This lesson introduces students to the basics of technology in order to understand and appreciate the many tools and conveniences in our homes that are made possible by technology.

"Setting the Stage" - Before starting the program, ask the students: What kind of tools are in your home that help make your work easier? How does your family wash clothes? Have you ever wondered how a vacuum cleaner works? How does your family keep food cold?

"The Washing Machine"
In this lesson, technology is defined as making work easier and better by using tools, machines or equipment. Using cartoon children named Jack and Nicole, students are introduced to a variety of tools used in the home to make our daily lives easier. In our story, Jack and Nicole are dirty after a game of soccer. When they get home, they are concerned about their mother's reaction to their dirty clothes. She shows them the washing machine and how it works. Some families use a washing machine at home, while others may visit a Laundromat. Use this opportunity to talk about different ways people might wash clothes, including the washing machine. Talk about how the washing machine is a tool that helps make our lives easier, thus defining technology.

"The Refrigerator"
Another example of technology that we often take for granted is the refrigerator. Talk about how food would be kept cold and fresh without this convenience. A description of how refrigeration works is presented to the students. To make this easier to understand, the word 'vapor' should be defined.
Hands-on activity - Using a large ice cube, students have the opportunity to create vapor. As students blow on the cube, vapor is created. Talk about how cold vapor feels. After this experiment, the narrative will describe how vapor cools in a refrigeration unit.
Hands-on activity - The term 'special liquid' is used to describe the coolant in refrigeration. To understand this more clearly and how it cools, use simple isopropyl alcohol. A dropper (i.e., eyedropper) will help distribute a small, controlled amount. Drop a few drops of alcohol onto the student's hand. As the narrative directs, blow lightly over the alcohol drops. As they evaporate, they will cool the student's hand. Talk about how this is similar to the cooling action of refrigerator coolant. NOTE: Please impress upon the students that alcohol should never be tasted or rubbed into their eyes. It also might sting if applied to small cuts or scratches.

"The Vacuum Cleaner"
The next household tool introduced is the vacuum cleaner. Using a variety of obvious pictures from which to choose on the Learning Station, the vacuum cleaner icon should be chosen. The definition of 'vacuum' is then given.
Hands-on activity - this is a great time for a snack! Provide juice boxes or cups of liquid with straws. Instruct the students to drink through the straw. Talk about how this is a form of vacuum. After they create their own partial vacuum, the inner workings of a vacuum cleaner are explained through narrative and cutaway illustrations. Talk about the fact that there are different models and types of vacuum cleaners, but the operating principle is the same.

"Vacuum Cleaner Game"
Touch screen game - To utilize the students' motor skills and to simply play a fun game, this game on the Learning Station requires students to move the vacuum cleaner icon around the room and 'vacuum' the mess. This game is programmed to play once and then advance to the next part of the program. If the teacher wants to be able to play the game again, the menu toolbar must be used to restart the movie file labeled "Vacuum Cleaner Game".

"Ovens and Clocks"
Touch screen choice - The icons of various appliances appear on the Learning Station once again. Students are instructed to choose the icon of the machine that helps cook a turkey. The principles of cooking are simply presented and students are encouraged to talk about their favorite foods that are cooked. Safety concerns are mentioned and could, at the teacher's discretion, be covered more thoroughly at this time. Next, the sound of a clock is heard. Students are to choose from the icons which tool would make this sound. Talk about why clocks are important tools in our lives. Why do we need to know the time? The teacher may also want to talk about how clocks can look different but still all provide the same service.

"Light and Electricity"
As the image of the kitchen on the Learning Station goes black, a 'switch' noise is heard. Students are asked to guess what item is being presented that helps make our lives easier. Lights and electricity are introduced. After the word electricity is repeated by the students, talk about how the lights in your classroom are turned on and off. Talk about other things in the classroom that use electricity. After this discussion, electricity and electrons are simply explained. Electrons are described as 'workers' that run along wires to bring power to tools and equipment. The narrative asks students if they know how tools or equipment receive electrical power. Show students an electrical outlet. Again, safety concerns are presented briefly, and the teacher may want to cover this topic more thoroughly.
Hands-on activity - Provide a clear glass light bulb for the students to examine. (Remind them that it is glass and can break.) Talk about the electrons that must travel over the tiny wire.
Hands-on activity - After examining the light bulb, the students should be given the electricity worksheet provided on the disk.
Hands-on activity - This electricity experiment is one that students always enjoy. The teacher MUST perform this to ensure safety. As directed on the Learning Station, you will need: a wooden block or board with two large nails hammered into place, a few inches apart, a 9-volt battery, thin strands of steel wool (00 size works best), two pieces of copper wire with the wire exposed at each end.
NOTE: NEVER place the battery on the steel wool or store them together.
To save time, prepare the experiment prior to class time. Hammer the nails into place a few inches apart on the wooden block. Securely twist one end of exposed wire to one nail, and one end of the other wire to the other nail. To perform the experiment, lay a thin strand of steel wool across the heads of both nails. Be sure to use thin strands, as thick strands will just smolder. Then, touch both of the free ends of the wire to the contacts on the battery. The steel wool will ignite. This is the same thing that happens in the light bulb. This is described in the narration. Show the video experiment first, so the students know what to expect. Remind them to pay attention to the dialog so they understand what is occurring. Remind the students that electricity can be a wonderful tool, but can also be dangerous. Students can carefully be instructed to touch the battery contacts when instructed to do so. Provide plenty of pieces of steel wool, as each student usually wants to conduct the experiment. Talk about what is happening. Again, to prevent fire, do not leave the battery sitting on the steel wool.
Videotaping - if possible, this is a fun experiment to videotape. If you do not have enough adult supervision, videotape your discussions after performing the experiment. Talk about how the light bulb works, what the electrons did to the steel wool, and what other things require electricity.

"Motors"
Motors are introduced to remind students that not all tools that 'move' or perform require electricity. The image on the Learning Station will show different tools that use motors. Some of the items, like the weed eater, may be unfamiliar to the students. (Also, keep in mind, there may be a student whose parent operates an electric mower.) How many things can the students think of that require motors?

"What is Technology?"
Technology is again defined as a tool or machine that makes work easier to perform. Students are now reminded that technology does not always have to be something complicated. Zippers, buttons and snaps are presented as a technological tool that makes our lives easier.
Hands-on activity - Another simple tool would be a hand-held fan. Provide students with colorful, stiff paper to create their own fans. Remind the students to pay attention to the narration so they will know how to fold their paper correctly. If time and supplies allow, students should be encouraged to creatively decorate their fans using whatever items are available in class, such as markers, crayons, glitter, etc. Talk about why the simple fan is a tool of convenience and again define technology.

Before Students Go Home - Review
What does technology mean?
How do we stay safe around electricity?
How does the vacuum cleaner work?
What are electrons and what do they do?

Supply List for Activities
"Today I Discovered" - parents handout
Coloring handout of light bulb
large ice cube(s)
simple rubbing (isopropyl) alcohol and (optional) dropper
snack drinks with straws (if available, packaged juice boxes with straws are easiest)
clear glass light bulb to examine
electricity worksheet (corresponds with Learning Station image)
9-volt battery
wooden block or board, hammer, 2 large nails
steel wool (00 size works best)
2 lengths of copper wire with the ends exposed
stiff paper or construction paper to create folded fans
markers, crayons, glitter glue or other items to decorate fans, if available
Videotape