Inventors And Inventions 1

Subject: Technology
Grade(s): K-5
Duration: Two class periods
Tabatha Dahlstedt

Objectives
Students will understand the following:
1. Some inventions come about accidentally.
2. The story of an invention can be told in an interesting fashion.

Materials
For this lesson, you will need:
Computer with Internet access
Students assigned apple iPads with internet access
Printed index or online database of articles in periodicals
Markers (variety metallic, neon, regular)
Poster board in different colors
Camera
Printer
Pencils
Paper

Procedures

1. In this activity, you will help students do research to find out how two indispensable tools of
daily lifesticky notes and Velcrocame to be. Get the classes attention by walking
through the class to the front as you say class one, two eyes on me students will respond
with three four eyes on you. At this point all attention should be on you before you begin
As you introduce the subject of their investigations, invite students to add to the list any
other everyday objects they may be curious aboutfor example:

Swiss army knives

Book lights

Hand warmers for winter sports enthusiasts

The students' end products will be written reports. Will be expressed in a knowledgeable
way of their choice for example: short video, poster, presentation, written report etc
2. Group students into pairs to work together to gather information (may be of their choice if
the team works well together)Specify for students the questions you want them to answer

about each everyday object they study: Do this by writing each question on its own colored
poster board using a colorful marker. After completing each question ask students if they
have any ideas or guesses on the subject question, have students if wanted choose their
choice of marker and write their guess on the poster wherever they desire. Encourage
students to make guesses and assure them it is ok to be wrong. Then hang the the poster
in front of the class on the white board for all students to see.

Why did the object first come about? Did someone set out to make it, or did an
accident of sorts inspire the inventor?

Through what stages did the object develop? What caused changes in the object over
time?

How did the everyday object in question affect the way people behave?

What is the economic impact of the object? That is, how many are made each year,
and how many people are involved in making it?

3. Motivate students to show their inventiveness in figuring out where to look to get
information about the discovery of sticky notes, Velcro, or another everyday product. Rather
than relying on printed encyclopedias as students so often do for research, show them how to
use alternative sources for this inquiry. Ask students to take out their iPads and ask them if
they know how to research questions like this. Demonstrate for students how to look for
information on the Web, in periodical indexes, and at corporate Web sitesfor example, the
3M Web site for Post-it Brand sticky notes.
4. Tell students they should write their reports in the narrative mode, moving forward in
chronological order: explaining where the inventor began, what happened when, and
how events transpired once the inventor or someone else recognized the usefulness of
the new product. Encourage students to write down the information they gather with their
partners under each question. Encourage them to work together taking turns writing and
researching.
5. Ask students to think about narrative techniques that create suspense or human
interestelements that would be appropriate to a narrative about an invention. In
particular, encourage them to think and use quotationsfor example, statements by the
inventor or by the marketerin writing about the development of the product.
6. Conclude by asking students to design their own poster, video, written paper, power point
presentation, report, mind map etc using the information they have discovered together
being as creative as possible. Explain to the class that they will be sharing their findings
(posters) with the class. if they thought this project was more about science or more
about writing. Help students see that it's just as important to write well on a science
topic as it is when writing a book report about a novel.
7. Homework
Give students the option of pairing up with a classmate for this assignment. Have students
research an invention that interests them for homework. Give students about 45 minutes at
the end of the day to begin. Explain to them to use the same procedure they were taught in

class, guiding those that need help while they are still in class. Allow iPads to be signed out
for the evening with intentions of bring them back to school the next day. Have them make
some sort of presentation to turn in the next day.

Adaptations
Invite students to draw a picture that represents one stage in the development of the invention
you've tracked with students. Arrange students' pictures so that they show a chronological
progression.

Discussion Questions
1. There's a saying that genius is 10 percent inspiration and 90 percent perspiration. What does
that saying mean, and do you agree with it now that you've studied some inventions and
inventors? Why or why not?
2. Identify a new invention that you or someone you know has used in the last six months. Is it
a brand-new invention, or did it grow out of something else? If you can't think of anything,
focus on computer software.
3. Inventors often patent their inventions. What does it mean to patent an invention? In what
way does patenting protect an inventor?
4. What can an inventor do to make it easier for him or her to come up with ideas?

References
Discovery Education. (n.d.). Lesson plan library: Inventors and inventions 1. Retrieved from
http://www.discoveryeducation.com/teachers/free-lesson-plans/inventors-and-inventions1.cfm
Jensen, E. (n.d.). Brain-based learning strategies. Florida Education Association. Retrieved from
http://feaweb.org/brain-based-learning-strategies