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Main Curriculum Tie:
Background For Teachers:
Intended Learning Outcomes:
Give the students an Emergency Flashlight Kit: a brown bag with the following items: three Hershey Kisses™ (or a candy bar wrapped in foil…beware, some are now wrapped in paper treated with silver, but are not foil), a pencil, a piece of woolen cloth, a D-cell battery, a toothpick, and a small bulb. Tell the students they must make an emergency flashlight using only the items in the bag.
This activity is meant to be a culminating activity or even a performance assessment. DO NOT use this activity until the students understand and can make a simple circuit with a switch.
Working in groups of four to six, the students are going to design a subdivision, with each student making their own property with a house containing one light source and another outside light source. The neighborhood will also include one commercial-type building of their choice with two light sources.
Jorgenson, Olaf, (2005). What k-8 principals should know about hands-on science…it can be messy and noisy, but students learn science best when they do it themselves. Principal-effective intervention- special edition, Volume 85 (Number 2), Pages 49-52.
The importance of providing children with direct experience with materials, objects, and phenomena is widely supported. While information can be remembered if taught through books and lectures, true understanding and the ability to use knowledge comes when students are given hands-on learning opportunities.
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