|Lesson Plan ID:
You, Too, Can Be an Inventor!
How have inventions changed the world? This unit focuses on the importance, the process and the creativity involved in inventing. Through the study of inventions and inventors, students learn how inventions are created and the characteristics that inventors share. They will create a slideshow presentation on an invention/inventor of their choice. Students will work through steps to come up with their own unique inventions. Finally, they will develop brochures to promote their inventions.
|IL(K-12) ||1. The student who is information literate accesses information efficiently and effectively. |
|IL(K-12) ||3. The student who is information literate uses information accurately and creatively. |
|TC2(3-5) ||1. Use input and output devices of technology systems. |
|TC2(3-5) ||2. Use various technology applications, including word processing and multimedia software. |
|TC2(3-5) ||8. Collect information from a variety of digital sources. |
|ELA2015(4) ||12. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. [RI.4.3] |
|ELA2015(4) ||18. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [RI.4.9] |
|ELA2015(4) ||23. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2] |
|ELA2015(4) ||27. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6] |
|ELA2015(4) ||28. Conduct short research projects that build knowledge through investigation of different aspects of a topic. [W.4.7] |
|ELA2015(4) ||31. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.4.10] |
|ELA2015(4) ||35. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [SL.4.4] |
|Primary Learning Objective(s):
Students will use a variety of technology resources and tools to explore inventions and inventors as they learn how to use creative thinking to design their own inventions.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Print reference materials, copies of attached handouts
|Technology Resources Needed:
Computers with Internet access, scanner, digital camera, word processing or desktop publishing software, presentation software
Teacher may want to reserve appropriate books from the school and local public libraries. Prepare handouts (see attached) for students.
1.)Introduce students to the project. Review the websites and printed resources available and allowed time to explore the various inventions and inventors. After exploring the various possibilities, students will decide on an invention/inventor to research.
(Inventions A to Z
)Inventions A to Z has articles on numerous inventions. The website also has a link to Inventors A to Z, as well as, links to websites for Black, Canadian, Chinese, and Women inventors.
2.)Students will research an invention, and its inventor, of their choice. They will use printed resources collected by the teacher, as well as, approved Internet resources to complete the "My Invention/Inventor Project". Five questions have been identified and spaces are included for three more questions to be added. Students need to develop these additional questions from their research.
(Inventors Hall of Fame
)This website has an extensive list of inventors.
3.)Here are some additional websites that may be used in the research phase of this unit:
(The History of Invention
)This site gives some history of inventions.
)This site maintained by MIT has an Inventor of the Week link and an Inventor’s handbook.
8.)When students have completed their research they will use the information to develop a slideshow presentation on their inventor and invention. They will follow the attached format and storyboard to plan the project.
9.)When the presentations are completed, students will complete a rubric (see attached) to assess their project in the following areas: content, mechanics, presentation, organization and attractiveness. The teacher will also provide feedback using the same assessment tool.
10.)Students will present their completed slideshows to their class. The class will then discuss the characteristics that the various inventors shared that helped them to become an inventor.
11.)Have students go through the next steps on the following website to create their own inventions.
( The Invention Convention
) This site has steps to help students learn about inventions and how to create their own inventions.
12.)When the students have completed their inventions, they will develop a brochure to promote their invention as a part of the local "Invention Convention." They will use the attached template to complete their brochures.
13.)In conclusion, have an "Invention Convention" to allow students to demonstrate their creations.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||PowerPoint Presentation Requirements.doc|
Invention Inventor Web.doc
Template for Invention Brochure.dot
The attached rubrics will be used to assess students' projects.
Students may also help plan an "Invention Convention" that would showcase their inventions for the community.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: