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Unit Plan

Christie Loreto
EDSE 604

Title: Inventions and Inventors


Grades: 4-6
Estimated class time: Five 45 minute periods

Objectives of the unit:


Ÿ Students will learn about the invention and who invented it and why it was so
important throughout our history
Ÿ Students will learn about the time era in which the invention was invented
Ÿ Students will learn about different uses of the invention they are researching
Ÿ Students will learn that the story of an invention can be told in an interesting fashion
Ÿ Students will work collaboratively in small groups to research and gather important
information about an inventor and his/her inventions by accessing online resources

Standards:
World History
Standard 2
Use a variety of intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in world history and examine the broad sweep
of history from a variety of perspectives.

Technology
Standard 2
Students will access, generate, process, and transfer information using appropriate
technologies.

The Arts
Standard 1
Creating, Performing, and Participating in the Arts Students will actively engage in the
processes that constitute creation and performance in the arts (dance, music, theatre, and
visual arts) and participate in various roles in the arts.

Student Preparation:
Ÿ Students should know that each group of two students are responsible for researching
an invention as well as the inventor of that invention
Ÿ Students should know how to use PowerPoint software
Ÿ Students should know how to search the internet for useful research information
Ÿ Students should know how to use a digital camera
Motivation:
The teacher will shut off all the lights in the classroom with the blinds closed as well, so
that the classroom is completely dark. The teacher will then go on to talk about what life
might have been like without the invention of the light bulb. The teacher will do so by
candle light. Once the teacher has capture the students attention he/she will turn on the
white board and demonstrate an example of a collage he/she made of the invention of the
light bulb. This collage will show the “invention in use” in an every day setting. For
example the collage will show a picture of a lamp, a car head light, a recessed light, a
street light and etc. From this point the teacher will get into the procedures of the project
with the class.

Procedure/Implementation:

First 45 minute period:


Ÿ Gather students at their desks. Teacher will shut off all the lights in the classroom
with the blinds closed as well, so that the classroom is completely dark. The teacher
will then go on to talk about what life might have been like without the invention of
the light bulb. The teacher will do so by candle light. Once the teacher has capture
the students attention he/she will turn on the smart board and demonstrate an example
of a collage he/she made of the invention of the light bulb. This collage will show the
“invention in use” in an every day setting. For example the collage will show a
picture of a lamp, a car head light, a recessed light, a street light and etc.
Ÿ From this point forward the teacher will explain the details of the project to the class,
giving time for questions during and at the end of the lesson.
Ÿ The students will then be told that they need to select their own invention to research
as well as the inventor of that invention. They can chose anything that interests them.
Once they have come up with a selection they will need to either take a picture of that
object, draw a picture of that object, or print out a picture of that off the computer and
turn it into the teacher for approval.
Ÿ Once their project has been approved by the teacher they will need to complete more
research online and organize what they've learned through a PowerPoint presentation
that will be presented to the class on the last day. Students should look for
information like when the invention was created, by who the invention was created
by, how did this invention change our worlds history, and other important facts about
the invention/inventor the class should know.
Ÿ Students will also be responsible to make their own collage of the “invention in use”
with the use of a digital camera (as shown in the example of the light bulb collage
that the teacher showed at the beginning of class). If the students do not have access
to their own camera one will be available for them to use.
Ÿ Students will also be required to present their overall project while role playing to
reflect the era in which the invention was invented and/or dress as though their
inventor would be dressed.
Ÿ The teacher will then go on to explain that students will work in pairs to research
different inventors and inventions. The pairs will be chosen by random. The teacher
will put each students name into a basket and pull two names out at a time to
complete pairs.
Ÿ Once the pairs are selected, give the students a minute to get acquainted with their
partner. The homework for the night should be that each partner should think about
some possible inventions they might be interested in researching.

Second 45 minute period:


Ÿ Instruct students to get with their partner and begin to research an invention or
inventions that they have come up with on the computer (If there are enough
computers within the classroom for all groups to work at the same time then stay in
the classroom, if not pre schedule this time for the computer lab or library so that
each group may have access to a computer).
Ÿ Once they have looked at a couple options, both partners should agree on which
invention and inventor they are going to research.
Ÿ When both partners are happy with their decision, they must then take a picture, draw
a picture or print out a picture from the computer and turn it into the teacher for
approval.
Ÿ The teacher may approve the invention and inventor right on the spot and the group
of two may begin collecting the necessary information on the computer for their
PowerPoint presentation.

Third 45 minute period:


Ÿ Students will be in the computer lab or library again during this class period or within
the classroom if there are enough computers.
Ÿ Students will be given some more time to collect information for their PowerPoint
presentation. Within this class period the student should complete their PowerPoint
presentation and also finish taking/gathering pictures of their invention in use.
Students should also try to take some pictures at home of the invention in use if at all
possible.
Ÿ Students should utilize this time to ask the teacher questions they may have about the
project. The teacher will also walk around the room giving students feedback as to
what they have accomplished so far.

Fourth 45 minute period:


Ÿ Students will be given time to practice role playing with their partner to present their
invention and talk about their inventor.
Ÿ Students will also be given time to create their outfit of the era that they will wear
during their presentation. If the students do not have their own clothes to wear to
represent this they will be able to construct outfits out of construction paper and other
materials like fabrics and extra old clothing that the teacher will bring in for use.
Fifth 45 minute period:
Ÿ Students will present their final PowerPoint presentations this class period. They will
also present their collage of their invention in use and role play as they present their
overall project.

Materials and Resources:


Ÿ Computer with internet access
Ÿ Computer printer
Ÿ Digital camera
Ÿ Construction paper, pencil/pens, markers, scissors
Ÿ White board
Ÿ Power point hardware
Ÿ Projection hardware and screen
Ÿ Fabric for costumes
Ÿ Old clothes for costumes

Student Product/Performance :
Attached is a copy of the following:
Ÿ A mock PowerPoint presentation
Ÿ A mock “invention in use” collage
Ÿ A mock invention request picture

Assessment:
Ÿ Did students successfully compile and create a PowerPoint presentation and an
“invention in use” collage about their inventor and his or her inventions?
Ÿ Did students incorporate all the important information (listed above) about the
invention and inventor?
Ÿ Were students aware of their spelling and grammar?
Ÿ Were both students active in presenting all components of the project?
Ÿ Did both students speak clearly when presenting?
Ÿ Were the students creative throughout their project?

Modifications/accommodations for any special needs students in the class:


Students with special needs in the classroom will receive modifications/accommodations
depending on the situation. Some examples of these modifications/accommodations are
as follows:
Ÿ Pairing a student with special needs with a higher level learner student.
Ÿ Provide the project information to students with special needs ahead of time. Go over
with them one on one so they are not confused the day it is introduced to the whole
class. They will better understand any questions the other students may have on the
subject with this prior knowledge.
Ÿ Assign maybe a couple extra periods for the student with special needs to have
enough time to complete the project.
Ÿ Teacher should pay closer attention to the students with special needs and assist them
along the whole process.
Ÿ Instead of using the digital camera to take pictures for the “invention in use” collage,
let the students with special needs draw these pictures instead.

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