1. Topic-
What Did You Invent?
 
2. Content-
Students do not realize that materials they use in everyday life were questions or hypothesis that scientist had at one point. Through this experiment the students will be responsible for researching a material that they use in everyday life. (Post its, markers, light bulbs, crayons, etc.) They will have to research the scientist that invented it or the company, when and why it evolved, the patent, critiques of the invention, present a graph or data on the relevance of the invention, and what its significance is today. The students will work in a group of 4 to create their own invention to improve everyday life. They will come up with their hypothesis for why this will improve everyday life, what would be some critiques of the invention, and data to show the relevance of their invention to society.
 
3. Goals: Aims/Outcomes-
1. Make use of and analyze models, such as tables and graphs to summarize and interpret data.
2. Submit work to the critique of others which involves discussing findings, posing questions, and challenging statements to clarify ideas.
3. Construct and share reasonable questions for questions asked.
4. Recognize that doing science involves many different kinds of work and engages men and woman of all ages and backgrounds.
 
4. Objectives-
1. Recognize that clear communication is an essential part of doing science because it enable scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
 
5. Materials and Aids-
PowerPoint as example on invention
Computer
Projector
Examples
Explanations for how hypothesis become inventions
Posterboard
Creative utensils (crayons, markers, and color pencils)
Rubrics
 
6. Procedures/Methods-

A. Introduction-

Good Morning, today we are going to become inventors and scientist. In your journals think of different items that you use that a scientist invented and explain why they may have invented the item? List at least 5 items and explain such as pens, pencils, post its, etc. (10-15 minutes)
Now that you have all had the opportunity to think about some everyday items lets discuss them. (Let the about 5-10 students name a few with explanation or until they began to repeat the same items.)
 

B. Development-

Today, you are going to research one of the items that you listed in your science journals and you are going to research the item and present to the class in a Power Point presentation. You will be responsible for researching the scientist that invented it or the company, when and why it evolved, the patent date, critiques of the invention, present a graph or data on the relevance of the invention, what its significance is today, and one interesting fact. This presentation will take you no longer than 5 minutes to present and only present the information that is asked.
(Show PowerPoint on Post-It notes to give an example of an invention) (20 minutes)
 

C. Practice-

Now you will begin working on your own PowerPoint. (30-40 minutes)
Each of you will have an opportunity to present your projects to the class. (Over the course of a few days or one whole science class)
 

D. Independent Practice-

Now that you understand what it takes to be a scientist and what they had to overcome to get their projects into the world. You will work with a group of no more than four students to develop your own invention that will improve everyday life. As a group you will be responsible for coming up with a hypothesis for why this will improve everyday life, what would be some critiques of the invention, and data to show the relevance of your group's invention to society.
(Let the students choose their groups of no more than 4 students. Give each group poster board and utensils to design their poster to create for the class with information and pictures of design.) (30-minutes or science class period)
 

E. Accommodations (Differentiated Instruction)-

Accommodations will be made based on the special need. If a student needs more time to complete the assignment. If the student needs to hear the assignment there will be a visual/ or sound aide.
 

F. Checking for understanding-

Rubrics: The PowerPoint will be graded on a 5 point score for the presentation and on a 5 point scale for the information researched.
The group project will be graded on a 5 point scale for their presentation, working as a group, and creativeness of invention.
 

G. Closure-

Exit Ticket- The students will have to name at least one invention and what the inventions significance was.
 
7. Evaluation-
The students will have a choice of 4 significant inventions in which they will have to explain why the invention was significant and who the scientist was.
 
8. Teacher Reflection-
I will know that my students have mastered the assignment if they are able to present their PowerPoint with the information requested. I will know what I need to change in my presentation by the deliverance of the PowerPoints and if the lesson I am trying to convey is understood.
I will know that they understand the goals of the lesson if as a group they are able to create their own inventions as a group and compose their own critiques. My lesson will be successful when the students are able to reach my goals for them and are able to explain the role of communication for scientist.
 

This Lesson Plan is available at (www.teacherjet.com)