Inventions - Model Inquiry Pedagogy AT1 - Zara Borg

RMIT Student: S3842894 TCHE2633 Inquiry Across the Curriculum - AT1: Inquiry Pedagogy Due: 08/04/2022
“Inventions”
Unit Overview
Students look at how inventions have significantly changed the world in which we live, in positive ways. They will understand what an invention
is, look at some inventions that Australians have been responsible for and formulate and construct their own idea for the future.
→ The unit overview shown has strong links to a guided and controlled inquiry focus. The teacher has strategically implemented topics that will be
essential questions for students investigate and find answers for. As students demonstrate their comprehension and knowledge of the subject in a
“guided…performance task”, they will build on their independent thinking skills (Mackenzie & Bathurst-Hunt, 2019).
Learning Goal:
“To identify the process by which inventions are thought of, designed and created as a solution to an existing problem or to address
a need.”
→ A formal learning goal has been established which gives the teacher a good expectation of student progress at the conclusion of this unit.
→ An area for improvement: Creating a separate student learning goal using student friendly language and jargon. This would help the students break down
and comprehend the goal for the unit they are about to engage with. Having a clear learning goal will give students a road map for their learning during
the unit and identify the purpose for their future lessons (Hattie, 2005).
Success Criteria:
Students can... An inquiry-based success criteria with students’ maximum

engagement as a focus.
● … engage in real-world problems
● … maintain a solutions focus
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● ... work collaboratively

● ... make adjustments and develop flexibility
● … reflect on and record their learning over time
Key/Guiding Questions
Key Question: “What is one invention that the world needs?”
→ Drawing on the student’s prior knowledge along with in school and out of school contexts, this key question will help students produce their own
additional questions. Using an open-ended and flexible question, the students can draw from their own interests and/or hobbies to create a meaningful
answer that is important to them. This paves the way for a passion project and possibilities for in-depth investigations.
→ The key question provided sparks creativity and curiosity in the mind of the students and promotes them to higher order thinking. Berger (2016)
suggests that using divergent questioning to promote deeper thinking allows for students to develop critical thinking strategies that will help with their
overall self-development.
Guiding Questions:
● “What is the purpose of particular inventions?”

● “How do we find solutions to real-world problems?”
● “What is the design process?”
Vocabulary
Invention, design, brief, research, inventor, discovery, solution, problem, adjust, resolve, assess, review, materials,
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Curriculum Links
Year 3 Year 4
Using no curriculum links (which should be linked to the Success criteria and
Learning goal), this teacher has no basis/foundation for the unit plan. Teachers use curriculum links in their unit and lesson plans to inform their
teaching. This valuable section in the unit plan is not to be left empty as it
The essential curriculum links provide grounds for lesson learning intentions, allows teachers to organise and plan their units around their desired learning
help teachers form lesson success criteria for their students and provide aid for outcome based on the government educational standards (Mills, Wiley, &
differentiation strategies within each lesson (Department of Education and Williams, 2019).
Training Victoria, 2020).
Both
Important and Relevant Dates
● Incursion - “Full Steam Ahead”
→ No date for the incursion. This is an area for improvement as planning and organization is very important. Giving the students and parents notice of an incursion
will be beneficial for all parties. Having a date oragnised and planned will also allow for a build up for the students, creating excitement and engaging them further
with the topic they are going to explore. Additionally having a set date will allow the teacher to plan the lessons accordingly to create a good flow for the unit.
→ No explanation of the incursion is stated. There are no links to the unit or an explanation of how this incursion will aid the students further in this learning unit.
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Assessment
● Formative Assessment - Wonderwall and ‘Discovery or Invention?’ worksheet

● Summative Assessment - Will come in the form of an end of unit “tech fair,” by which students will display their invention, as well as
information about it to “prospective clients.”
● Summative Assessment - Work completed within ‘Inventor’s Notebook.’
→ Effective assessment tasks according to Department of Education and Training have been included.
Week Lesson Outline
WAL: “To understand the difference between an invention and a discovery.”
SC:
● I can identify and classify a discovery
1 ● I can identify and classify an invention
● I can provide examples of each
What is ● I can record these neatly in my workbook
an → The use of personal pronouns such as “I can…” for the success criteria is a strength in this lesson. This strategy allows students to directly
inventi identify what they should achieve in the lesson that will follow. The success criteria provided follows an inquiry model as they all allow
on? “students to do most of the question asking and answer seeking” (Mitchell, K. L, 2018).
Focus Questions:
● “What is the difference between an invention and a discovery?”
● “What is an example of each?”
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● “Why do people invent?”

→ The focus questions presented are great tools to use in the classroom to start getting students creatively and analytically thinking about this unit.
→ Two out of the three questions are open-ended (first = explicit, second and third = open-ended). Having open-ended questioning will allow for deeper
thinking about the topic. Students will be able to create their own questions and seek out information that will allow them to find an answer while
simultaneously getting the students to delve deeper into the topic (Department of Education and Training Victoria, 2020).
Lesson:
Open the supporting slideshow found here
→ This PowerPoint supports the teaching and an inquiry-based focus. The slideshow contains all the lessons/stages for the unit highlighting the teacher’s
organisation and unit planning. The teachers well researched background knowledge paired with their organisation will help guide the students in their
inquiry-based lessons. The first lesson is not detailed but “our definitions” are stated with the opportunities to discuss which highlights the teachers focus
on student engagement. The teacher uses techniques to promote independent thinking and group discussions as the students start to delve into the possibly
new topic.
Ask students what the difference between an invention and a discovery might be. Ask them how we could tell the difference between
the two? Then have students discuss this in small groups or pairs.
→ These questions can foster deeper thinking and will invite the students to tune in to their prior knowledge. Putting students in groups will allow for rich
discussions where the students can share ideas with each other. Thus, getting the students engaged and involved in the unit and the lesson at hand
(Murdoch, 2015).
Give students a copy of the Discovery versus Invention worksheet and ask them to record some examples.
→ This worksheet might be more effective if students are given more background knowledge on inventions and discoveries. Doing a modeled example might
be a good idea as well to scaffold the students learning and assist them with getting started.
Once the class has come up with a definition for each, put students into groups and explain that this will be their support group for the
unit. Their “team.” Invite students to come up with a team name.
→ The comment “put students into groups” is left unspecified as to what groups they will be put in. Will it be student level based, random or with friends?
This could be an area for improvement.
Provide each group with the ‘Discovery or invention?’ picture cards, which feature a variety of discoveries and inventions. Have students
discuss and organise them according to the formulated definitions.
Discuss as a whole group on the floor what each small group came up with and their reasoning.
End with an explanation of the “inventor’s ideas book and a discussion on why inventions and discoveries are important or alternatively,
gather questions to be added to the class “wonderwall” (Example in resources).
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Definition: This space is left empty. This could be an oversight or purposeful. If this is purposeful it is in efforts to ensure the class explores the topic to create their own
definition. Promoting the idea and creating an activity to create a class definition will establish a sense of community and collaborative thinking within the classroom.
(Department of Education and Training Victoria, 2020).
Discover: to see, get knowledge of, learn of, find, or find out; gain sight or knowledge of (something previously unseen or unknown)
Invent: to originate or create a product using one’s own ingenuity, experimentation, or contrivance
The “inventor's ideas book”

Provide students with a notebook (Discovery book can also be used) for them to record their thinking, ideas, thoughts anythin g else
related to the unit. Explain to students those inventors need to record all their research and ideas so they can pick up where they left off.
Encourage the use of diagrams, cut-out pictures, mind-maps, and anything else that help them record their ideas.
Resources:
Discovery versus Invention
Inventor’s ideas book
Discovery or Invention Cards
Example of Wonderwall
→ The ‘Discovery or Invention Cards’ do not have any explanation of how they are to be used. It looks like this resource could be a very engaging and fun
activity for the class but with no description this resource falls short. If this section were to be improved I think that this activity would be a very fun task.
• During this stage the students are in the ‘Tuning In’ phase of Murdoch’s inquiry cycle.
Vocabu No vocabulary or key words have been identified. This is an important part in ensuring the students are guided and appropriate language and/or term are used throughout
lary the lesson. This should be an area for improvement.
2 WAL: “To identify how inventions have changed over time.”

→ Explicit learning intention that the students can use to guide their learning during the lesson.
How
have SC:
inventi ● I can use research skills to find out why inventions change
ons ● I can explain why inventions change/need to change
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change ● I can share my ideas with others

d over → Three appropriate success criterion that the student can use to guide them during the lesson and help them to self-reflect on their effort and learning
time? outcomes after the lesson.
Focus Questions: No focus questions have been stated. This is a clear area of improvement as the lesson needs focus questions to help scaffold the students, to help
them dive into deeper thinking about the topic, along with helping the cycle of inquiry take effect in the classroom (Berger, 2016).
Lesson:
This lesson can be broken up over two lessons if needed to allow students time to research.
→ Flexibility is shown from the teacher in this section. Being flexible and open to changes is great for classrooms as this technique will allow the teacher to
specifically cater to the students’ learning needs.
● Discuss with students how inventions typically start with an idea and as a result of a discovery.
● Have students get together with their groups and give each group one of the provided a3 pictures of an everyday inventions in its
past form. Eg. a plane, the fridge, lawnmower or washing machine etc.
● In groups, have students predict what they think each invention is and come up with an explanation of why.
● Have groups share their inventions and have other groups agree or disagree.
● Reveal the actual name of each invention to students (using the same slideshow)
● each group chooses a current invention with a history of progression and research its history, benefits of it and progression
over time, as well as how this invention has changed the world. This will be presented as a poster. They record their group’s
dot-point notes on the provided question sheet and answers to each question in their “inventor’s notebook.”
→ An idea on how the students will choose: Get the students to walk around the class or school and find some everyday inventions on their own that
they can use for this task. This will engage the students and give them some independency to choose an item they might be passionate about or be
really invested to research about.
● If they are stuck, play portions of the “Timeline of Inventions” video to show them how some useful items have changed
over time
→ The ‘research’ part of this lesson could have been aided with some websites that the students can use. This improvement will make the lesson
easier to complete. The students and teacher will be assured that the content the students are using and reading for the research section is in-fact
true and credible.
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● Students present their findings to the other groups in the form of a jigsaw share and discuss each other’s inventions. This
information is then reported back to their original group.
Student teamwork is heavily used in this lesson. This is a great quality to have in a lesson as the students will be collaborating and strengthening their knowledge of the
subject while having opportunities to grow their communication and group effort skills.
Resources:
Past Inventions Pictures and Answers

→ Really fun and engaging images that will spark curiosity and conversations in the classroom.
Timeline of inventions
→ No word audio in the video. The teacher will possibly need to talk about some things or invite class discussion, so the students don’t ‘fall off’ and
lose focus.
Timeline of Inventions Q sheet
→ A nice worksheet but at the bottom it displays a different WAL than depicted for this lesson. This could confuse students but if purposely done
this could be a way of breaking the section up for students so they can focus on one thing at a time (‘identify’ and then ‘report’).
No vocabulary or key words have been identified. This is an important part in ensuring the students are guided and appropriate language and/or term are used throughout
Vocab
the lesson. This should be an area for improvement.
WAL: “To identify how inventions have changed over time.”

3
SC:
● I can identify how inventions change
How
● I can give examples of inventions that have changed over time
have
● I can provide reasons for why inventions have changed over time
inventi
ons
Focus Questions: Appropriate questions to evoke further thinking that compliment the learning intention and success criterion listed above.
change
d over
● Why have some inventions changed over time and not others?
time?
● What’s the main reason that inventions change?
● Is it possible to perfect an invention?
● Do they ever stop changing?
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Lesson:
Framing
Refer to previous learning, main points that separate a discovery and an idea.
→ Recapping last lessons content is a great way to get the students back in the appropriate mindset for the lesson. The students will be drawing on
their past learning and understanding that they are now going to continue their progress. This strategy helps students take control of their own
learning journey and consolidates their unit knowledge (Spencer & Juliani, 2017).
Show students two inventions. One that has changed dramatically over time and one that has not. Question as to the reasons this may
have been the case and have students create some ‘criteria for change.’ What are the main reasons inventions are changed? -
Inventions change as technology and people change. Inventions change as needs change.
Students continue to research and develop their presentations (If needed) then proceed with the next activity.
Some objects never change
Introduce students to some items that have been invented and not changed much over time. These include the Umbrella, Flushing
Toilet 1596/1775, Scissors 4000 years old, Mousetrap 1898, Plunger 1932, Paper clip 1899 and Spectacles 1290.
Ask them why they think these items may not have changed. Scaffold them to direct their thinking to the ideas covered at the
beginning of the lesson. Perhaps the need has not been present, better materials have not been available or the design does not need
much changing.
Students are then given one of the following objects and asked to redesign them for the future. They may draw and label their new
design, prepare an oral recount, or write a description of it.
• In this week the students are navigating through the shared inquiry stage, specifically the ‘Finding out’ and ‘Sorting out’ stages of Murdoch’s cycle of inquiry.
Murdoch (2015) notes that these stages are crucial in the learning process as they allow the students to reflect, analyse and discuss their findings.
Resources: No resources have been linked for this week. This could be improved so the teacher has some plans available or ideas to use during lessons that will support
the students learning.
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This week is planned in a way that will allow the students to be really creative and has some very interesting real-life examples that will give the students different
perspectives and stir up deeper thinking.
Vocab Inventor, society, impact, perfect, progress, develop, change, innovator, innovation
WAL: “To understand why people invent and their impact on society.”
SC:
● I can provide reasons why inventors create
● I can identify the impact of some inventions
● I can identify at least one issue that exists in the world
● I can identify a possible solution to one issue in the world
Focus Questions:
4.
● Why do inventors want to invent or change things?
Solve
● Are you inventing if you change someone else’s idea?
an
● How do inventions impact positively on society?
existing
● Do inventions always have a positive impact?
proble
● What are some examples of how inventions have made life easier?
m
Lesson:
Students watch video “22 inventions that are saving the world…” and discuss how important these inventions are and why they have
been invented as well what problem they are trying to solve.
Extend this further using the example of a toothbrush and how bamboo toothbrushes are being produced as these break down
whereas traditional plastic toothbrushes do not. What is the main change that has been made to the toothbrush to allow this solution?
Idea Slap down

Students collectively participate in an “idea Slapdown” in small groups, where they collaboratively create a list of issues they believe exist
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within their own, or the wider world. These are recorded onto a shared piece of butchers paper. These can be big problems such as
cleaning the oceans, or small such as self-lacing shoes. They share and refine their ideas through discussion with their peers.
→ These issues the students are exploring will allow the students to connect their learning to the ‘real world’. They can think about what might help
them in their daily lives, in their communities or for the wider world. This can be linked to different subjects – an opportunity for integrated
learning.
Students are then encouraged to choose one of the issues and design a quick solution to it, in collaboration with a peer.
→ This week is concise and short. This will allow the teacher to be flexible with the students and create a more natural flow, so the teacher does not
need to follow a tight schedule or script.
• This week involves the ‘Sorting out’ stage in Murdoch’s cycle of inquiry, as the students are now exploring the ‘why’ and ‘how’.
Resources:
“22 inventions that are saving the world…”
→ This resource is not available
Vocab Inventor, society, impact, perfect, progress, develop, change, innovator, innovation, adjust, biodegrade.
WAL: “To understand problem-solving processes.”
SC:
● I can follow design processes
5. The
Design
● I can identify existing problems
Process ● I can identify a possible solution to one problem
● I can identify the benefits of using certain materials
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Focus Questions: A collection of open-ended and explicit questions.
● What is the design process?

● What does an engineer do?
● Are some materials better for a job than others?
● What does an innovator/inventor need to consider when designing?
● What does an innovator/inventor need to consider when making adjustments?
Lesson:
Explain to students that they are going to become engineers/inventors and that to do so, they need to solve some problems. Explain
how all inventors invent as a response to an existing problem in the world and their own interpretation of how it should or c ould be
solved.
→ Problem based learning is introduced in a gradual and subtle way that does not overwhelm or confuse the students.
Bridge Building
→ This activity needs a time constraint as this could take up all the lesson time if not time managed properly.
Present students with the following problem: “A sudden earthquake has created a large chasm in the middle of Bundoora which the
citizens need to cross. You have been tasked as the suburb’s best bridge builder and must create a bridge out of the provided
materials.”
Students will be provided three types of materials to use to construct their bridge, string, straws and thin pasta. They must adhere to the
following brief:
● Students must only choose one of the provided materials and must complete their first bridge before making adjustments
● The bridge must sit comfortably (without falling) over a small gap eg. one table to another
● The bridge must support a weight of 300-500grams for one minute
After students have completed their bridges, give each group time to discuss and reflect on how the process worked or didn’t work, as
well as problems they encountered and how they solved them. Students can record these answers in their ‘Inventor’s Notebook.’
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Talk through the ‘Engineering Design Process’ image with students, discussing each stage and answer any questions that arise.
→ Image that is linked below that shows the stages of the process. This resource will aid the students and should be given out to each student to keep
in their books and annotate/elaborate on from the ‘talk through’. This will give them an interactive activity to engage with while the teacher is
discussing the stages and allow the students to have a permanent copy with their own notes that they can refer to during the rest of the unit and
design process.
Give students a copy of the ‘Engineering Design Process Handout,’ explain it, and have them fill out the first stages of the process, with
their own ideas.
→ This worksheet will support the students in starting to plan and organise their thoughts and ideas about what they might want to create.
Resources:
Engineering Design Process Diagram
Engineering Design Process Handout
• During this week the students will be moving through ‘Sorting out’ and getting into the ‘Going further’ phase of Murdochs cycle of inquiry.
→ The students are now exploring how inventors invent.
→ The introduction of the Problem Based Learning process is easy for students to flow into.
→ The learner-centered approach to this lesson is what stands out to me the most. The students are now getting to take control of their learning and
will start to use individual thinking and problem-solving skills during this week.
Vocab Design, engineering, process, construct, material, chasm, interpretation, innovator, inventor.
WAL: “To identify a problem and design a solution considering the audience and materials.”
SC:
6. ● I can choose appropriate materials and give reasons for my choices
Stages ● I can identify the stages and follow the design process
1-3 ● I can identify a set of requirements and design something that meets these
Focus Questions:
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● What is the problem being solved by the invention?

● Who has it been designed for? Who will be using it?
● What things would the inventor/innovator need to consider when making the solution
● What research would the innovator need to do? What information would they need to know?
Lesson:
Students will be engaging in the first stage of the design process for engineers. Within this stage, they will look at some other students’
solutions to an existing problem and design a quick version of their own. They will begin to define their problem, research the issue,
consider who they problem affects and requirements to solve it.
Show students the website “Kids Inventions brought to life.” and discuss how the kids have identified a problem and possible solution.
Choose one example and go through the following questions with students.
● What is the problem being solved by the invention?

● Who has it been designed for? Who will be using it?
● What things would the inventor/innovator need to consider when making the solution?
● What research would the innovator need to do? What information would they need to know?
These questions are great ways for students to start thinking deeper about their invention and see the complex thinking behind being an innovator.
Show students toothbrush example on slide 18 of the Discovery slideshow. Explain how toothbrushes not breaking down is the problem
= producing biodegradable toothbrushes was the solution.
Review some of the ideas on their idea slapdown from the previous lesson and provide students with a copy of the ‘invention idea’
handout (very similar to the example above). Have students begin to think about and draw their idea.
→ Having student draw their idea is a great way for the students to get creative and start thinking practically about how their invention will work and what they want
it to look like.
Do a gallery walk, looking at all the ideas students have created, then have students share their ideas with a peer, small group or as a
class.
Students will be encouraged during these lessons to complete the first three stages of the design process.
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Resources:
“Kids Inventions brought to life.” - This article/website will give student inspiration and lots of ideas. This will also could promote a good work ethic during class
as they can visualize their inventions being made into a real-life creations.
Design Process Worksheet
• During this week the students will be exploring in the ‘Going further’ phase.
Vocab Engineer, design, process, review, problem, solution, design, review, materials, considerations, requirement
WAL: “To consider the specific requirements of a problem and design a solution.”
SC:
● I can choose appropriate materials and give reasons for my choices
● I can identify the stages and follow the design process
● I can identify a set of requirements and design something that meets these
Focus Questions:
7.
What is the problem being solved by the invention?
●
Stages
Who has it been designed for? Who will be using it?
●
4 and 5
What things would the inventor/innovator need to consider when making the solution
●
What research would the innovator need to do? What information would they need to know?
●
These questions are from the activity the students did in the last week. This is a great way to merge the weeks and get the students to consolidate their learning.
Lesson:
Framing: Students continue to work through the engineering design process. They continue to consider their specific requirements and
the requirements of others and begin choosing the best of their brainstormed solutions. They then begin developing their solu tion
further and develop a blueprint or prototype.
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Students are read the picture storybook ‘If I Was Prime Minister’ and discuss the viability of some of the ideas within the book.
Students can then share their findings from the previous lesson with their ‘challenge partners’ (previously formed groups), receiving
feedback that is to be taken into account over the next few weeks.
Students should have access to a worksheet or be advised to informally note down the feedback they receive so they can remember and think about the
information they receive. This will allow them to use that information ‘over the newt few weeks’.
Students continue research if needed, and use the given handout to make their way through the formation of their idea. They are asked
to:
● find a problem
● Discover its target audience
● Find out if anyone else has attempted the same solution before and how this could be adapted if so
● Begin to decide how they are going to construct their solution
Students are to conference with a teacher and a challenge partner at least once this session and then review their progress against their
handouts. (timeline and design process sheet.)
Students evaluate and share their progress with the class with teacher adjusting where needed.
Resources:
If I was Prime Minister – Picture book
• Students are currently in Murdochs ‘Going further’ phase.

The use of collaboration and using peer feedback in this week will prove to be very useful for the students. This strategy will allow the kids to get an outsiders perspective
and start getting the students use to accepting positive feedback or handling (hopefully constructive) criticisms.
→ This week is about sharing, listening, tweaking, and adjusting.
No vocabulary or key words have been identified. This is an important part in ensuring the students are guided and appropriate language and/or term are used throughout
Vocab
the lesson. This should be an area for improvement.
8. WAL: “To create a plan or blueprint of our design, labelling its features.”
Create SC:
a ● I can create a blueprint that accurately shows the features of my design
prototy ● I can accurately communicate the purpose and materials of my design
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pe ● My design is clearly labelled

Focus Questions:
● What are the features of my design?
● What is it made from?
● Who is it made for?
● What makes it innovative?
● How can I communicate this?
Lesson:
Framing
Students use this session to create a prototype or draw a blueprint of their solution/invention. They will be shown examples of existing
prototypes and identify the key components of designing. As well as this, they will begin to experiment with choosing appropriate
construction materials.
Show students the blueprint example on slide 24 of the ‘Discovery or Invention?’ slideshow. Ask students to discuss and share what they
notice about the diagram and what they think is important to include in their own. Basically, we want students to identify components
such as the labelling, picture, title etc. It is a picture of the Millenium Falcon from ‘Star Wars’ and although not all the parts are real, we
can still understand, or assume what each part is for, because each part of the diagram is labelled.
On slide 25 of the ‘Discovery or Invention?’ slideshow, there are instructions relating to a game to play with students called ‘Which
Material Fits The Job?’ Students will be given 5 jobs and asked which material would fit the purpose of that job.
There is both a Kahoot (digital) version, and a traditional version available. Discuss with students why each answer makes sense as you
play through the game.
→ This activity limits student’s imagination and does not invite them to think outside the box for better alternatives that are sustainable and ecofriendly.
Students create a blueprint/prototype plan of their invention, labelling all the parts and store this in their “Inventor’s Notebook.” They
then use provided materials or materials from home/computers/paper etc to construct a prototype model of their invention/inno vation
that will be adjusted in the following lessons as problems arise.
Students assess the success of their first prototype and make notes in their notebooks about future adjustments that need to be made.
• This stage of the inquiry unit is called ‘Making conclusions’.

The students are now at a stage where they are exploring the practicality of their invention and what it should be made up of. Students will be leading their own
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investigations which will make space for them to gain autonomy (Spencer & Juliani, 2017). When students can have a choice in terms of their learning and how they want
to investigate, the students can gain important personal traits like problem solving, critical thinking, decision making and idea creating skills (Murdoch, 2006).
Resources:
Kahoot!
→ The Kahoot linked limits students’ imagination and is very stereotypical. The answers seem to be final. This is in-fact not true. Yes, these materials are widely
used to create most of these items but that does not mean we can’t find alternatives. The plastic bottle as an example, we (as a society) know that using plastic
bottles is not sustainable or good for our environment. Innovators have created many different alternatives. This Kahoot might limit the students thinking,
imagination and desire to step outside the box. I think a different activity would be beneficial.
Vocab
WAL:
SC: The following two lessons have not been filled out; this seems to be intentional. If
9. Focus Questions: so, this tactic would be to give students and the teacher flexibility. These two weeks
Make could be for individual work leading up to the finale of the unit and the
adjust Lesson: presentations. This freedom and student autonomy will allow the students to deeply
ments Framing focus on areas they know they need to give attention towards.
Resources:
Vocab
WAL:
SC: The last two lesson have seemingly been left blank purposefully. According to Murdoch (2015) in this stage of the inquiry
10. Focus Questions: cycle (moving away from the ‘Making conclusions’ stage and transferring into the ‘Taking Action’ stage) the students will be
Finalise
reviewing the learning process. It is in this section that the students will be given feedback and get assessed by the teacher.
and Lesson:
Leaving the lesson blank will allow the teacher to be flexible as they review the students learning as a whole. Students will be
present Framing
able to share their inventions to the class and decide with the advice from teachers and/or peers where they can go next.
Resources:
Vocab
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We are learning: “To identify the process by which inventions are thought of, designed and created as a solution to an existing problem or
to address a need.”
Discovery Learning - Design Process Timeline Name:
Date to Be Finished
Week Tasks to be Finished Teacher STAMP
Begin process:
4-5 ❏ Define your problem
❏ Background research
❏ Find out requirements
Reflection How did you go this week? Reason why:
Continue process:
6-7 ❏ Choose the best solution
❏ Design prototype
Finalise process:
8-9 ❏ Make adjustments to design
❏ Finalise design
❏ Create a presentation
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Discovery Learning- Invention Assessment Rubric

Name: Invention: Date:
L M H
Planning ● An existing problem has been ● An existing problem has been ● An existing problem has been
identified and a possible solution may identified and a simple solution is identified and a detailed solution is
have been supplied in this stage obvious and makes sense easy to see and makes sense
Research ● Little research was done to find out ● Some research was done to find out ● Detailed research has been used to
who the invention is for and whether who the invention is for, perhaps find out who the invention would best
anyone else has made something finding out what it should be made suit, what it should be best made out
similar out of and whether anyone else has of and whether anyone else had made
made something similar something similar
Design ● Simple pictures with some labels are ● Pictures and/or diagrams with ● Detailed pictures and/or diagrams
used to show the design labels show the parts of the with labels that show the parts and
● Some writing has been used to invention or the materials used and materials of the invention are used to
describe some parts of it some written explanation are used show the design.
to show the design ● written explanation supports pictures
Presentation ● The presentation shows some ● Presentation shows most/all of the ● Presentation shows all of the features
features of the design process features of the design process of the design process
● Presentation basically explains the ● Presentation explains the point of ● The presentation clearly explains the
point of the invention the invention and the problem it point of the invention and the problem
● Less than 50% correct punctuation solves it solves
and grammar used ● Above 50% correct punctuation and ● Above 80% correct punctuation and
● Some features of text type evident grammar used grammar used
● Most features of text type evident ● All or more features of text type
evident
Engineering design process diagram
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Part B
Alternative Task (Sustainability):
WAL: “To create a plan or blueprint of our design, labelling its features.”
SC:
● I can create a blueprint that accurately shows the features of my design
● I can accurately communicate the purpose and materials of my design
● My design is clearly labelled
Focus Questions:
● What are the features of my design?
● What is it made from?
● Is my invention sustainable or eco-friendly?
8. ● Who is it made for?
Create ● What makes it innovative?
a ● How can I communicate this?
prototy
pe Lesson:
Framing
Students use this session to create a prototype or draw a blueprint of their solution/invention. They will be shown examples of existing
prototypes and identify the key components of designing. As well as this, they will begin to experiment with choosing appropriate
construction materials with a focus on trying to make their invention sustainable and ecofriendly.
Show students the blueprint example on slide 24 of the ‘Discovery or Invention?’ slideshow. Ask students to discuss and share what they
notice about the diagram and what they think is important to include in their own. Basically, we want students to identify components
such as the labelling, picture, title etc. It is a picture of the Millenium Falcon from ‘Star Wars’ and although not all the parts are real, we
can still understand, or assume what each part is made for, because each part of the diagram is labelled.
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The teacher will go over why it is important to pick appropriate materials for the inventions. The class can work together and discuss why
it is important to have the right materials for certain inventions. Give them examples from appendix A to complete individually and
discuss once completed as a class why these materials might or might not work and why.
Students to discuss why choosing sustainable materials is important. The class will watch a video ‘9 Eco-Friendly Alternatives for the
Worst Single-Use Plastics ♻️ | WWF-Australia’ that gives examples of alternatives to single use plastic. Discuss with students why using
alternatives is important.
Students will work in pairs to find an alternative material they can use to make their invention ecofriendly. Students can use the
following websites to research during this 15 minute activity. Best Alternatives to Plastic and The Most Eco-Friendly Construction
Materials
Students create a blueprint/prototype plan of their invention, labelling all the parts, noting down their sustainable and ecofriendly
material and store this in their “Inventor’s Notebook.” They then use provided materials or materials from home/computer/paper etc. to
construct a prototype model of their invention/innovation that will be adjusted in the following lessons as problems arise.
Students assess the success of their first prototype and make notes in their notebooks about future adjustments that need to be made.
Students to write a few sentences on how their invention will be ecofriendly.
Resources:
9 Eco-Friendly Alternatives for the Worst Single-Use Plastics ♻️ | WWF-Australia
Best Alternatives to Plastic
The Most Eco-Friendly Construction Materials
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Appendix A:
Name:_________________ Date:___/___/_____
Material Invention Why would it work? Why would it not work?
Glass Plate
Cardboard Rocket
Metal Toothbrush
Paper Straw
Brick Chair
Wood Hangers
Wool Computer screen
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Justification:
In the ‘Making conclusions’ phase from Murdoch’s (2015) inquiry cycle, the teacher should be supporting the students in their final decision-making processes. This
section of the unit will give students the opportunity to reflect and adjust their creations based on practicality and sustainability. The students will be working
individually and collaboratively during this week/stage. Having student take charge of their own creation and having a choice in what they want to change or focus
on will give them autonomy (Spencer & Juliani, 2017). By applying this strategy, the teacher will allow room for the students to gain personal and collaborative skills
that they can use inside of the classroom and out in their personal lives. Skills such as idea making, critical thinking, decision making, problem solving, reflecting,
along with the ability to give constructive feedback are examples of skills that can be produced and built upon by allowing student autonomy (Murdoch, 2006).
There is an independent task (appendix A) that the students are asked to complete and then discuss. There are questions on the worksheet that help student to delve
deeper into the unit of work that evoke critical thinking (Berger, 2016). This activity is implemented because students persist more when they must find answers
rather than the answers being handed to them (Mackenzie & Bathurst-Hunt, 2019). The class discussion will help facilitate the students’ ideas and guide them on the
right path. Additionally, the class discussion will allow a time for students to share ideas and engage with the topic (Murdoch, 2015).
This stage is left flexible for the teacher to be able to adapt the classes to the students’ learning needs. There is a focus on Problem Based Learning as the students
need to work collaboratively to try find a sustainable and ecofriendly alternative material for their invention. Savery (2006), notes how using Problem Based
Learning will assist students in acquiring essential problem-solving skills. Using Problem Based Learning in this task will encourage students to engage with their
learning and think deeply about their invention as they are being asked to directly solve an issue with something that relates to them (their invention and making sure
they are not being ecofriendly).
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References
Berger, W. (2016). The Power of Inquiry. United States: Bloomsbury Publishing.
Department of Education and Training Victoria. (2020). Effective Assessment. Retrieved from Department of Education and Training Victoria:
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/insight-effective.aspx
Department of Education and Training Victoria. (2020). High Impact Teaching Strategies. Retrieved from Department of Education and Training Victoria:
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx
Hattie, J. (2005). What is the nature of evidence that makes a difference to learning? 1997-2008 ACER Research Conference Archive: 2005 - Using data to
support learning: Australian Council for Educational Research (ACER). ACEReSearch.
Mackenzie, T., & Bathurst-Hunt, R. (2019). Inquiry Mindset : Nurturing the Dreams, Wonders, & Curiosities of Our Youngest Learners. Elevate Books Edu.
Mills, J., Wiley, C., & Williams, J. (2019). ‘This Is What Learning Looks Like!’: Backward Design and the Framework in First Year Writing. Portal
(Baltimore, Md), 19(1), 155-175.
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Mitchell, K. L. (2018). Experience inquiry : 5 powerful strategies, 50 practical experiences. SAGE Publications.
Murdoch, K. (2006). Inquiry Learning: Journeys through the thinking processes. Teacher Learning Network, 13(2), 32-34.
Murdoch, K. (2015). The Power of Inquiry. Melbourne: Seastar Education.
Savery, J. R. (2006). Overview of Problem-based Learning: Deﬁnitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9-20.
Spencer, J., & Juliani, A. (2017). Chapter 5: It's not about giving them a roadmap for learning. It's about helping them create their own maps. In Empower:
What happens when students own their learning (Vols. pp. 45-63). United States: IMpress, a division of Dave Burgess Consulting inc.
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Inventions - Model Inquiry Pedagogy AT1 - Zara Borg

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RMIT Student: S3842894 TCHE2633 Inquiry Across the Curriculum - AT1: Inquiry Pedagogy Due: 08/04/2022

Students can... An inquiry-based success criteria with students’ maximum

● ... work collaboratively

Key Question: “What is one invention that the world needs?”

● “What is the purpose of particular inventions?”

Important and Relevant Dates

● Incursion - “Full Steam Ahead”

● Formative Assessment - Wonderwall and ‘Discovery or Invention?’ worksheet

Week Lesson Outline

WAL: “To understand the difference between an invention and a discovery.”

● “Why do people invent?”

The “inventor's ideas book”

2 WAL: “To identify how inventions have changed over time.”

change ● I can share my ideas with others

Past Inventions Pictures and Answers

WAL: “To identify how inventions have changed over time.”

Idea Slap down

WAL: “To understand problem-solving processes.”

Focus Questions: A collection of open-ended and explicit questions.

● What is the design process?

● What is the problem being solved by the invention?

● What is the problem being solved by the invention?

Design Process Worksheet

• Students are currently in Murdochs ‘Going further’ phase.

pe ● My design is clearly labelled

• This stage of the inquiry unit is called ‘Making conclusions’.

Reflection How did you go this week? Reason why:

Reflection How did you go this week? Reason why:

Reflection How did you go this week? Reason why:

Discovery Learning- Invention Assessment Rubric

Engineering design process diagram

Material Invention Why would it work? Why would it not work?

Wool Computer screen

they are not being ecofriendly).

support learning: Australian Council for Educational Research (ACER). ACEReSearch.

(Baltimore, Md), 19(1), 155-175.

Murdoch, K. (2015). The Power of Inquiry. Melbourne: Seastar Education.

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