Topic: The machine The scientific and technical revolution

Target group

7th‑grade students of elementary school

Core curriculum

XIX. Europe after the Congress of Vienna. Pupil:

2. characterizes the most important manifestations of the industrial revolution (inventions and their applications, areas of industrialization, changes in social structures and living conditions).

XXIII. Europe and the world in the second half of the nineteenth and early twentieth century. Pupil:

4. lists new political ideas and cultural phenomena, including the beginnings of mass culture and moral change.

General aim of education

Students get acquainted with the most important inventions and discoveries of the 19th century as well as economic and social consequences of their application.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• exchange the most important inventions and discoveries of the 19th century;

• indicate the economic and social consequences of their application;

• characterize the most important discoverers and inventors of the 19th century.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Before classes

1. The teacher asks students to recall knowledge regarding the industrial revolution (lesson: Wynalazcy, finansiści i uczeni. Narodziny rewolucji przemysłowej).

Introduction

1. The teacher gives the students the subject, explains the students the purpose of the lesson and the criteria for success.

2. The teacher reminds students of the role of science and the search for profit by entrepreneurs in technological progress.

3. In a casual conversation, students list known technical inventions associated with the nineteenth century. The teacher in the teaching conversation helps them to place them in the appropriate part of the era. Students do - with the help of a teacher who answers their possible questions, providing clues - Exercise 1.

Realization

1. Students do - as an introduction to working in groups - Exercises 2, 3, 4 and 5 related to various important inventions of those times, including among others phone and car. They indicate to which sphere of activity you can assign each of the inventions mentioned in the exercises. They assess their usefulness. They justify their position.

2. The teacher divides the class into three groups and distributes pre‑written instructions for each group. They contain questions and tips useful when working on a poster. The rules presented in the manual must be discussed with the students. Group I is developing a poster with information on how people locomote in the 19th century. Group II is developing a poster on how sound and picture were transmited in the 19th century. Group III develops a poster on old and new energy sources in the 19th century. Students while working on it use English‑language materials posted on the Internet, alternatively with a e‑textbook. The poster project must be approved by the teacher at the initial stage.

3. The poster should be the result of the work of the whole group. In the assessment of posters, the teacher takes into account: selection and presentation of information, ingenuity, diligence of execution. He does not judge artistic values.

4. The teacher takes care of the feedback provided to the students during solving exercises and executing tasks.

Summary

1. The groups properly display and discuss posters (if necessary, this part can be moved to the beginning of the next lesson).

2. The teacher assesses the students' work during the lesson, taking into account their input and commitment. For this purpose, he may prepare an evaluation questionnaire for self‑assessment and evaluation of the teacher's work and other students.

Homework

1. The teacher sets homework (it is not an obligatory part of the scenario): he asks to do Task 7. An addition to the task should be finding information about the merits of women in scientific and technical progress in the nineteenth century and the beginning of the 20th century.

2. Alternative task: the teacher asks to execute Task 1. The student, based on the attached illustrations, characterizes the travel conditions of the third class railway.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

The machine The scientific and technical revolution

In the second half of the 19th century electricity became a generally available good, and the costs of its obtaining were gradually decreasing. In 1882 in New York, under the direction of Thomas Edison, the first municipal power plant in the world was built. The light bulb, improved by Edison in 1879, became the symbol of this epochal transformation. Since the 30s/40s of the 19th century the growing network of railway began to cover Europe and the United States. Technical innovations contributed to the steam technology development. In 1840 the first electric motor was constructed. The peak achievement of this era was Rudolf Diesel’s compression‑ignition engine (diesel) from 1895. It could work on virtually any fuel. This invention had a significant impact on the automotive industry development – creating a car. The car was born in Europe in 1886, when the German constructors Karl Benz and Gotlieb Daimler constructed their prototype motor vehicles. The field of aviation was revolutionised by the Wright brothers. The first flight of their engine‑powered aeroplane took place in 1903. Six years later, the French aviation pioneer Louis Blériot set off on a plane to travel over the English Channel. The beginning of the aviation era dates from this year. In 1837, an American, Samuel Morse constructed the telegraph. The telephone that allowed distance communication, was constructed by Graham Bell in 1876. Thanks to the research on the crude oil extraction and processing conducted by the Lviv pharmacist Ignacy Łukasiewicz, that had been conducted since 1854, the crude oil became the basic fuel used in internal combustion engines. In the second half of the 19th century the chemistry developed. In 1869, a Russian chemist, Dmitry Mendeleev, developed the periodic table of elements. Also, the phenomenon of radioactivity was studied. The ground‑breaking research in this field was conducted by the Polish scholar Maria Skłodowska‑Curie and her husband Pierre Curie. In 1988 they discovered two radioactive elements: polonium and radium, and later they received the Nobel Prize for their research