Gumption, Grit, and a Goal

Kristin Everett
Heather Wiles
SPED 6402 – 640

Differentiated Curriculum for the Gifted

March 2, 2011

Subtopics:
Creative problem solving
Invention process
Patent process
Legality in patent process
Research paper

The idea that “there must be a better way than this” has inspired many inventors to invent

(Brainwaves, 2006). Individuals and groups invent intentionally and through accidental

discoveries; some inventions are the result of improved projects and others are brand new ideas.

Inventions may change the world overnight as the World Wide Web did or take a while to catch

on. For example, the submarine was invented in 1620 but did not come into wide use until the

1900s. Some inventions require previous inventions in order to function. An invention is a word

that comes from the Latin “to find or come upon” and can be a product or a process.

(Brainwaves, 2006; Woodford et al., 2005)

The Creative Problem Solving Model has several components; they are fact finding,

problem finding, idea finding, solution finding, and acceptance finding (Davis, Rimm, & Siegle,

2011). This model is one method for introducing problem solving and working through problems

to find solutions. Often, inventions solve problems and this model is appropriate for the

intentional inventing process. Fact finding involves listing all the facts known and then

narrowing the list for productivity. The process of problem finding incorporates listing

alternative problem definitions and the selection of an open definition for the next stage of idea

finding. Idea finding is also known as the brain-storming stage. There are several reasons for

brainstorming and teaching brainstorming. Brainstorming is good practice for creative thinking,

strengthens attitudes and abilities, and solves problems. Ground rules for successful

brainstorming include: no criticism, welcoming wild ideas, coming up with a quantity of ideas,

and utilizing combinations and improvements to current ideas (Davis et al., 2011).

Following brainstorming, individuals look for solutions; setting up criteria for idea

evaluation and using an evaluation matrix are two possibilities for evaluating ideas. Acceptance
finding is the final component of the Creative Problem Solving Model. Follow up steps within

acceptance finding, also known as implementation, are the creation of an action plan, looking for

supporters and resisters of the idea. (Davis et al., 2011)

With the creation of inventions came patents to copyright an individual’s idea or process.

Google Patents currently has over 7 million patent applications in its database. The patents

available through Google Patent Search “come from the United States Patent and Trademark

Office (USPTO). Patents issued in the United States are public domain government information,

and images of the entire database of U.S. patents are readily available online via the USPTO

website” (Google Patents, 2011). A patent is the exclusive rights to market, sell, and manufacture

an invention as given by the government for a specified amount of time.

Google Patents is a valuable resource anyone can use to find current and past patent

applications. There is a plethora of vocabulary associated with the patent process and patent

applications. The data that are found on Google Patents come directly from the United States

Patent and Trademark Office (USPTO). Patents issued in the United States are considered public

domain, and all information is readily available on the USPTO website. The patent collections

found on Google Patents are issued patents and applications ranging from the 1790’s to those

submitted in the past few months (Google Patents, 2011). According to the USPTO there are

approximately 7 million approved patents, and over a million applications.

When someone searches Google Patents, they will see terms such as U.S. patent number,

filing date, and assignee name. Google Patents defines all of the following terms. The patent

number is the unique number assigned to every patent application by the USPTO. The date on

which the inventor files a patent, is the filing date. This is different from the issue date. The issue
date is the date in which the patent office officially grants the patent to the inventor. The person

or organizations, in which the rights of the patent are assigned, are known as the assignees.

The patent process is complex and has a range of options for each inventor to select. The

process begins with the applicant looking for patents on a similar invention. If another similar

invention has already been patented, the process ends. If no other invention has a patent, the

process continues and the applicant decides what type of application should be filed. There are

three main types of patents, plant, design, and utility. The utility patent is the most common and

is defined as a useful process, machine, article of manufacture, or composition of matter. Plant

patents refer to new varieties of asexually produced plants. Design patents refer to ornamental

characteristics. The applicant is responsible for also choosing a filing strategy, global and/or

United States (United States Patent and Trademark Office, 2011).

Utility patents have two types: provisional and non-provisional. The expedited

examination includes an accelerated examination program, first action interview, and the patents

prosecution highway. Options for filing include filing as an individual or using a registered

attorney. The United States Patent and Trademark Office maintains a list of patent attorneys and

agents and recommends the use of an attorney for the patent process due to its complex nature.

The USPTO cannot assist in preparation of applications resulting in the recommended use of a

patent attorney ( United States Patent and Trademark Office, 2011). Patents are filed electronically

using an electronic filing system. Upon submission of the patent application, the United States

Patent and Trademark Office (USPTO) examines the application (United States Patent and

Trademark Office, 2011).

Inventions involve a process that often starts with an idea. This idea can come in the form

of something new that has never been thought of before. It can also come from the desire to
improve an invention that already exists. No matter how an idea starts, there is a common thread

that connects all inventors. Inventions can happen after laborious work and planning, or can

happen due to sheer happenstance. No matter the reason, all inventors have a determination and

drive that pushes them through the obstacles along the way. Some inventions help to improve the

human condition, while others are for entertainment. However, all leave their own individual

mark on the world.

Currently, there are resources available for adults on the patent application process;

however, few exist for students. As inventors, students with gifts and talents may also be

interested in patenting an invention to benefit from their product. Our students will create a

presentation about the steps in the patent application process as determined by the United States

Patent and Trademark Office, a skype conversation with an expert, and lessons on the creative

solving and brainstorming process.

 References

Brainwaves, (2006). How nearly everything was invented. DK Publishing: China.

Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented. (6th

edition). Pearson: Boston, Massachusetts.

Google Patents (2011). Google Patents.

United States Patent and Trademark Office. (2011). Process for obtaining a utility patent.

http://www.uspto.gov/patents/process/index.jsp

Woodford, C., Collins, L., Wichalls, C., Morgan, B., & Flint, J. (2005). Cool stuff and how it

works. DK Publishing: New York.

How inventions and inventors relate to Odyssey

We define odyssey as the journey and discovery of new places, objects, and ideas; each

contributing to the journey’s process. We believe the end result of an odyssey should not be self-

serving. The ultimate goal of an odyssey is to use the knowledge gained to benefit society in a

positive manner. This unit connects with the camp theme of odyssey by reinforcing the fact that

the process from an idea to an invention is a long and adventurous journey.

Odysseys and realizations are an everyday occurrence. Each day our campers will be

reflecting upon essential questions in their Odyssey Observation journal. Daily recordings will

be done using Prezi. Prezi is a web-based presentation application and story-telling tool.

In the lesson titled “It’s In the Bag!” students will begin to look at brainstorming and

creative problem solving. There are logical steps involved in these processes, just as there are

steps that must be followed when undertaking a journey to an unknown destination. The

SCAMPER activity the students do during Day One will evoke answers that will hopefully

involve improving a product or finding other uses for it. This journey of discovering new uses

and improvements can be arduous, yet always rewarding. Day Two continues with a study and

analysis of patent applications.

In Day 3 “Order in the Court!” the essential question students are asked is: Is there a

conclusion to the invention process? At first glance the answer is yes. However, once students

dive deeper into what the question is really asking they will see the answer is, “of course not.”

Every odyssey that an adventurer sets out on, most of the time, has a predetermined destination.

Many obstacles and detours happen along the way, and some may or may not reach that final

ending place. Inventors too have an idea of where they would like their journey to take them,

only to find that their destination is only a beginning. There will always be improvements to
make to meet new needs, to encompass new technology, and the changing environment in which

they find themselves. Day Four completes the unit with a continued application of the use of

technology used to complete the final product and a review of the final product by a patent

expert, peers, teachers, and parents.

Unit Title: Gumption, Grit, and a Goal

Description: 4-6 sentences

Have you ever thought of a crazy new idea? Have you invented a new product? Ever been

frustrated by a product you thought could be better? Join us to learn how to patent your original

idea and produce a video called “How-to navigate the inventor’s patent and application

highway!”
Revised Content Outline
I. Creative Problem Solving
A. Creative Problem Solving Model
1. Fact finding
a. List all the facts you know
b. Narrowing the list down to be productive
2. Problem finding
a. Listing alternative problem definitions
b. Choose an open definition for the next stage
3. Idea finding – brain-storming stage
4. Solution finding
a. Criteria for idea evaluation are listed
b. Evaluation matrix might be used to prepare possible solutions
a. Ideas are rated according to criterion
b. Ratings are entered in the cells and totaled for best idea
5. Acceptance finding (implementation)
a. Creation of an action plan
b. Looking for people to assist
c. Identifying people who may resist; also includes obstacles
B. Brainstorming
1. Reasoning
a. Used to teach brainstorming
b. Good for practicing creative thinking
c. Strengthens attitudes and abilities
d. Solves problems
2. Ground Rules
a. No criticism
b. Welcome wild ideas
c. Quantity is important
d. Combination and improvement are great
II. Invention Process
A. Reasoning behind inventions
1. Intent
a. intentionally
a. brand new ideas
b. improved projects
b. accidentally
2. Change over time
a. Overnight; ex. world wide web
b. Lengthy; ex. Submarine
3. Requirements to work – possibly previous inventions
B. Patents – exclusive rights to market, sell, and manufacture an invention as
governed by the government for a specified amount of time
1. a.k.a. copyright to an individual’s idea or process
2. Applications are in United States public domain
3. Google Patents is a good resource for locating patent information
 a. Collection contains issued patents and applications
b. Has patents and applications ranging from the 1790s to a few
months ago
c. Terms
a. U.S. patent number – unique number assigned to every
patent application
b. Filing date – date on which the inventor files a patent
c. Issue date – the date in which the patent office officially
grants the patent to the inventor
d. Assignee name – the person or organizations, in which the
rights of the patent are assigned
C. Patent Process
1. Applicant – checks for patent on a similar invention
a. If another similar invention has been patented, process ends
b. If no other invention has a patent, process continues
2. Applicant – decide what type of application should be filed
a. Plant patent – new variety of asexually produced plant
b. Design patent – ornamental characteristics
c. Utility patent (most likely!) – useful process, machine, article of
manufacture, composition of matter
3. Applicant – determines filing strategy
a. File globally
a. Requires international protection
b. May also want to file in U.S.
i. If yes, process continues
ii. If no, process ends
b. File Utility Patent Application in U.S.
4. Applicant – determines which type of utility patent application to file
a. Type
a. Provisional
b. Non-provisional
b. Expedited examination
a. Accelerated examination program
b. First action interview
c. Patents prosecution highway
c. Filing process
a. File yourself
b. Use a registered attorney (recommended)
5. Applicant – prepares for electric filing
6. Applicant – applies for patent using electronic filing system
7. USPTO (United States Patent and Trademark Office) – examines
application
III. Legality
A. Complex process - USPTO cannot assist in preparation of applications
B. USPTO maintains a roster of patent attorneys and agents
IV. Technology Content
A. Flip Camera
1. How to record
2. Steady motion
3. Connecting to the computer
B. Windows Movie Maker
1. Importing a video
2. Editing a video
3.Saving a file
C. Uploading to Internet
1. Correct file name
2. Length and size of video
D. Finding an appropriate location
1. Audience
2. Viewer feedback
Technology-infused authentic product paper
From the beginning of this journey towards AIG certification, we have been exposed to

new and engaging technology. We have seen firsthand how incorporating technology into the

learning experience not only seems to make learning easier, but also makes the content seem

more relevant. This is why it is necessary that our campers are exposed to various technologies,

taught how to properly use it, and ultimately use technology to educate others.

Throughout our unit, we will integrate advanced technologies such as using Prezi as an

online journal, the use of Google Patents to gain knowledge of important content, Skype to

converse with experts relating to our unit, and the use of Flip video cameras to record sound and

video with pertinent information regarding the invention and patent process. This video will be

edited using Windows Movie Maker, and then uploaded to either YouTube or TeacherTube, thus

our camper’s vodcasts will be available to the general public.

The authentic product that our campers will be creating is a “How to work your way

through the invention and patent process” vodcast. This product will begin through the use of

Flip video cameras. After the students have determined the pertinent information that they feel

should be shared with other creative minds their age, in regards to inventing a product and

obtaining a patent, students will record their video containing this information. This video will

then be edited using Windows Movie Maker. Once the video has been edited, the videos will be

uploaded to the internet. The camper’s vodcast will then be available to anyone via YouTube or

TeacherTube.

This authentic product is geared towards an authentic audience. AIG experts agree that in

order for any type of project or activity to be meaningful to a student and truly serve its purpose,

there must be an intended authentic audience. The authentic audience that the final product is

geared to is creative students potentially around the world, and the legal experts that the students
interacted with earlier in the week. We feel that the legal experts should be involved in the final

product to gauge whether the information the students present is accurate and reliable for clients

interested in pursuing the process of inventing. The expert who was involved with the Skype

discussion during the week will be asked to view the video and share their review and comments

with the students. This can be done through comments left on the video’s page and through

another Skype session. Students today are immensely creative, and have ideas daily of items,

ideas, and ways to improve the day-to-day life of those around them. These thoughts can often

times evolve into an idea for an invention. Currently there is not a lot of information available

specifically to children regarding inventing and the process behind it. Our hope is that this

podcast will serve as a resource for those children that are eager to venture out on their own

invention odyssey.

In order for our campers to accurately use the technology that we will be exposing them

to, some aspects will need to be modeled and pre-taught. For example, on Day 1 of camp

students will be shown a premade Prezi presentation that goes along with the “Brown Bag It”

activity they will be completing. Seeing a completed Prezi presentation will get them familiar

with the interface of the program, and hopefully pique their interest in wanting to create one.

Campers will have daily practice with using Prezi as they respond to a critical thinking question

in their “Odyssey Observation” journals. Using Google to search for information will be very

familiar to our students; however, using Google Patents may not be. Navigating Google Patents

will need to be modeled and explained, so that students do not become too overwhelmed with the

immense amount of information found there. The process of how the student’s recorded videos

become a vodcast will be explained thoroughly. Students will also preview a previously made
vodcast by Heather and I titled “Where Do I Start?”. This will not only entertain them, but also

make the process of creating a vodcast seem more clear.

 LESSON PLAN ONE: IT’S IN THE BAG!
I. DEFINE THE CONTENT
LESSON OBJECTIVE:
THE STUDENT WILL HYPOTHESIZE WHAT REASONING AND PROCESS THE INVENTOR WENT THROUGH TO CREATE
THE OBJECTS PRESENTED TO THE STUDENTS.

LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING
AND DEBATE. THIS IS NOT A QUESTION.)
INVENTIONS ARE THE ANSWER TO ALL PROBLEMS.

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3 ITEMS
ARE WORTH AFTER THE LESSON,
KNOWING? STUDENTS WILL KNOW THAT THERE IS A PROCESS FOR INVENTION CREATION.
(THINK ABOUT
THE CONTENT YOU STUDENTS WILL KNOW THAT EVEN THE SIMPLEST OF OBJECTS IS AN INVENTION THAT STARTED
HAVE SELECTED. OUT AS AN IDEA.
WHAT IS
IMPORTANT FOR STUDENTS WILL KNOW THAT INVENTIONS MEET NEEDS.
STUDENTS TO
KNOW?)
B. WHAT 3 ITEMS
ARE IMPORTANT AFTER THE LESSON,
FOR STUDENTS TO STUDENTS WILL BE ABLE TO DUPLICATE THE CREATIVE PROBLEM SOLVING PROCESS WITH
BE ABLE TO DO? ADULT MODELING.
(DEFINE WHAT
STUDENTS SHOULD STUDENTS WILL BE ABLE TO MASTER AND APPLY THE BRAINSTORMING PROCESS.
BE ABLE TO DO AS
A RESULT OF YOUR STUDENTS WILL BE ABLE TO SCAMPPER WITH AN OBJECT .
LESSON.)

C. WHAT ARE THE AFTER THE LESSON,

ENDURING STUDENTS WILL UNDERSTAND THAT SOME INVENTIONS ARE NEW IDEAS THAT HAVE NEVER
UNDERSTANDINGS BEEN THOUGHT OF BEFORE.
THAT STUDENTS
SHOULD TAKE STUDENTS WILL UNDERSTAND THAT SOME INVENTIONS ARE IDEAS THAT ARE IMPROVED OR
AWAY FROM THE HAVE BEEN CHANGED IN SOME WAY.
LESSON? (DEFINE
THE BIG IDEAS.) STUDENTS WILL UNDERSTAND THAT INVENTING IS A FORM OF PROBLEM SOLVING.

III. PLANNING
D. ESSENTIAL HOW DO INVENTIONS BEGIN?
QUESTION:
(ONE
OVERARCHING
LESSON Q UESTION
)
E. ASSESSMENT: STUDENTS WILL DEMONSTRATE KNOWLEDGE OF CONNECTIONS BETWEEN
(PERFORMANCE REASONING, PROCESS, AND INVENTIONS BASED ON THEIR RESPONSES IN THEIR
TASK) WHAT ONLINE JOURNAL. STUDENT EXPLANATIONS AT THE END OF THE CONTENT DELIVERY
WILL THE
WILL INDICATE WHETHER CONNECTIONS BETWEEN INVENTIONS AND PROBLEM
STUDENTS DO TO
SOLVING HAVE BEEN MADE.
SHOW YOU THAT
THEY MASTERED
THE CONTENT?
I. Creative Problem Solving
A. Creative Problem Solving Model
1.Fact finding
a. List all the facts you know
b. Narrowing the list down to be productive
2.Problem finding
a. Listing alternative problem definitions
b. Choose an open definition for the next stage
3.Idea finding – brain-storming stage
4.Solution finding
a. Criteria for idea evaluation are listed
F. CONTENT
b. Evaluation matrix might be used to prepare
LIST THE
possible solutions
CONTENT FOR
a. Ideas are rated according to criterion
THIS LESSON
b. Ratings are entered in the cells and
ONLY.
totaled for best idea
(OUTLINE THE
CONTENT YOU
5.Acceptance finding (implementation)
WILL TEACH
a. Creation of an action plan
TODAY-THIS MAY
b. Looking for people to assist
COME FROM YOUR c. Identifying people who may resist; also includes
CONTENT obstacles
OUTLINE) B. Brainstorming
1.Reasoning
a. Used to teach brainstorming
b. Good for practicing creative thinking
c. Strengthens attitudes and abilities
d. Solves problems
2.Ground Rules
a. No criticism
b. Welcome wild ideas
c. Quantity is important
d. Combination and improvement are great

G. HOOK: SCAMPER WITH SODA CAN (USING SMARTBOARD: STUDENTS WILL WRITE IDEAS.) 10-
(DESCRIBE HOW 12 MINUTES
YOU WILL GRAB “WE WANT TO IMPROVE THIS SODA CAN. TO DO THIS, WE ARE GOING TO USE A SERIES
STUDENTS’
ATTENTION AT OF QUESTIONS. ALL IDEAS ARE WELCOMED. YOU ARE ENCOURAGED TO USE THE
THE BEGINNING IDEAS OF OTHERS FOR NEW IDEAS. BE POSITIVE AND THINK WILDLY.”
OF THE LESSON. S (SUBSTITUTE) – WHAT CAN WE SUBSTITUTE?
BE CREATIVE.) C (COMBINE) – HOW CAN WE COMBINE THE JOB, MATERIALS, OR ROLE OF THIS ITEM
WITH OTHERS?
A (ADAPT) – HOW CAN WE ADAPT THIS CAN FOR OTHERS OR ANOTHER USE?
M (MODIFY/MAGNIFY/MINIFY) - WHAT CAN WE MAGNIFY OR PUT MORE EMPHASIS
ON WHEN SELLING TO MAKE THIS PRODUCT MORE POPULAR? WHAT ASPECTS OF THIS
PRODUCT CAN BE REDUCED?
P (PUT TO OTHER USES) – HOW CAN WE PUT THIS CAN TO OTHER USES?
E (ELIMINATE) – WHAT CAN WE ELIMINATE OR SIMPLIFY TO MAKE THIS PRODUCT
MORE EFFICIENT?
R (REARRANGE) – HOW CAN WE CHANGE, REORDER, OR REVERSE THE WAY THIS
PRODUCT IS MADE OR MARKETED?
Brown Bag It (20 minutes)
1. Introduce Brown Bag It activity with teacher made Prezi presentation.
We have a paper bag full of inventive inventions. (Materials in bag
include: comb, cotton ball, screwdriver, paper clip, clothespin, spatula,
envelope, safety pin, stapler, Band-Aid) Teacher models the thought
process and explanation of one inventive item: comb. The student’s
job is to draw an item out of the bag and explain why the item is
inventive using the following guiding questions: What does your
invention do? How would this invention have improved society?
2. http://prezi.com/sxbxjmarinhv/brown-bag-it/
3. As students explain their reasoning for an inventive item, students will
be asked to draw a conclusion about inventions in general and where
the ideas for inventions come from. The concluding thoughts with this
focus activity should be that even the simplest of things is an invention
H. INSTRUCTION: that started out as an idea. Some inventions are ideas that have never
(TELL, STEP-BY- been thought of before, while others are ideas that have been improved
STEP, WHAT YOU or changed in some way. All of the ideas meet a need.
WILL DO.)

Content Delivery (30 minutes)

4. Students will be asked to list all the facts they know about cell phone
policies in schools. After we list the facts and narrow the list to be
productive, the teachers will ask students to describe what they just did
(the fact finding process). From there, we’ll go through the rest of the
Creative Problem Solving Model. The next step is problem finding and
students will identify problems with the current policy from the
perspective of student, teacher, and administration. We’ll brainstorm
possible solutions using the brainstorming ground rules introduced at
the beginning of SCAMPER. Criteria for evaluation of ideas will be
introduced and described. Potential questions for students include:
How does this solution impact student activity? How would your
teacher feel about this idea? What is another way you could look at
this? Are there major pros and/or cons to this idea? How can we
 evaluate this fairly? Where would we go next? As a group, we’ll create
a hypothetical action plan (implementation). Teacher will ask students
a concluding question: “How does this model correlate with the
Brown-Bag It items?”

5. Instructors will guide the students through the patent process using a
Prezi presentation in the form of a flow chart. This guidance will begin with
two questions: What is a patent? Why are they important? From this point we
will explore the options of the patent process with the interactive SmartBoard.
Key terms will be emphasized, identified, and defined.
http://prezi.com/kbzoo3w5-mka/the-patent-process/

6. Conclusion/Wrap-Up (15 minutes): Odyssey Observation journal

question: HOW COULD PROBLEM SOLVING AND BRAINSTORMING BENEFIT
SOMEONE VENTURING OUT ON A NEW ADVENTURE TO AN UNKNOWN
LOCATION? (to be completed using Prezi)

*THE ROLE OF THE PREZI IS TO SERVE AS A VISUAL REMINDER OF THE MATERIAL AND
QUESTIONING FOR THAT DAY, NOT AS AN INSTRUCTIONAL DELIVERY TOOL.

*HOMEWORK: STUDENTS WILL BE ASKED TO BRING IN AN INVENTION IDEA AND A

PICTURE FOR THE NEXT DAY.
 Formative Assessment Questions: Lesson 1

 The student made a connection between the reasoning process and

inventions.
 The student made a connection between the invention and problem solving
model.
 The student connected prior knowledge to selected object.

Teachers will place tallies next to each comment, as students make connections
to the material presented.
 LESSON PLAN TWO: IMITATION IS THE HIGHEST FORM OF FLATTERY.
I. DEFINE THE CONTENT
LESSON OBJECTIVE:
THE STUDENT WILL APPLY HIS/HER KNOWLEDGE OF AN ITEM AND THE PATENT APPLICATION TO EXPLAIN THE
INVENTOR’S REASONING AND PROCESS.

LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING
AND DEBATE. THIS IS NOT A QUESTION.)
THE PATENT PROCESS IS NECESSARY.

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3
ITEMS ARE AFTER THE LESSON,
WORTH STUDENTS WILL KNOW THAT THERE IS A PATENT PROCESS THAT MUST BE FOLLOWED.
KNOWING?
(THINK ABOUT STUDENTS WILL KNOW THAT GOOGLE PATENTS IS A CURRENT RESOURCE FOR LOCATING PATENT
THE CONTENT INFORMATION.
YOU HAVE
SELECTED. STUDENTS WILL KNOW THAT IF A SIMILAR INVENTION HAS BEEN PATENTED, THE PATENT PROCESS
WHAT IS ENDS.
IMPORTANT
FOR STUDENTS
TO KNOW?)
B. WHAT 3
ITEMS ARE AFTER THE LESSON,
IMPORTANT STUDENTS WILL BE ABLE TO EXPLAIN THE PATENT PROCESS.
FOR STUDENTS
TO BE ABLE TO STUDENTS WILL BE ABLE TO MANIPULATE GOOGLE PATENTS.
DO?
(DEFINE WHAT STUDENTS WILL BE ABLE TO CREATE A PATENT APPLICATION.
STUDENTS
SHOULD BE
ABLE TO DO AS
A RESULT OF
YOUR LESSON.)
C. WHAT ARE
THE ENDURING AFTER THE LESSON,
UNDERSTANDIN STUDENTS WILL UNDERSTAND THE TERMS USED IN A PATENT APPLICATION.
GS THAT
STUDENTS STUDENTS WILL UNDERSTAND THAT THE PATENT APPLICATION PROCESS IS COMPLEX.
SHOULD TAKE
AWAY FROM STUDENTS WILL UNDERSTAND THAT IT IS IMPORTANT TO RESEARCH A POTENTIAL INVENTION, IN
THE LESSON? ORDER TO AVOID COPYRIGHTING ANOTHER INVENTOR’S IDEA.
(DEFINE THE
BIG IDEAS.)
 III. PLANNING
D. ESSENTIAL WHY IS THE PATENT PROCESS COMPLEX AND NECESSARY?
QUESTION:
(ONE
OVERARCHING
LESSON
QUESTION )
E. WE WILL USE A FORMATIVE ASSESSMENT. FROM THE STUDENTS HIGHLIGHTING,
ASSESSMENT: UNDERLINING, QUESTIONING, AND ANALYSIS, WE WILL BE ABLE TO DETERMINE IF
(PERFORMANCE STUDENTS CAN JUSTIFY WHY THE PATENT PROCESS IS NECESSARY.
TASK) WHAT
WILL THE
STUDENTS DO
TO SHOW YOU
THAT THEY
MASTERED THE
CONTENT?
II. Invention Process
A. Patents – exclusive rights to market, sell, and manufacture an
invention as governed by the government for a specified amount
of time
1.a.k.a. copyright to an individual’s idea or process
2.Applications are in United States public domain
3.Google Patents is a good resource for locating patent
information
a. Collection contains issued patents and applications
F. CONTENT b. Has patents and applications ranging from the
LIST THE
1790s to a few months ago
CONTENT FOR
c. Terms
THIS LESSON
a. U.S. patent number – unique number
ONLY.
assigned to every patent application
(OUTLINE THE
CONTENT YOU
b. Filing date – date on which the inventor
WILL TEACH
files a patent
TODAY-THIS
c. Issue date – the date in which the patent
MAY COME
office officially grants the patent to the
FROM YOUR inventor
CONTENT d. Assignee name – the person or
OUTLINE) organizations, in which the rights of the
patent are assigned
B. Patent Process
1.Applicant – checks for patent on a similar invention
a. If another similar invention has been patented,
process ends
b. If no other invention has a patent, process
continues
2.Applicant – decide what type of application should be
filed
 a. Plant patent – new variety of asexually produced
plant
b. Design patent – ornamental characteristics
c. Utility patent (most likely!) – useful process,
machine, article of manufacture, composition of
matter
3.Applicant – determines filing strategy
a. File globally
a. Requires international protection
b. May also want to file in U.S.
i. If yes, process continues
ii. If no, process ends
b. File Utility Patent Application in U.S.

G. HOOK: NEW INVENTIONS (7-10 MINUTES)

(DESCRIBE STUDENTS WILL BE SHOWN 3 NEW AND CREATIVE INVENTIONS, THAT THE INSTRUCTORS
HOW YOU WILL HAVE CREATED. STUDENTS WILL THEN SHARE THEIR INVENTION IDEAS FROM THE
GRAB
NIGHT BEFORE. STUDENTS WILL THEN CHOOSE ONE OF THE PRESENTED INVENTIONS TO
STUDENTS’
TAKE THROUGH THE PATENT PROCESS, AND CREATE A MOCK PATENT APPLICATION FOR
ATTENTION AT
THE INVENTION.
THE BEGINNING
OF THE LESSON.
BE CREATIVE.)
Guided Practice (20-30 minutes)
Teachers will demonstrate how to use Google Patents. Using Google Patents the
teacher will model how to decipher a patent application; recognizing key terms
and process components. See printout of comb patent application for analyzing
process, terms, and expectations.
Students will recall the items introduced in Day 1. With their object in hand,
they will receive a hard copy of the patent application that corresponds with
their item. Using these resources students will analyze the item in a manner
H. similar to the one modeled by instructors; making connections, underlining key
INSTRUCTION: terms, looking for references to previous inventions or drawbacks to current
(TELL, STEP- items in use, and identification of the invention’s purpose.
BY-STEP, WHAT
YOU WILL DO.) Independent Practice (20-30 minutes):
Student’s will use their created invention and take it through the patent
application process. Students will be given a modified patent application to
complete.

*THE ROLE OF THE PREZI IS TO SERVE AS A VISUAL REMINDER OF THE MATERIAL AND
QUESTIONING FOR THAT DAY, AND AS AN INSTRUCTIONAL DELIVERY TOOL.
 MODIFIED PATENT APPLICATION

NAME:

NAME OF INVENTION:

TYPE OF PATENT APPLYING FOR:

INVENTION DESCRIPTION:

INVENTION DRAWING:

IN TESTIMONY…
NAME
WITNESSES
 LESSON PLAN THREE: ORDER IN THE COURT
I. DEFINE THE CONTENT
LESSON OBJECTIVE:
THE STUDENT WILL CONSTRUCT A VODCAST, ABOUT HOW TO OBTAIN A PATENT USING INFORMATION FROM A
PATENT ATTORNEY.

LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING
AND DEBATE. THIS IS NOT A QUESTION.)
THERE IS A CONCLUSION TO THE INVENTION PROCESS.

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3
ITEMS ARE AFTER THE LESSON,
WORTH STUDENTS WILL KNOW THAT THE UNITED STATES PATENT AND TRADEMARK OFFICE
KNOWING? RECOMMENDS THE USE OF A REGISTERED ATTORNEY FOR SUCCESSFUL COMPLETION OF THE
(THINK ABOUT PATENT PROCESS.
THE CONTENT
YOU HAVE STUDENTS WILL KNOW THAT A VODCAST IS AUDIO/VIDEO PRESENTATION THAT CAN BE
SELECTED. ENTERTAINING AND/OR INFORMATIVE.
WHAT IS
IMPORTANT FOR STUDENTS WILL KNOW THAT THE UNITED STATES PATENT AND TRADEMARK OFFICE EVALUATES
STUDENTS TO AND ISSUES PATENTS.
KNOW?)
B. WHAT 3
ITEMS ARE AFTER THE LESSON,
IMPORTANT FOR STUDENTS WILL BE ABLE TO BRIEFLY EXPLAIN THE STEPS IN THE PATENT PROCESS.
STUDENTS TO BE
ABLE TO DO? STUDENTS WILL CREATE A VODCAST USING FLIP CAMERAS.
(DEFINE WHAT
STUDENTS STUDENTS WILL BE ABLE TO USE SKYPE.
SHOULD BE ABLE
TO DO AS A
RESULT OF YOUR
LESSON.)
C. WHAT ARE
THE ENDURING AFTER THE LESSON,
UNDERSTANDING STUDENTS WILL UNDERSTAND THE IMPORTANCE OF AN ATTORNEY IN THE PATENT PROCESS.
S THAT
STUDENTS STUDENTS WILL UNDERSTAND THAT A VODCAST IS A MEANS TO DISTRIBUTE IDEAS AND
SHOULD TAKE INFORMATION TO OTHERS.
AWAY FROM THE
LESSON? STUDENTS WILL UNDERSTAND THAT WHILE THE PATENT PROCESS IS EXTENSIVE, INVENTORS
(DEFINE THE BIG MUST PERSEVERE IN ORDER TO SEE THEIR IDEA INTO FRUITION.
IDEAS.)
 III. PLANNING
D. ESSENTIAL IS THERE A CONCLUSION TO THE INVENTION PROCESS?
QUESTION:
(ONE
OVERARCHING
LESSON
QUESTION )
E. ASSESSMENT: SCRIPT FOR HOW TO NAVIGATE THE PATENT PROCESS. THIS WILL BE EVALUATED
(PERFORMANCE USING A RUBRIC MEASURING VARIOUS COMPONENTS AND REQUIREMENTS.
TASK) WHAT
WILL THE
STUDENTS DO TO
SHOW YOU THAT
THEY MASTERED
THE CONTENT?
I. Patent Application Process (continued)
4.Applicant – determines which type of utility patent
application to file
a. Type
a. Provisional
F. CONTENT b. Non-provisional
LIST THE b. Expedited examination
CONTENT FOR a. Accelerated examination program
THIS LESSON b. First action interview
ONLY. c. Patents prosecution highway
(OUTLINE THE c. Filing process
CONTENT YOU a. File yourself
WILL TEACH b. Use a registered attorney (recommended)
TODAY-THIS 5.Applicant – prepares for electric filing
MAY COME 6.Applicant – applies for patent using electronic filing
FROM YOUR system
CONTENT 7.USPTO (United States Patent and Trademark Office) –
OUTLINE)
examines application
II. Legality
A. Complex process - USPTO cannot assist in preparation of
applications
B. USPTO maintains a roster of patent attorneys and agents

G. HOOK: VODCAST INTRODUCTION (5 MINUTES)

(DESCRIBE HOW STUDENTS WILL VIEW “WHERE DO I START?” VODCAST CREATED BY HEATHER AND
YOU WILL GRAB KRISTIN. THIS WILL SERVE AS A MODELED EXAMPLE FOR THE CAMPER’S AUTHENTIC
STUDENTS’
PRODUCT. THE GOAL IS TO PIQUE STUDENT INTEREST IN THE TECHNOLOGY
ATTENTION AT
COMPONENT OF THE FINAL PRODUCT.
THE BEGINNING
OF THE LESSON.
BE CREATIVE.)
 Skype (20-30 minutes)
Students will speak with a patent attorney using Skype. The attorney will serve as a
virtual guest speaker, describing their involvement in the patent process. The expert
will speak specifically about the different types of utility patents, the electronic filing
process, and interesting inventions they have seen as well as addressing frequently
asked questions. As part of the presentation, the expert will mention the lack of kid
friendly materials. Students will have the opportunity to ask questions, and use the
expert as a resource of information for creating their vodcast product creation. The
speaker will be contacted prior to the in class Skype call, to let them know what topics
to speak about.

H. Follow-Up (40 minutes)

INSTRUCTION:
Students will begin their authentic technology product, a vodcast about the patent
(TELL, STEP-BY-
process for other students. The goal for today’s work is to write a script, record some
STEP, WHAT YOU
WILL DO.)
video and audio elements using a flip camera, and have their work reviewed.
Students will be given a script handout that they will fill in prior to recording.
Students will also be given a Flip Camera “cheat sheet” that will give them step by
step directions on how to record their videos.

Wrap-Up (5 minutes)
Odyssey Observation journal question: How are inventors dependent on others?
(to be completed using Prezi)
“Where Do I Start?” Script

So, I had this great idea that we should make a video for how to navigate this patent process. Its
soooo complicated!

No, I have a better idea. Let’s help other kids learn how to start the patent process for their new
invention.

Great idea! What do we need to do first?

Well, we probably need to tell them what a patent is. The dictionary says: “a patent is the
exclusive rights to market, sell, and manufacture an invention as governed by the government for
a specified amount of time.”

I have no idea what that means.

That means if you’ve invented a new invention or idea and the government has granted you
rights to your idea, then no one can copy exactly what you have done without your permission.

Oh, ok. Are patents new to this year?

Nope, patents have been around since 1790.

Huh, where can I find current patents?

Great question. Our friends at Google have created a search engine just for patent applications in
the United States. The place to go is Google Patents.

So, what’s our next step after that?

We need to find a lawyer who knows what to do next.

Perfect! I know someone and I bet we can talk to them today.

I’ve got some great questions for our expert. Do you know what happens if you don’t get a
patent for your invention and someone else has the same idea? Or what happens if an item is sold
without a patent – how would we know who gets the profit?
Title: Film Making Crash Course

Article ID: 1166

Film Making Crash Course

Planning to create expert-looking movies with your Flip? Or simply want to capture and share
those special moments? Look no further. Here are three simple steps to get you going.

Point. Press. Shoot. Start taking videos with just a press of a button. Flip video cameras make
capturing moments simpler than ever.
Transform your Flip videos into FlipShare movies. Plug your video camera into your
computer’s USB port to start trimming, editing and adding music to your videos. Flip video
cameras’ built-in software makes movie-making fun and easy.

Don’t just keep them to yourself. Share videos with your friends and family with just a few
clicks. Create personalized greeting cards and email them. Publish your creations directly to
YouTube, Twitter and Facebook.

Get creative with Flip and FlipShare!

From Flip Camera’s Support webpage:

http://www6.nohold.net/CiscoFlip/ukp.aspx?pid=2&app=vw&vw=1&login=1&docid=3d5c
0a2e1f05489fba04e874bad595d9_Film_Making_Crash_Course.xml
We have also contacted Ellen Dobson at ECU to assist with uploading flip videos to
Windows Movie Maker to ensure we have the correct file formats and versions of Movie
Maker. She has agreed to create a how-to guide for us to use as a resource.
 CREATING YOUR SCRIPT
Name:

PLANNING
Topic:
Audience:
Purpose:

Key Facts:

Roles in Video:

New vocabulary:

Writing Your Script:

1. Look back at your purpose and audience to determine the most helpful
information for a young inventor.
2. Using this knowledge, decide on a creative way to share this information
in a video. You’ll need to decide the characters and the format (an
interview, a talk show, a rap, a song, etc.). See Ms. Everett (Lupton) and
Ms. Wiles.
 LESSON PLAN FOUR: WRAPPING IT ALL UP
I. DEFINE THE CONTENT
LESSON OBJECTIVE:
THE STUDENT WILL EXPRESS VIA A VODCAST, THE COMPLEXITY AND EXCITEMENT INVOLVED IN OBTAINING A
PATENT USING INFORMATION FROM EACH OF THIS WEEK’S LESSONS.

LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING
AND DEBATE. THIS IS NOT A QUESTION.)
THE INVENTION PROCESS NEVER ENDS.

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3 ITEMS
ARE WORTH AFTER THE LESSON,
KNOWING? STUDENTS WILL KNOW THAT INVENTING IS A CONTINUOUS PROCESS.
(THINK ABOUT
THE CONTENT STUDENTS WILL KNOW THAT INVENTORS MUST FOLLOW A SET PROCESS FOR PATENTING THEIR
YOU HAVE IDEAS.
SELECTED.
WHAT IS STUDENTS WILL KNOW THAT SUPPORT IS AVAILABLE FOR THE PATENT PROCESS IN THE FORM OF
IMPORTANT FOR FAQS AND PATENT ATTORNEYS.
STUDENTS TO
KNOW?)
B. WHAT 3 ITEMS
ARE IMPORTANT AFTER THE LESSON,
FOR STUDENTS STUDENTS WILL BE ABLE TO GUIDE A PEER THROUGH THE PATENT PROCESS.
TO BE ABLE TO
DO? STUDENTS WILL BE ABLE TO EDIT A VIDEO IN WINDOWS MOVIE MAKER.
(DEFINE WHAT
STUDENTS STUDENTS WILL BE ABLE TO COMMUNICATE THE IMPORTANCE OF OBTAINING A PATENT .
SHOULD BE ABLE
TO DO AS A
RESULT OF YOUR
LESSON.)

AFTER THE LESSON,

C. WHAT ARE
STUDENTS WILL UNDERSTAND THAT THE KEY TERMS AND CONCEPTS IN A PATENT APPLICATION.
THE ENDURING
UNDERSTANDING
STUDENTS WILL UNDERSTAND THAT TECHNOLOGY IS IMPORTANT IN THE EDUCATION OF FUTURE
S THAT STUDENTS
INVENTORS.
SHOULD TAKE
AWAY FROM THE
STUDENTS WILL UNDERSTAND THAT INVENTIONS CAN DEVELOP OUT OF THE DESIRE TO IMPROVE
LESSON? (DEFINE
AN ALREADY EXISTING PRODUCT, AN ACCIDENTAL DISCOVERY, OR AS A SOLUTION TO A
THE BIG IDEAS.)
PROBLEM.
 III. PLANNING
D. ESSENTIAL WHAT ROLE DOES TECHNOLOGY PLAY IN THE SPREAD OF NEW IDEAS AND
QUESTION: INFORMATION?
(ONE
OVERARCHING
LESSON
QUESTION )
E. ASSESSMENT: THE PERFORMANCE TASK IS THE FINAL AUTHENTIC TECHNOLOGY PRODUCT.
(PERFORMANCE STUDENTS WILL FINISH ANY VIDEO RECORDING THAT NEEDS TO BE DONE, AND BEGIN
TASK) WHAT EDITING AND UPLOADING THEIR VIDEOS, USING WINDOWS MOVIE MAKER, TO A BLOG.
WILL THE
A RUBRIC IS AVAILABLE FOLLOWING THIS LESSON PLAN.
STUDENTS DO TO
SHOW YOU THAT
THEY MASTERED
THE CONTENT?
I. Reasoning behind inventions
1.Intent
a. intentionally
a. brand new ideas
b. improved projects
b. accidentally
2.Change over time
a. Overnight; ex. world wide web
b. Lengthy; ex. Submarine
F. CONTENT
LIST THE
3.Requirements to work – possibly previous inventions
CONTENT FOR
II. Technology Content
THIS LESSON
1. Flip Camera
ONLY. a. How to record
(OUTLINE THE b. Steady motion
CONTENT YOU c. Connecting to the computer
WILL TEACH 2.Windows Movie Maker
TODAY-THIS MAY a. Importing a video
COME FROM b. Editing a video
YOUR CONTENT c. Saving a file
OUTLINE) 3.Uploading to Internet
a. Correct file name
b. Length and size of video
4.Finding an appropriate location
a. Audience
b. Viewer feedback

G. HOOK: 2-3 MINUTES

(DESCRIBE HOW THE APPLE PATENT SONG
YOU WILL GRAB HTTP://WWW.PATENTLYAPPLE.COM/PATENTLY-APPLE/2011/01/INTRODUCING-THE-
STUDENTS’ APPLE-PATENT-SONG.HTML
ATTENTION AT
THE BEGINNING THE ENTIRE VIDEO WILL NOT BE SHOWN; ONLY THE FIRST 2 OR 3 PRODUCTS
OF THE LESSON.
DESCRIBED. BRIEFLY DESCRIBE EXAMPLES OF THE PATENT APPLICATIONS AND
BE CREATIVE.)
PROCESS FROM THE VIDEO.

CONTENT (5 MINUTES)
BOOK MISTAKES THAT WORKED BY CHARLOTTE JONES

MORNING SESSION: STUDENTS WILL FINISH THEIR FINAL PRODUCT. STUDENTS WILL
BE USING WINDOWS MOVIE MAKER TO EDIT THEIR VIDEO. ONCE THE VIDEO IS EDITED,
STUDENTS WILL BE UPLOADING THEIR VIDEOS TO A BLOG. STUDENTS WILL ALSO BE
SETTING UP THEIR BLOG TO ALLOW POTENTIAL VIEWERS TO COMMENT ON THEIR
H. INSTRUCTION: VIDEOS.
(TELL, STEP-BY-
STEP, WHAT YOU
WILL DO.) AFTERNOON SESSION: ECU’S PATENT EXPERT JOHN CHIN WILL BE INVITED TO COME
VIEW THE STUDENT’S VIDEOS, AND OFFER FEEDBACK BEFORE PARENTS VIEW THE
PRESENTATIONS.