Unit Plan: Inventions

Title: Inventions

Creator: Katrina Barnett

Grade Level: 4th

Subject: Library Media/Reading

Unit Calendar: (Template found on Teach 21 site on unit search page)

Big Ideas: Invention convention, book talks using QR codes/Aurasma,

Standards:
SS5H3 The student will describe how life changed in America at the turn of
the century.
b. Describe the impact on American life of the Wright brothers (flight), George Washington
Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).

S5CS1. Students will be aware of the importance of curiosity, honesty,

openness, and skepticism in science and will exhibit these traits in
their own efforts to understand how the world works.

S5CS2. Students will have the computation and estimation skills necessary for
analyzing data and following scientific explanations.

S5CS5. Students will communicate scientific ideas and activities clearly

ELA5R3 The student understands and acquires new vocabulary and uses it
correctly in reading and writing.

ELA5W2 The student demonstrates competence in a variety of genres.

ELA5W3 The student uses research and technology to support writing.

21st Century:

Standard 1: Teaching for Learning

Candidates are effective teachers who demonstrate knowledge of
learners and learning and who model and promote collaborative
planning, instruction in multiple literacies, and inquiry-based
learning, enabling members of the learning community to become
effective users and creators of ideas and information. Candidates
design and implement instruction that engages students' interests and
develops their ability to inquire, think critically, gain and share
knowledge.

Standard 2: Literacy and Reading

Candidates promote reading for learning, personal growth, and

enjoyment. Candidates are aware of major trends in children's and
young adult literature and select reading materials in multiple formats
to support reading for information, reading for pleasure, and reading
for lifelong learning. Candidates use a variety of strategies to reinforce
classroom reading instruction to address the diverse needs and
interests of all reader

Standard 3: Information and Knowledge

Candidates model and promote ethical, equitable access to and use of
physical, digital, and virtual collections of resources. Candidates
demonstrate knowledge of a variety of information sources and
services that support the needs of the diverse learning community.
Candidates demonstrate the use of a variety of research strategies to
generate knowledge to improve practice.

Essential Questions: Why do people invent? Why is there a need for

inventions? How does my thinking need to change in order to think as an
inventor?

Students will Know: Inventions are needed for change and innovation in the
world. How to use thinking skills to create an invention of their own
Students will Understand: Inventions are needed for progress. Criticism can
be helpful. It is OK to risk being different and see things in a novel way. I can feel proud
when I develop my own invention.

Students will Do: Participate in INTERACT simulation of INVENTIONS. Teams

will meet a challenge and have to solve it each week. Keep an inventors log. Research
Inventors that have made a difference and why. Learn characteristics of an inventor.
Create an invention

Research-Based Instructional Strategies: Direct instruction, cues,

questions, activating prior knowledge, flexible/strategic grouping, hands-
on learning, modeling, collaboration, graphic organizers, accountable talk.

Lessons/Activities:

Day 1
1. Read the Crow and the Pitcher, discuss the saying: Necessity is the mother
of invention.
2. Discuss inventive thinking. Students compete Creative Challenge #1 (Sci.
Wise p. 133)
3. Use time line of inventions.to discuss inventions through the ages. Hand
out An Amazing Time
4. Assign HW: Classifying Inventions handout. St. decide what is the most
important invention ever invented.
5. Make half folders for journal.
6. Make folder to keep work in.front cover must represent the unit.
7. Journal: Why do people invent?
Day 2
1. Discuss inventive thinking. Students compete Creative Challenge #1 (Sci.
Wise p. 133) Students share what they have done with the paper clip.
2. Use time line of inventions.to discuss inventions through the ages. Hand
out An Amazing Time
3. Assign HW: Classifying Inventions handout. St. decide what is the most
important invention ever invented.
4. Video, inventors
5. Journal/Efficacy folder: Pass out spiral notebooks. Brainstorm with students,
after revisiting our KWL, a list of things to learn about inventions. Students
will write a paragraph in their journal about things they would like to learn
about and choose one specific idea to go in depth.
 Discuss problem solving. Students will write a paragraph describing where
they want to go with it.do they have difficulty with a particular strategy, do
they need to work on basic facts, etc.
Last students will write a personal goal for themselves..something they
want to accomplish by the end of the year. Each week we will allow time to
write in journal. Once a month we will have a goal check.
Day 3
Computer Lab: Inventor Webquest

Materials/Resources/Websites:
http://questgarden.com/86/00/1/090808115337/

https://www.eduplace.com/science/invention/resources/copy_masters/steps_4-
6.htmlhttps://www.eduplace.com/science/invention/resources/copy_masters/steps_4-6.html

https://www.eduplace.com/science/invention/resources/real_inventions.html

http://sciencenetlinks.com/lessons/inventions-1-edison-and-the-light-bulb/

Multiple Assessments and Rubrics:

https://play.kahoot.it/#/k/7568464f-3645-4141-ae8c-a3419aa8f33e

https://play.kahoot.it/#/k/79779966-5335-4b4b-9ef9-17cbf7447750

Rubric: https://www.google.com/webhp?sourceid=chrome-
instant&ion=1&espv=2&ie=UTF-8#