Want to know ‘more about inventions and the curriculum? Easy enough Just eta copy of Jerry Flack’ ‘ook, Inventing, Inventions, and Inventors: A Teaching Resource Book (Teacher Ideas Press, 1989). cy The Wonderful World of Inventions Presenting a freewheeling unit that’s guaranteed to motivate Jour kids, no matter what grade level you teach BY JERRY FLACK Tes amarvel that inventing is not a required subject in our schools. Consider for a moment the impact of inventing on just one immediate event in your life: reading this article. You would not be reading it were it not for the invention of writing by your ancient ancestors, You also owe a debt to ‘Tsai Lun, who invented paper about 1900 years ago in China, and to Johann Guten- berg, who invented movable type 450 years ago in Germany. Invention is everywhere around us, It's one of humanity's great organizing ideas and should be a vital ingredient in the eda- cation of youth. Because it's such a vital sub- Ject, it can be utilized by teachers of all Brade levels to integrate the eurriculum, address a variety of learning styles, needs and environments, and motivate children, Content webs. A good way to start a unit ‘on inventions is to create a eontent web as students brainstorm what they already Jknow about inventions and what they want to learn, An examination of such a web (see Figure 1) reveals the breadth and scope of the content. ‘The web also shows another virtue of integrated studies of invention. These stud- ies have great versatility in helping you address a wide variety of student needs, interest and learning styles. Still another virtue of invention studies is that they're highly motivating to students, Jerry Plck i «Profesor of Edun atthe Uaverly of Colorado at Colao Spine Inventions are not only exciting — they're relevant, and as sueh draw students’ inter est and involvement. Let's examine some of the ways to inte- grate invention studies across the curricu- lum, But before we do s0, here are some introductory activities you may want to try regartless ofthe content specialization. Journals. Journals should be introduced ‘early in any invention wnit and utilized daily. ‘They may be used to initiate thinking about invention, Journal prompts might include: What is invention? What is the difference between invention and discovery? What is the greatest invention of al time? Journals should contain drawings as well as words. One of my favorite journal prompts promotes this idea: “Describe your ‘deal bieyele. On another page of your jour- nal, make a drawing of this bieyele. I want to read your description first so that I ean imagine your bieyele as you have described it before I examine your illustration.” Quotations. A great many words have been spoken and written about inventions and inventors. Such quotations can be used to encourage young people to be thoughtful about the world of inventing. Provocative quotations can be written on overhead transparencies and chalkboards, printed in the margins of student handouts, or noted on posters in an invention learning center Classroom museums and learning cen- ters. Invention classrooms should be excit- ing, visually stimulating, interactive learn- ‘TEACHING K-8 + OCTORER 1994ae oe rege 7. ee oe ee (A\ (went ac acca i eas tens Laneuasc > EaeT ess | INVENTIONS 4 bTaeeneaeers Je vegaey er. Spesions waiee ere Ve i Migs. sento Hsper pace Peter pean Sorte Figure 1.A content ocb reveals how extensive a study of inventions ean be. It also suggests «wide wari- ty of options for sudent products-from dramaizations to the creation of models of inventions. ing laboratories. They should contain biographies of inventors and books about inventions, inventing and patents, as well as models of transportation inventions such as sailing ships and early airplanes. ‘The classroom museum ean also serve as a workshop set up with batteries, wrenches, \wire and other tools of inventing, ‘Timelines, displayed in either the learn- {ng eenter or around the oom, are great for helping students place inventors and inven- tions into broad contexts. They're also effee- tive in helping students note the progress made in particular fields. Initially, timelines can be commercially prepared, but the greatest learning takes place when students build their own. ‘Once the stage has been set for integrat- ed study, teaching and learning may begin with any discipline. Invention touches every conceivable subject matter. Language arts. The possibilities for signifi cant language arts learnings are tremen- dous. Inventors offer young people signiti- cant role models of vision, commitment to goals and creativity: Students ean read and \write about inventors, inventions, or invent- ing from classroom and library eolleetions, ‘TEACHING K-8 OCTOBER 1994 Following up on their reading of biogra- pies, students can write imaginary letters ‘to famous inventors, contribute biographical sketches to a class newspaper, write imagi- nary journal entries that famous inventors might have penned, or ereate job resumes for famous inventors. ‘Typically, the narratives found in biogra- phies of inventors are easier to read than the expository forms used in detailing how inventions work. However, students need ‘experiences in reading and writing exposito- ry material. The study of inventors and inventions provides fine bridging experi- ences with language that will help students become increasingly more comfortable with expository reading and writing. ‘Advanced readers who are highly moti- vated ean read mature books and articles about inventors and inventions and then synthesize the most pertinent information they find into one-page fact sheets. If these sheets are placed in a resource center or library, they ean be used by other students who may not have the advanced reading skills needed to be able to access informa- tion in more sophisticated resources, ‘A classroom newspaper provides stu- dents with an outlet for information they Especially for Students Biographies (Outuard Dreams: Black Inventors and heir Inventions by Sim Haskios Walker, 1961) Madame Cl. Walker Sel “Made Milionaireby Patricia and Preerick MekKisok (Exslo, 162) Extroordinory Origins of Brera Things by (Cranes Pana (arperColns, 1980) ‘The Road McC: The Lif ‘ofan African Amen fat Fncentor by Wendy ‘Toe Scholae, 1965) Medhersof Invention by "thle Ve and Gag Praca (Morr, 189 ‘Technical iting The Woy Things Work by ‘Davil Macaulay ‘Gleughton Min, 1988).gather in their readings, on field trips, and from films they view. Students ean pen edi- torials about the value or harmfulness of specific inventions, or write articles about emerging technologies they research, Speaking and listening activities ean inelude demonstrations of such inventions as the peneil sharpener and radio, a presen- tation of scenes from the lives of famous inventors or a debate of this question: What, is the greatest invention of al time? Mathematies. An integrated inventions Unit provides a terrifie opportunity for you to demonstrate how relevant math is to inventors. You ean invite an inventor to class to discuss the many ways inventors use math in their work. What math skills and tools do they use daily? Students may learn vital information by investigating developments in the evolution of measuring devices. For example, what is a sextant and how is it utilized by naviga- tors? How does a speedometer work? ‘You can also write story problems based on inventions, One sueh problem might involve computing the average speed and distance of the four flights the Wright brothers made on December 17, 1903. Science and technology. A classroom invention corner ean provide young children with both the tools (string, wire, Legos) and challenges (create a safe toy for either ‘young children or pets). Challenge older students to invent a ‘paper airplane (glider) that will stay aloft as Jong as possible and travel the greatest dis- tance achievable. Instruct them to pay attention to the thinking skills and mental processes that make up the act of invention, Students ean also investigate break- ‘through inventions in recent years that have dramatically changed the way we live. For ‘example, what are lasers and how do they ‘work? In what ways do they alter our lives? Social sciences. The history and impact of inventions are worthy fields of investigation, Students can examine the rich contributions of inventions from ancient China and Egypt, or enjoy probing some of the fasei- Inventions across the curriculum continued jrom page 55 nating stories ofthe U.S. Patent Office. Students can research the economic ‘impact of past inventions, such as those that fueled the Industrial Revolution, or map the creation of landmark inventions around the globe. History need not be about monumen- tal inventions. Students will also enjoy researching everyday inventions sueh as shoes, toothpaste and earmufts, Sociology is the foeus when students probe how various inventions changed the ‘way people live and work. For example, one invention ~ the automobile ~ significantly altered such social institutions as dating patterns, education and family life, Students ean explore both sociology and history in reading about roles played by ‘women and minorities in invention history. ‘There have been many great women and minority inventors, but history has often failed to tell their stories. In past centuries, women and African-American slaves were not allowed to own patents, Ecthies issues eome to mind when medical inventions and their impact upon people and society are considered, Perhaps students ‘ean create both a Hall of Fame and a Hall of ‘Shame to note inventions that have greatly improved the quality of living as well as those inventions that have proven harmful to humanity (nuclear weapons). Inventions submitted to the US. Patent Office typically are accompanied by techni- cal drawings that show how the proposed rention is made and operates. Ask stu- dents to make illustrations of the creation and operation of common objects in their environment (bieyele, roller blades), Conclusion, Today's children can realize their incredible potential for creative think- ing and innovative produetivity through a guided study of inventions, inventors and inventing. They can learn about the world as it has been developed by the pasts great. inventors, diseover how to invent them- selves and focus tupon creative visions for a Detter world for tomorrow. Jonathan Swift said, “Invention i the tal- ent of youth as judgment is the talent of age.” Wise teachers and mentors capitalize on this great gift of youth. ¥ ‘TEACHING K-8 - OCTOBER 1994