used to communicate today,

as well as those used in the past. By the end of today’s class, the students will understand ways to effectively communicate

their ideas and opinions. By the end of today’s class, students will be able to simulate how the process of

communication can break down as it is passed on from source to source.

Procedures:

Introduction Activity to Communication Unit (5 minutes) o Read the children a nonsense paragraph to simulate how someone might say

something, but it might not always be understood.o Have the children try and interpret what the paragraph was about. o Discuss why communication is important, and how to communicate effectively.o Introduce the main activities that the students will be participating in over the next 15

days. Telephone Activity (5 minutes)

o Have the children sit in a circle, and play the ‘Telephone Game.’ The teacher will come up with a long sentence to pass through the students.

The point is to analyze how much the sentence has changed at the end. o Discuss how talking face to face is only one way of communication, and that there are

many other ways to communicate. Ask the children some of the reasons the first sentence wasn’t the same as the

one at the end? How could we have more effectively communicated the sentence to one

another? How We Communicate Today Activity (15 minutes)

o Have the children work in groups and create a poster/list of devices that we use to communicate today, including items we used in the past to communicate.

Have each group come up and share their posters with the class, highlighting some of the main communication devices of the past and present.

o In each group, hand out a sheet of paper with a message written on it. (One will be in a foreign language, one in sign language symbols, and another in Braille.)

The children are to make conclusions about what their sentence might say. These will also be discussed when the posters are presented.

A-B-C’s of Effective Communication Activity (15 minutes) o Have the students create a page for the “A-B-C’s of Effecting Communication” Book.

Hand out a piece of paper with a letter printed on it to each student.

Each student will come up with a phrase that states a way in which they can effectively communicate as well as an illustration to accompany the text.

For example, for the letter M, I could write: “Make sure that both individuals are calm enough to discuss.”

Introduction to Time Line Activity (5 minutes)o Explain to the children that for the next three weeks we will be discussing how

communication has changed through time. o On the wall, as we talk about different devices, we will be making a timeline of

important events in history that affected the evolution of communication. Each day I will present important dates on pieces of paper and we will hang them where they should be placed on the timeline.

Day 2: Hieroglyphs, Papyrus and Pens! 3000 B.C. -2000 B.C. (History, Children’s Literature, Cross-Curricular – Art/Language Arts)

Objectives: By the end of today’s class, students will know what the first forms of paper and writing

utensils looked like. By the end of today’s class, students will understand how the forms of recording information

in writing have changed over time. By the end of today’s class, students will be able to create a letter to their pen-pal using one of

the first forms of writing.

Procedures: Read DK Eye Wonder: Invention pages 40-41 by Caroline Bingham (5 minutes)

o Share the book Invention with the students. Have the children discuss some of major concepts on how forms of writing

have changed through time. Discuss why it is important to record your thoughts and ideas over time. How

was history preserved in the past? Writing Through Time Hieroglyph Activity (10 minutes)

o Introduce different examples of writing forms that were used prior to the alphabet being created such as hieroglyphs and cave paintings as well as examples of how text was written down after the creation of the alphabet, but before the creation of the pencils and pens we have today. (Show them on the overhead)

Hand out a ‘Common Hieroglyph’ packet to each student. Discuss what hieroglyphs are, and how they are different from our English

form of writing. Give the children secret messages written in hieroglyphics to decode. Have the children create a secret message in hieroglyphics for their table

partner to decode. Make Your Own Quill and Ink Activity (15 minutes)

o Each child will create their own ink pen using a large feather.o Ink will be created by mashing up and straining various berry juices.o Have the children practice writing with their pens by dipping the tip into the berry ink.

Discuss how difficult it is to write in this fashion compared to pens today.

Discuss the importance of writing down information. Discuss how the pencil was not created until 1564.

Introduce Pen-Pal Activity (13 minutes)o Let the children know that they have been paired up with a partner school and will be

communicating back and forth through various forms of communication over the next 15 days.

Hand out each child the name of their pen-pal, and have them write a short message to them using either the hieroglyph technique, or the quill pen they have created on parchment.

Timeline Activity (2 minutes) o Have the children, as a class; hang up the major events that happened in the history of

writing on their classroom timeline.

Day 3: Johannes Gutenberg and the Invention of the Printing Press (History, Cross-Curricular – Art/Language Arts, Children’s Literature, Primary Sources)

Objectives: By the end of today’s class, students will know the main inventor that contributed to the

creation of the printing press. By the end of today’s class, students will understand how the printing of newspapers has

changed over time. By the end of today’s class, the students will be able to create their very own “printing press”

and effectively communicate a message to one of their classmates.

Procedures: Johann Gutenberg Introduction Activity (15 minutes)

o Read the book: Johann Gutenberg and the Amazing Printing Press by: Bruce Koscielnaik

Discuss and highlight the major contributions and accomplishments of Johann Gutenberg after reading the book to the students.

Newspapers Now and Then Activity (5 minutes) o Hang up primary sources of newspapers from today, and those from the past, such as

the ones created by Johann Gutenberg.o Have the children partner up to discuss the major changes that newspapers have gone

through over the course of many years.o Have the children share their findings in a large class discussion.

Discuss why newspapers are an important form of communication. Styrofoam Printing/Moveable Text Activity (20 minutes)

o Hand out a piece of Styrofoam to each student. Have them experiment with it to figure out how to print their name correctly on a piece of paper using markers to transfer the image.

The students will soon realize that the text has to be written backwards to show up correctly when transferred. When the students get the hand of the Styrofoam printing, hand them out an 8x10 piece of Styrofoam and have them

write a couple of sentences about something they want their classmates to know.

o While the students are working independently on their Styrofoam printing, call groups of four to participate in a moveable text activity.

The children will be using stamps in a block form to print their name. The students will be able to visualize how difficult it was to print and organize

a newspaper in the past. Activity Reflection/Timeline (5 minutes)

o Bring the class back together to discuss how difficult it was to print using the Styrofoam and the movable text.

o Have the children, as a class; add the major advancements in communication that they learned about today to the classroom timeline.

Assignment: Remind the students that tomorrow they will be visiting the local newspaper. Tonight they should come up with a list of three questions they could ask tomorrow on the field trip.

Day 4: Local Newspaper Field Trip (Civics)

Objectives: By the end of today’s class, the students will know how newspapers are printed in the 21st

century. By the end of today’s class, the students will understand how Gutenberg’s invention of the

printing press paved the way for the newspapers we have today. By the end of today’s class, the students will be able to compare and contrast newspapers of

the past with the newspapers of today.

Procedures: Tour Of The Local Newspaper (90 minutes)

o The children will take part in a guided tour of the local newspaper; discussing the major changes and processes that have taken place in printing the newspapers of today.

o The children will also be discussing the importance of reading the paper, and why it is a good idea to do so.

o Encourage the students to ask the questions that they have created during the tour. Journal Reflection Activity (15 minutes)

o When the students return back to school have them journal about what they learned today on the tour. Hand out a newspaper template for the students to fill out.

What were your favorite activities? What didn’t you know before our tour? What surprised you? How does the process of printing papers compare to how they were printed in

the past? Have the children draw a picture to go along with their ‘featured story.’

Share Newspaper Articles (10 minutes) o Have each student bring up their newspaper article and share with the class what they

learned on the field trip today.

o Hand out a note card to each child and have them write ONE sentence about something they learned on the field trip. (This will be used for tomorrow’s activity.)

Thank You Cards Activity (10 minutes) o Have the children make thank you cards for the tour guides at the local newspaper.

Day 5: Testing Out Typewriters! (History, Primary Sources, Cross-Curricular – Writing/Language Arts)

Objectives: By the end of today’s class, students will know the basic history of the typewriter. By the end of today’s lesson, the children will understand how the post office system works

and how letters get sent through the mail. By the end of today’s class, the children will be able to compare how using an old typewriter

to create a message is different from using a computer keyboard.

Procedures: Typewriter Introduction Activity (10 minutes)

o Set the typewriter out in the front of the room, not telling the students any information about it just yet.

Have the children divide up into groups of 4. While in their groups the children will be answering questions based on the object that is placed in front of them (the typewriter)

What might this device been used for? What does it remind you of? What time period do you think it might have come from?

o Bring the class back together for a group discussion of their findings. Give the children a brief history of the typewriter.

Ask the children how the typewriter has made it easier for recording information, or even printing newspapers?

How Do Letters Get Sent? (5 minutes) o Talk briefly to the students about the process in which letters are sent and the post

office. How long does it take to send a letter? When was the first post office created in the United States? (1775)

o Hand out the received pen-pal letters to each student. o Review with the children the important parts to include on an envelope and in a

written letter. Trying Out the Typewriter Activity/Postage Stamp Activity (20 minutes)

o Each child will pull out their note card from yesterday, and get an opportunity to use the typewriter to type a message to our cooperating classroom about our experiences at the local newspaper.

o For those children who are not back using the typewriter, they will be creating/illustrating a stamp that represent something they like to do that will be sent to their pen-pal. The students should not use any text, but make their picture as detailed as possible. This will show the children that ideas can be communicated without using words, such as through artistic expression.

Large Group Discussion/Timeline Activity (10 minutes) o Allow the children to discuss their experiences using the typewriter.

What did you find difficult? What happened when you messed up? How does a typewriter compare to the computers we use today? What’s

different?o Have the children, as a class; help you to fill out the envelope to their cooperating

classroom, discussing the proper components that need to be included in a letter/envelope.

o Have the children add the invention of the typewriter to their classroom communication timeline.

Day 6: The Telegraph: Can You Crack that Code? (1844)

Objectives: By the end of today’s class, the students know the basic functions of the telegraph. By the end of today’s class, the students will understand the importance of the telegraph and

Morse code, and its role in the history of the United States. By the end of today’s class, the students will be able to create their own secret code to

communicate with their classmates.

Procedures: Morse Code Introduction Activity (5 minutes)

o Have the website http://www.philtulga.com/morse.html loaded on the computer with the phrase “Hi Class” playing on repeat.

o Ask the children to analyze what they think these sounds might represent. A History of Morse Code (10 minutes)

o Discuss the invention of the first telegraph by Samuel Morse in 1844 and its major components by showing the children a PowerPoint.

Have the students try and think of what the first message ever to be sent on the telegraph might have been.

Washington D.C. to Baltimore May 24th, 1844 “What hath God wrong?”

o Discuss the importance historical use of Morse code. What do you think this system was used for? How did it help to keep information safe? How could it help to keep you safe?

Discuss the story of the young girl who used the lights in her car and Morse code to save her life.

o Bring back up the ‘Morse Code and Music’ website and have the children try out a couple of phrases such as their school mascot, their school name, or their name.

Discuss the “dot and dash” system of Morse code. Morse Code Activity (10 minutes)

o Have the children pair up, and pass out a flashlight to each student, as well as a piece of paper with sample Morse code phrases written on them.

Have the children, using the flashlight practice transmitting these messages to one another. Have the other partner try to identify what their partner is presenting.

o Pass out a copied sample of the Morse code system to each student. Explain the “dot-dash” system to the students and discuss how the code works. Have the children create what the above message would look like when written

out using Morse code and vice versa. Secret Code Activity (15 minutes)

o Have the children work with their partner to come up with their own secret code system. They can use symbols for each letter like hieroglyphs, or hand gestures for each letter of the alphabet.

After their code is created, the children should get together with another group and share a message written in their secret code, allowing the other group to try and ‘crack’ their secret code.

Have the students explain their secret code to the other group and re-veal the message.

o Come back together as a whole group and discuss the importance of having a secret code.

Closure/Timeline (5 minutes) o Have the children put away their supplies and clean up their work areas. o Allow the children time as a whole class to update the ‘communication’ timeline,

adding important telegraph invention dates as well as Morse code developments.

Day 7: Alexander Graham Bell, Communicated Very Well! (1876) (History, Primary Sources, Cross Curricular, Children’s Literature)

Objectives: By the end of today’s class, the students will know basic facts about the history of the

telephone and the importance of inventor Alexander Graham Bell. By the end of today’s class, the students will understand how the evolution of the telephone

has impacted the cost of the present day telephone. By the end of today’s class, the students will be able to graph and explain the change of

telephone prices during its’ early and late evolution.

Procedures: Alexander Graham Bell Jigsaw Activity (25 minutes)

o Hand out a copy of Time for Kids: Alexander Graham Bell to each student. o Read the first two sections aloud to the whole class (The Telephone is Born and A

Natural Inventor) Have the students number off 1-6

Have all members of the similar number group together to form their “Home Group.

In the group, the children will be assigned a specific section of the article (approx. 3-4 pages). The “Home Group” will read the article together and write down 5 important facts from the reading.

Each member of the group of three will receive a different colored piece of paper. This will designate which group they will go to next.

Have the students get in their ‘Jigsaw Group’ and share their 5 interesting facts with the rest of the group.

o Bring the class back together to discuss major findings about Alexander Graham Bell and the invention of the telephone.

Old Telephone Activity (7 minutes) o Show the children primary sources of old crank telephones, and candlestick

telephones. Allow the children five minutes to experiment with the phones; looking at their similarities and differences.

o Bring the class back together to discuss some of the main features/similarities/differences they notice in the telephones.

Changing Cost of Telephones (10 minutes) o Place a wide range of different types of telephones out on the front table. (Cell

phones, cordless phones, corded phone, candlestick phone, and a crank phone.) Have a piece of paper, with the approximate price of each phone hung up on

the front of the table (from least to greatest,) as well as a piece of paper with the date each type of phone was created.

Have the children work together to match the type of phone with the appropriate price that it cost to buy it when it was invented, and date when it was invented.

When the children have a guess completed, give them the answer and have them record the data in their notebooks as it will be used in their math class later today to graph their results/findings.

Have the children observe/discuss what happened to the price of the telephone over time.

Closure/Timeline Activity (3 minutes)o Have the children add the important dates to remember about the invention of the

telephone to the classroom timeline.)

Day 8: Radio on the Rise!

Objectives: By the end of today’s class, the students will be able to identify how the very first radios

worked and operated. By the end of today’s class, the students will be able to understand how the use of radio has

evolved over time. By the end of today’s class, the students will be able to determine the importance of

communication through radio in their local community.

Procedures: Field Trip Introduction (5 minutes)

o Explain to the children the activities they will be participating in when they are touring the radio station today.

History of the Radio How Radio Works Today

Recording a Class Broadcast Tour Of The Local Radio Station (40 minutes Total: 20 minutes for each tour)

o The children will take part in a guided tour of the local radio station; discussing the major changes and process that have taken place in the history of communication through radio.

The children will be divided up into two touring groups: The History of Radio

o The students will watch a short movie about how the radio was invented and be lead through a guided tour; being shown some radios of the past and how they worked.

How Radio Works Today and It’s Importance in Communicationo The children will get to meet one of the local stations familiar

radio “DJ’s” and discuss how radio today works. o The children will also be discussing why it is important to have

local radio stations. Student Broadcasting Activity (30 minutes)

o After the students have gone through both tours, they will meet together in the radio broadcasting room.

Each student will be handed out a line of a public service announcement that they will be responsible for recording to create a commercial for the local radio station.

Give the children time to practice and to figure out what order they should go in. Allow the children to record their line until they are satisfied with their performance. While each student is recording their line, take a picture of them for our classroom book.

The DJ will play back the recording to the students and let them know that it will air tonight at 6, 8, 10 PM so they should tune in and listen to their work!!

Journal Reflection (15 minutes)o The children will return to class and journal about their experiences at the radio

station. They will discuss three things they learned, one thing they liked, and one thing they didn’t like.

o The pictures taken at the radio station of each student recording their line will be placed at the top of this page and made into a classroom experience book. We will send a copy of this book to the local radio station as a thank you for letting us come tour.

Closure/Timeline (5 minutes)o Have the children add major discoveries/inventions that relate to the radio that

changed the way our world communicated.

Day 9: Early Entertainment (472 B.C), Early Movies (1800’s) and the Invention of the Television (1920s) (Cross-Curricular)

Objectives: By the end of today’s class, the students will know the history in the development of the

modern day television.

By the end of today’s class, the students will understand how communication in entertainment has changed over time.

By the end of today’s class, the students will be able to communicate their ideas and stories through dramatic performances.

Procedures: Dramatic Skit Activity (15 minutes)

o At the beginning of class, divide the students up into groups of six and hand them a short script to a play they are familiar with.

Have the children read over the play for a few minutes, and come up with a way they want to present it to the class. Instruct the students to focus on expressing emotion and important ideas and concepts during their skits.

After about ten minutes, have the students return to their seats, and have each group perform their skit for the class.

o After each group has performed, discuss how plays and theatre were the earliest forms of communication in entertainment dating back to 472 B.C.

Silent Film vs. Current Movie Activity (15 minutes) o Have the children watch part of the silent movie The Christmas Accident found at:

http://www.youtube.com/watch?v=PERvvv318aE&feature=PlayList&p=3AF9EC64D5D6F60C&playnext=1&playnext_from=PL&index=10

o After watching the video, discuss how this film is different from the films they are used to seeing today.

Have the students discuss what the story was about (even though they couldn’t hear what the individuals in the skit were actually saying). Inform to the students that communication is much more than talking, we communicate through body language and emotions as well. Ask students to refer back to their skits, what were some body language/emotions that allowed us to know how certain characters were feeling?

How had communication through entertainment changed over time? TV Then, TV Now Activity (15 minutes)

o Have students, on a sheet of notebook paper; create a Venn-Diagram to compare and contrast TV’s of the past with TV’s of today based on what they have heard/seen.

o Read pages 36-37 in the book DK Eye Wonder: Invention book to the class. Discuss some of their major findings, differences and similarities of TV of the

past and present and how they have evolved through time. o Add major entertainment communication events to the classroom timeline before the

end of class.

Day 10: Computers and the Invention of the Incredible Internet (Technology)

Objectives: By the end of today’s class, students will know some of the many communication functions

computers have to offer. By the end of today’s class, the students will understand how communication on computers

changed with the invention of the Internet.

By the end of today’s class, the students will be able to create a classroom blog where they will be able to communicate with our cooperating classroom.

Procedures: History of Computer Introduction Activity (10 minutes)

o Hang up a picture of one of the first ever invented computers (the one that took up a whole room,) a picture of a desktop computer, and one of a laptop.

Have the children discuss how computers have changed over time in appearance.

How to Communicate on the Computer before the Internet (5 minutes) o Ask the children to think of a list of ways that individuals could communicate on

computers before the invention of the Internet. (The list shouldn’t be very long: word processing, recording data etc.)

Communication After the Internet (5 minutes) o Introduce the children to a brief history of how the Internet was created. o Have the children add ways in which individuals could communicate AFTER the

invention of the internet.o Discuss Internet safety with the children, and that they should never share personal

information (name, address, phone number.) unless the website is protected by a password.

Student Webpage Activity (15 minutes) o Lead the children to the computer lab, where they will access our classroom website.o On the website, there will be a link for them to click on, after they enter their

password, where they can fill out an interest inventory. The children will answer questions such as their favorite color, food, animal

etc. to share with our cooperating classroom. Our cooperating classroom has a website set up for us to view as well. Allow

the children a few minutes to click around and view their pen-pals interests comparing them to their own.

Student Classroom Blog Activity (10 minutes) o Have each student access the classroom blog and write a question for their pen-pal to

respond to.o Have the children return to the classroom and add the invention of the computer and

internet to their classroom timeline.

Day 11: The Future of Inventions (Technology)

Objectives: By the end of today’s class, the students will understand how future inventions can alter the

ways in which we communicate. By the end of today’s class, the children will be able to make predictions about what

inventions of the future might be like and the effects they will have on our society.

Procedures: Blog Response Activity (10 minutes)

o Have the children access the classroom website to see how their pen-pal responded to their question.

o The children may type another statement/question to their pen-pal that can be checked on their free time throughout the remainder of the year if the students wish to do so.

o The children may also continue to write their pen-pal letters draw pictures etc. throughout the rest of the year to promote effective and SAFE communication between classrooms.

Way Back Activity (10 minutes) o Have the children access the website http://pbskids.org/wayback/ and click on the

Technology 1900s Link. After the children have clicked on this link have them access the ‘Snap Shot’

link.o Allow the children a few minutes to read over the predictions about the future of

technology that were made in the 1900s. o Discuss as a class which ones came true, and which ones did not, or are on their way

to becoming true. Our Predictions Activity (20 minutes)

o On a master computer, open up a Word Document titled ‘Ms. Miskowski’s Class of 2010’s Predictions for the Future’

Each child will be given the opportunity to come to the master computer and make a prediction on what the world will be like a hundred years from now.

The other children, who are not at the master computer, will be given the opportunity to explore the ‘Technology 1900s’ Wayback as well as the ‘Future’ Wayback link.

A guided worksheet will help them navigate through the site to uncover new information about the history of communication.

Prediction Time Capsule (5 minutes)o After each child has been given the opportunity to write their predictions, we will print

off a classroom copy of the list, as well as an individual copy for each student to take home.

o After we return to the classroom, we will find a place in the school where we can ‘hide’ our predictions so a future generation might uncover it.

Encourage each child to take their list home and hide it somewhere where it might be discovered some 100 years from now!

Day 12: The Future Inventor Project

Objectives: By the end of today’s class, the students will know the major requirements for the final

‘Future Inventor’ project. By the end of today’s class, the students will understand that the future of technology will

continue to evolve over time. By the end of today’s class, students will be able to create a model of an invention that

represents a device that could change the course of communication in the future.

Procedures:

Eyewitness: The Future Video (10 minutes) o Show the children a short clip about the future inventions that may change the way we

communicate. The Future Inventor Project Introduction (10 minutes)

o Have the children discuss how the ways we have communicated have changed so far, and what that implication means for the future of communication.

o Go over the main guidelines/requirements for the project with the students.o Hand out the ‘Future Inventor Project’ template to each student.

The Future Inventor Project Activity (20 minutes) o For the remainder of today’s class, have the children look at books/resources about the

future of communication. o Have the children, by the end of class; create a sketch and short explanation of what

their invention will be like as well as what it will do to improve communication.o Remind the children that tomorrow they will get to create their communication

invention in class, so they should search their house for items that could be used to create a model of their invention.

Project Clarification (5 minutes) o After the children are done working for the day, encourage them to ask questions

about the requirements/expectations of their final project. o Review with the children the classroom timeline they have created, and how they can

use this to gauge where they think the future of communication is headed.

Day 13: Future Inventor Work Day

Objectives: By the end of today’s class, the students will be able to identify the main concepts they have

learned during this unit and compile them in a final project. By the end of today’s class, the students will be able to create an invention showcasing many

of the facts/concepts they have learned about the evolution of communication during our unit.

Procedures: Ms. Miskowski, The Inventor of the Communication Chip Introduction (5 minutes)

o Come to class dressed up as a ‘scientific’ inventor of the communication chip. o Introduce your invention to the class, its purpose, and how it is going to change

communication of the future. Let the children know that tomorrow they will be coming into class and

presenting their invention to their classmates in the same fashion that you did today. If they wish to dress up like a famous inventor they are more than welcome to.

Future Inventor Project Work Time (30 minutes) o Allow the children the rest of class to work on their creation for their ‘Future Inventor

Project.’o Allow the children the opportunity to share their inventions with their peers in order to

bounce ideas off of one another. If some groups finish early, they can help to compile the classroom invention

book that holds all of the diagrams of our class’s inventions.

For those individuals that don’t finish, have them put the final touches on their invention at home.

Review Project Requirements (5 minutes) o Bring the students back to the classroom to ask any questions about the requirements

of the “Future Inventor Project”.o Remind the students of what is expected of them tomorrow in their presentation of

their invention.

Day 14: The Inventors of Our Future Presentations

Objectives: By the end of today’s class, the students will be able to identify the main concepts they have

learned during our communication unit and compile them in a final project. By the end of today’s class, the students will be able to reflect on how they believe

communication will evolve in the future. By the end of today’s class, the students will be able to create a communication invention of

the future showcasing many of the things they have learned about communication.

Procedures: Finishing Touches of Projects (10 minutes)

o Allow the children time to finish up their inventions and prepare for their final presentations.

Future Inventor Presentations (30 minutes)o Allow the children to individually present their ‘future’ invention projects to the class,

explaining what it is, how it will change communication of the future, and when we can expect to see it in use.

o The children, after presenting, will write their name and their inventions name on the classroom timeline. They will predict where in the future we can expect to see their invention show up.

What I’ve Learned Assignment (5 minutes)o Hand out to the students the “What I’ve Learned…” sheet before they leave class

today. Ask them to fill it out for the remainder of class and return it tomorrow at the beginning of class if they do not finish. This will be used as an evaluation of what the children gained from teaching this unit, and how it can be improved in the future.

The children will be asked the following: Name your favorite part of the communication unit. Name your least favorite part of the communication unit. What are three things you learned? How do you think communication will change in the future? Why is communication important? What are two ways you can effectively communicate in the future?

Day 15: What Came First? Hieroglyphs or DVD’s? (Technology)

Objectives:

By the end of today’s class, the children will be able to understand how fast and personal communication of today can be by participating in a classroom Web-Chat.

By the end of today’s class, the children will be able to identify what they have learned about the importance and history of communication.

By the end of today’s class, the children will be able to reflect on their own experiences they had during the unit and express their knowledge about the history of communication in a “communication quiz.”

Procedures: Read the Book Communication Inventions: From Hieroglyphs to DVDs by Jacqueline A.

Ball (25 minutes)o This book provides a “What came first in communication” activity where children can

test their knowledge. Have each student take out a scratch piece of paper and record their answers as we go through each one in the book.

o The children will be presented with two different inventions in communication, and they will determine which of the two came first and provide support as to why they believe it did.

For example the first page asks “What came first, writing or the pen?” The children will have to use the knowledge they gained from the

communication unit to find supporting evidence to prove which one came first.

o Ask the children the bonus questions: “Communication Quiz” at the end of the book to see what new information they learned from reading the book.

The children’s answers will be collected and evaluated. Web Chat With Cooperating Classroom (20 minutes)

o The children, for the remainder of class, will participate in a web chat with their cooperating classroom. They will each introduce themselves and give one interesting fact about themselves.

o Discuss how fast and personal the communication in this setting was, and what it means for the future of communication.