Description

Information dangles from the ceiling! That's the effect when students gather information using a variety of references and create mobiles of inventions or scientific discoveries. This lesson is for Day 5 of the unit Inventions and Inventors.

Materials

-Reference materials about technological inventions and scientific discoveries (See Extensions for link to Unit Plan for Bibliography)
-Graphic Organizer (See Attached Files), one per student
-Transparency of the Graphic Organizer (See Attached Files)
-Overhead projector
-Reference materials for modeling Steps 15-17 (See Attached Files)
-Computer with Internet access
-A pen for writing on an overhead transparency
-List of Significant Technology Inventions/Inventors and Scientific Discoveries (See Attached Files - Background information concerning the impact of the invention/discovery is provided for teacher reference.)
-Invention Mobiles (See Attached Files), one copy of each page per student and one for the teacher to use while demonstrating
-Yarn or string cut in 20 lengths, one per student and one for the teacher to use while demonstrating
-Hole punch
-Charts listing technological inventions and scientific discoveries (4-5)
-Chalkboard, dry erase board, or chart paper and appropriate writing instruments
-Student Web Lesson Max and Mavis and the Case of the Missing Inventors, Part 1: Communication (See Web Links)
-Student Web Lesson Max and Mavis and the Case of the Missing Inventors, Part 2: Technology (See Web Links)

Procedures

Note: To increase availability of reference materials, it is suggested the teacher try to arrange with the media specialist a time for at least part (when students are doing research) of this lesson to be done in the media center.

1. Review the class timeline constructed on Day 3 by playing the game Name the Event. Ask students to name the event on the timeline that comes before or after other events or the event on the timeline that occurred a specific year.

2. Tell students today the class will learn about technology inventions and scientific discoveries.

3. Review Vocabulary Words and Meanings for technology, scientific, hinder, lifestyle, and discovery.

4. Discuss Selected Significant Technology Inventions/Inventors and Scientific Discoveries (See Attached Files). Also, discuss how each technology invention has impacted society and how each scientific discovery has helped or hindered progress regarding human health and lifestyles using Background Information (See Attached Files). You may want to create a chart as you discuss these, which can be use for information as the unit continues.

5. Call upon student volunteers to arrange the events mentioned in step 4 in chronological order. Allow students to do this on large chart paper, which can be kept and used for information in this and the following lessons.

6. Tell students this is just the beginning! You need their help.

7. Students are to find out more about technology inventions and scientific discoveries.

8. Remind students they have learned how to use a variety of references to locate information.

9. Review the different types of references (nonfiction books, encyclopedias, Weblinks, charts, timelines, photos, etc.).

10. Review how a reference can be read and the information read can be organized.

11. Review writing for different purposes.

12. Tell students today they will write to perform a task.

13. Distribute copies of Graphic Organizer and Invention/Discovery Mobile (See Attached Files).

14. Students are to choose one of the Significant Technology Inventions or Scientific Discoveries on the charts you have prepared and write their name beside it. Model the signing up procedure for students. If there are more students than events, more than one student can sign up for an event.

15. Students will then read various reference materials to locate information about the technology invention or scientific discovery. Model this procedure about Alexander Fleming's discovery of antibiotics using a variety of reference materials similar to those listed in the Reference Suggestions for Modeling (See Attached Files). Note: The teacher is free to use other appropriate reference materials that may be more readily available.

16. Students will organize the information they read, complete the graphic organizer, and record the references they used on the back. Model how to organize the information read in Step 15 on a transparency of the graphic organizer and how to list references on the back of their papers.

17. Students will use the information on the graphic organizer to write paragraphs about the event and the impact of the invention/discovery on the mobile cards. Model this procedure by using the information on the model graphic organizer to write a paragraph about the discovery.
Optional: Students may also color a picture of the invention/discovery.

18. Demonstrate how to cut out the pieces of the mobile and connect them with yarn and tape.

19. Distribute yarn, scissors, and tape to students.

20. Ask if there are any questions.

21. If prior arrangements have been made, take students to the media center to do research and organize the information from their research on the graphic organizer. If prior arrangements were not made, provide a variety of reference materials to students and allow them to do the research in the classroom.

22. Facilitate student research and provide guidance when needed.

23. Students return to their desks in the classroom when all students have completed their research and Graphic Organizers.

24. Provide time for students to use the information on the Graphic Organizers to complete their mobiles.

25. Upon completion, divide students into two equal groups. One group makes a circle facing out. The other group makes a circle outside the first circle facing in. Students pair up, face each other, and share their mobiles. Students in the outside circle then move clockwise one person. Students facing each other share their mobiles once again. Repeat as much as time allows.

26. Collect the Graphic Organizers and mobiles.

27. Formatively assess student performance with Graphic Organizers and Invention/Discovery Mobiles using the Imagine That Checklist. Provide feedback that is both positive (You did a great job telling about the impact of this invention.) and guiding (Remember to add the references you used.)

28. Students complete journal entries according to the Daily Journal Prompts (See Extensions for link to Unit Plan).

29. Formatively assess journal entries using the Unit Writing Checklist. (See Extensions for link to Unit Plan). Provide feedback that is both positive and guiding. Positive feedback might include, You are right! The invention of frozen foods is a technological invention. Guiding feedback might include, Can you think of a way the invention of frozen foods has had a negative impact?

30. Remind students they need to be working on Summative Assessment 1, Interview Projects at home.

31. Students begin working in pairs to complete the Student Web Lesson Max and Mavis and the Case of the Missing Inventors, Part 2: Technology (See Web Links). To facilitate learning, it is suggested that the teacher pair an accomplished reader with an emerging reader.

Extensions

1. Click the link below to view the Beacon Unit Plan associated with this lesson. See Attached Files to download the Unit Plan Overview, Unit Assessments, and other associated files.

2. Students need prior knowledge about how to conduct an interview.

3. Students who need a challenge can complete an online scavenger hunt about inventors and inventions (See Web Links).

4. If necessary, this lesson plan can be spread over a two day time period.

5. The Student Web Lessons may be viewed by the whole class on a large screen monitor as a means of review.

6. Visit the Website Enchanted Learning (See Web Links)

7. Note: Although LAB2.2.3.3.1 indicates that students write for a variety of occasions, only one occasion is being addressed in this lesson. Throughout the unit, students do write for a variety of occasions and reasons, therefore the need for writing for a variety of occasions is met by the end of the unit.

Attached Files

Handouts for this lesson.     File Extension: pdf