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Name of Lesson: Inventors & Entrepreneurs

Grade Level: 4th Subject: Social Studies Prepared by: Sandra Pagliughi Overview and Purpose:

Students will learn the difference between inventors and entrepreneurs and how some of the benefits inventors and entrepreneurs have provided for the state of Florida in the last 40 years. Examples are John Gorrie, Henry Flagler, Henry Plant, Lue Gim Gong, Vincente Martinez Ybor, Julia Tuttle, Mary McLeod Bethune, Thomas Alva Edison, James Weldon Johnson, Marjorie Kinnan Rawlings.
Educational Standards

SS.4.A.6.3 - Describe the contributions of significant individuals to Florida. Strand: Social Studies

SS.4.E.1.1 - Identify entrepreneurs from various social and ethnic backgrounds who have influenced Florida and local economy. Strand: Economics

Objectives: Students will be able to...

Differentiate between invention and entrepreneurship. (Analysis) Explain that an inventor develops a new good or service, but does not necessarily bring it to market. (Knowledge) Explain that an entrepreneur risks resources (natural, human and capital) to bring a new or improved product or service to market. The entrepreneur may not have invented the product or service. (Knowledge) Describe the benefits society gets from inventors and entrepreneurs. (Knowledge) Explain that profit is the incentive for the entrepreneur. (Knowledge) Apply existing knowledge to generate new ideas, products, or processes, as well as, create original works as a means of personal or group expression. (Application) Summarizes information to create a presentation on an ipad using Keynote. Demonstrates creative thinking, construct knowledge, and develop innovative products and processes using technology. (Synthesis)

Materials Needed:

Document Camera 10 ipads Keynote app

Morgue photo file

Other Resources: 1.

McDonalds Through the Years: This site provides a short history of McDonald's. 2. The Coca-Cola Company Heritage: This site provides informationrelated to the history of the Coca-Cola Company. 3. Wright Flight: This page provides a chronicle of the Wright Brothers' invention of the airplane. 4. Light Bulb: Provides fascinating facts about the invention of the light bulb by Thomas Alva Edison in 5. Who Invented the Telephone: This site provides information on the history of the invention of the telephone. Benjamin Franklin and His Inventions: This site tracks the life and inventions of Benjamin Franklin. 7. Morse Code: This article provides a biography of the inventor of the Morse Code, Samuel Morse. 8. Tech 1900: This page shows the origins of music videos in the early 1900s. 9. A Brief History of Ice Cream: This site provides historical information related to ice cream; including myths, its creation, and other historical uses. 10. History of Ice Cream: This site provides a historical record of ice cream.


Discussion TW explain that not all inventors are entrepreneurs. Innovation is the introduction of an invention into a use that has economic value. This is what is added by an entrepreneur. TW write the following questions on the board and brainstorm possible answers with students. TE accept all student input.

Name some inventors. Answers will vary. 2. Why do people invent? To solve problems and find better ways of doing things. 3. Name some entrepreneurs. Answers will vary. 4. What is the incentive (reward) that entrepreneurs hope for? Profit. 5. How do entrepreneurs help consumers? Entrepreneurs bring new and better products and services to market.

TW make sure that students understand the difference between inventors and entrepreneurs. Remind the students that inventors design and develop new products and entrepreneurs recognize the opportunities, take the risks of starting new businesses, and accept the challenges. Inventors are often entrepreneurs, but not always. Were they also entrepreneurs? Did they bring products to market? How have they changed our lives?


Student will be assessed using a rubric with a score of 0-4. The rubric will include students ability to show a full understanding of the topic, stays on topic all (100%) of the time, is able to accurately answer almost all questions posed by classmates about the topic, and listens to, shares with, and supports the efforts of others in the group.


Exploring Entrepreneurs and Inventors TW model using the ipad and the Keynote program app using the document camera. TW tell the students that they will be searching the Internet to find information about inventors. Students will choose the inventor they will research and report on and they will be shown how to access the class morgue of photos where they can access copyright safe graphics to use in their presentation. TW read the questions below, and explain that these are things they should keep these in mind while making their search. TW work in heterogenious pairs each with an ipad. TW ask the students go to the sites listed and then find the answers to the questions. When they have completed their research, pairs of students will create a Keynote presentation to share with the class. After all the presentations are concluded TW conduct a class discussion about the information they found. Students will go to the sites from the references and find the answers to the questions. Who is the inventor? What products did this person invent? Did this person bring the product to consumers? Was he or she an entrepreneur? What was the persons incentive? What reward did this person hope to get? How did this benefit society?


I put students into collaborative groups of two and asked them to choose one of the inventors that we had been studying during the week. The decision making process was surprisingly easy. They were so excited to try the iPad that they quickly agreed on a topic. They had to plan exactly what it was that they wanted to share or emphasize in their Keynote presentation. Once everyone had a chance to create, each group shared their production with the class. The students were motivated and engaged. They were thrilled to use the technology. Their teamwork was impressive and each group could not wait to share their

presentations with their fellow classmates. They were also very attuned to the work the other groups had done as well, and they were able to identify the content each group wished to present. For the most part, the material that they chose to include was relevant and worth reinforcing.
Follow-up Activity:

TW tell the students to think of some problems they would like to solveand some products that would help them in some way. How about a robot to do homework? TW direct students to write an expository essay about an invention they might try to create one day to solve a problem and/or become an entrepreneur. In their essays, the students should explain the benefits that they might receive from this invention, as well as the benefits that society might receive.