Standards


 * Science Standards-Mindy Bailey**

Grade Level Expectations:
 * **GLE 0407.12.2** Observe that electrically charged objects exert a pull on other materials.
 * **GLE 0407.12.3** Explain how electricity in a simple circuit requires a complete loop through which current can pass.

State Performance Indicators
 * **SPI 0407.12.2** Determine how an electrically charged material interacts with other objects.
 * **SPI 0407.12.3** Determine the path of an electrical current in a simple circuit.

I thought that each of these math standards could be addressed with the electricity topic. Each of these standards address graphs and it would be very simple to incorporate them into the lesson by having each student or table record their data and then make a graph as a class. I think that by using graphs in another subject rather than math it will show students that graphs are used in many different ways.
 * Math Standards- Tina Gibson**

Grade Level Expectations
 * **GLE 0406.1.5** Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up and solve problems and interpret solutions.
 * **GLE 0406.5.1** Collect, record, arrange, present, and interpret data using tables and various representations

Checks for Understanding
 * **0406.5.1** Create and label appropriate scales for graphs.
 * **0406.5.2** Evaluate how well various representations show the collected data.

State Performance Indicators
 * **SPI 0406.5.1** Depict data using various representations (e.g., tables, pictographs, line graphs, bar graphs).

I thought that each of these standards could be addressed as well with the electricity topic. I think that it is important for students to know what life was like before electricity. I think that by doing things such as designing a poster and creating a timeline, it allows students to show there understanding of how and why electricity was such a major event in history.
 * Social Studies- Tina Gibson**

Performance Indicators Teacher:
 * **4.5.tpi.1.** design a poster showing a major historical event.
 * **4.5.tpi.2.** create a time line of major events.

Performance Indicators State: > 1700's (i.e., security, isolated communities, lack of access to goods, natural > geography).
 * **4.5.spi.4.** determine the hardships faced by early Tennessee settlers in the late

Accomplishments: > of slavery, and emerging industrialization. > a. Identify changes in society resulting from the Industrial Revolution.
 * **4.5.11** Understand sectional differences brought on by the Western movement, expansion

These can be used in the classroom for the obvious reasons. Oral skills and listening skills are necessary for any type of experiment where the students will be communicating with each other to figure out a solution to their problem. Using logic is needed in any experiment, and being able to communicate the solution orally and written is needed to solve and complete the experiment.
 * Language Arts Standards- Jessica Harper**

Grade Level Expectations:
 * **GLE 0401.2.1** Continue to develop oral language skills necessary for communication.
 * **GLE 0401.2.2** Continue to develop listening skills necessary for communication.
 * **GLE 0401.5.1** Continue to develop logic skills to facilitate learning and to enhance thoughtful reasoning.
 * **GLE 0401.5.2** Use logic to make inferences and draw conclusions in a variety of oral and written contexts.
 * **GLE 0401.5.3** Apply logic skills to classroom situations and to selections read.

State Performance Indicators:
 * **SPI 0401.3.1** Identify the purpose for writing
 * **SPI 0401.3.10** Complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing.
 * **SPI 0401.4.1** Select appropriate sources from which to gather information on a given topic.
 * **SPI 0401.5.1** Locate information to support opinions, predictions, and conclusions.
 * **SPI 0401.5.5** Make inferences and draw appropriate conclusions from text.
 * **SPI 0401.6.1** Select questions used to focus and clarify thinking before, during, and after reading text.
 * **SPI 0401.6.5** Interpret information using a chart, map, or timeline.
 * **SPI 0401.6.6** Use available text features (e.g., graphics and illustrations) to make meaning from text.