Fourth Grade Invention Convention

Grade Level: 4th

Literacy Connection: Izzy Gizmo and the Invention Convention

Unit: Energy and Economics

Standards
Language Arts
RL.4.3 Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text (e.g., a character's thoughts, words,
actions).
Text: Izzy Gizmo W.4.2 Write informative/explanatory texts to examine a topic and convey ideas
and the Invention and information clearly
Convention Math
4.NBT.B.4 Add and subtract multi-digit whole numbers with computational
fluency using a standard algorithm
Science
4-PS3-2 Make observations to provide evidence that energy can be transferred
from place to place by sound, light, heat, and electric currents.
Social Studies
E.5.4.2 Articulate ways entrepreneurs and businesses in Arkansas and the United
States organize human, natural, and capital resources to produce goods and
services
Technology and Engineering
4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts
energy from one form to another.*

Big Ideas
 Copper is a conductor
 Batteries are the power source of circuits
 Economics involves buying, selling, and utilizing material and supplies
 Economics involves management and utilization of capital
 The engineering process allows us to design and refine inventions

Scenario
You are invited to the Fourth Grade Invention Convention! Your principal has
called, and they need you to identify a problem and invent something that can
solve. The convention will take place at night, so your invention must have a
light! Additionally, you have been awarded a $250 grant; use this money to buy
 tools and supplies, but if it’s over budget you can’t. It must solve some sort of
problem, big or small. Do you think you can do it all? Complete the challenge and
there is a surprise. Something so grand you won’t believe your eyes.

Essential Questions
 Does my invention solve a problem?
 Did I utilize a budget?
 Does my invention have a successful light source?

Challenge
 Design and build an invention
 Create a circuit to add to the invention
 Purchase tools and materials
 Manage budget, without overspending

Limitations
 A budget of $250
 Must purchase light, copper tape, and battery to create circuit

Materials
The materials available to construct the student’s invention are listed below. Other materials can
be added, but the teacher must evaluate the cost in comparison to supplies listed below. The
teacher may want to provide students some guidance in budgeting for their materials and tools.
Paper Towel Roll 10 1ft. of String 15
1ft. of Tape 10 Cardstock Paper 10
Battery 30 Craft Sticks (10) 25
LED Light 20 Aluminum Foil Sheet 15
Copper Tape 10 Tin Can 25
Cereal Box 25 Paper Clip 5
Ziplock Bag 15 Dixie Cup 5

Tools
Students are allowed to use all of the tools in their supply boxes freely: scissors, pencils,
markers, etc. Other tools, like those listed below, must be purchased. Ruler should be freely
provided upon request. Tools are not considered materials.
Canary Cutter 25
Quick Cutter 15
Hot Glue Gun (10min) 10
Note: Students should reference The Design Loop in planning process.

Results (present these items to the teacher for assessment)

 Presentation of completed invention
 Rationale concerning the invention’s purpose
 Finalized budget (includes what was purchased, how much was spent, and amount
remaining, if any)
Notes: Reference rubric as a guideline for how to grade/analyze student project, performance,
and rationale

Content Information
Discuss the following content information before posing the “Fourth Grade Invention
Convention” assignment.
 Circuits are uninterrupted connections from a power source to something that requires
power like a light, fan, alarm, etc.
 Practice creating a circuit with paper circuits.
 Discuss the engineering process (Izzy Gizmo Quick Challenge could be used as a preface
for the challenge); This is an opportunity to circle back to The Design Loop
 Economics involve producers and consumers. Producers generate materials, and
consumers purchase the materials.
 The foundation of economics is capital. Capital can be human and/or something of
monetary value
 Practice making a budget to model the economics and mathematics principles being
independently utilized in the lesson
 Task students with creating a list of problems they face in their daily lives: folding
clothes, making their bed, doing homework, packing lunch etc. (this will allow students
to brainstorm potential problems that their invention could solve)
 Before students are released to begin purchasing materials and tools, they should be
paired with another student to share their design or discuss ideas to promote class
collaboration.

Suggestions for the Teacher

Rather than challenging students to create an actual working invention, you are tasking your
students with designing something that could solve a problem but also incorporates some of the
principles being covered in class: energy, economics, mathematics, literature. While the students
aren’t producing a fully-functioning invention, the basic skills students will have to utilize in
designing and prototyping will be sufficient in assessing student understanding and abilities.
Encourage students to think big and out of the box; they are responsible for coming up with
something original. When students lack motivation or get stuck, reference some of the inventions
and problems solved referenced in Izzy Gizmo and the Invention Convention.

Testing
Student must present to you their completed invention and explain its purpose. The invention
must be unique and possess a circuit with an LED light.

Teaching Evaluation
A teacher assessment rubric is provided below. Students should be allowed access to the rubric
before they begin building their invention and writing their rationale, as this will set them up for
success concerning what is expected from them
0-1 Points 2-3 Points 4-5 Points
Invention Student did not create Student created Student had a unique
something original or did not something original invention with a light
create anything at all. but lacked a circuit source. Clear thought,
 with a light source. intentionality, and effort
was out into their
invention. Invention also
possesses visual appeal.
Budget No budget was utilized for theStudent utilized a Student utilized their
consumption of materials. budget but was budget and spent either all
overspent their of or less than the grant
allotted grant. allotted.
Rationale The invention had no purpose, Student explained the Student clearly explained
or purpose was unknown due purpose of their the problem their
to the lack of a rationale. invention, but they invention would solve and
did not explain how how the invention would
the invention worked solve it.
to solve the problem.
Presentation Student did not present their Student presented the Student was prepared and
invention nor explain what material, but they presented their invention
they built were clearly in its entirety successfully.
unprepared and/or
unfinished
 Fourth Grade Invention
Convention
Big Ideas
 Copper is a conductor
 Batteries are the power source of circuits
 Economics involves buying, selling, and utilizing material and supplies
 Economics involves management and utilization of capital
 The engineering process allows us to design and refine inventions

Essential Questions
 Does my invention solve a problem?
 Did I utilize a budget?
 Does my invention have a successful light source?
Scenario
You are invited to the Fourth Grade Invention Convention!
Your principal has called,
And they need you to identify a problem and invent something that can solve.
The convention will take place at night,
So your invention must have a light!
Additionally, you have been awarded a $250 grant;
Use this money to buy tools and supplies, but if it’s over budget you can’t.
It must solve some sort of problem, big or small.
Do you think you can do it all?
Complete the challenge and there is a surprise.
Something so grand you won’t believe your eyes.

Challenge
 Design and build an invention
 Create a circuit to add to the invention
 Purchase tools and materials
 Manage budget, without overspending
Note: Your invention does not need to be to scale.

Materials

Paper Towel Roll 10 1ft. of String 15

1ft. of Tape 10 Cardstock Paper 10
Battery 30 Craft Sticks (10) 25
LED Light 20 Aluminum Foil Sheet 15
Copper Tape 10 Tin Can 25
Cereal Box 25 Paper Clip 5
Ziplock Bag 15 Dixie Cup 5
Tools
Students are allowed to use all of the tools in their supply boxes freely: scissors, pencils, markers, etc. Other tools,
like those listed below, must be purchased. Ruler should be freely provided upon request. Tools are not considered
materials.
Canary Cutter 25
Quick Cutter 15
Hot Glue Gun (10min) 10
Note: Students should reference The Design Loop in planning their invention

Limitations
 A budget of $250
 Must purchase light, copper tape, and battery to create circuit

Results
 Presentation of completed invention
 Rationale concerning the invention’s purpose
 Finalized budget (includes what was purchased, how much was spent, and amount remaining, if any)
Note: Students should have some sort of pre-planned design before supplies and tools have been purchased. This
will be turned in, but it will not be graded.
Evaluation

0-1 Points 2-3 Points 4-5 Points

Invention Student did not create something
original or did not create anything at
all.
Budget No budget was utilized for the
consumption of materials.
Rationale The invention had no purpose, or
purpose was unknown due to the
lack of a rationale.
Presentation Student did not present their
invention nor explain what they built
Student created
something original but
lacked a circuit with a
light source.
Student utilized a budget
but was overspent their
allotted grant.
Student explained the
purpose of their
invention, but they did
not explain how the
invention worked to
solve the problem.
Student presented the
material, but they were
clearly unprepared
and/or unfinished
Student had a unique invention
with a light source. Clear
thought, intentionality, and effort
was out into their invention.
Invention also possesses visual
appeal.
Student utilized their budget and
spent either all of or less than the
grant allotted.
Student clearly explained the
problem their invention would
solve and how the invention
would solve it.
Student was prepared and
presented their invention in its
entirety successfully.

Resources

Material/Tool Purchased Cost