Beacon Lesson Plan Library
Bay District Schools
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].
The student reads and organizes information (for example, in story maps, graphs, charts) for different purposes (for example, being informed, following directions, making a report, conducting interviews, taking a test, performing a task).
The student uses a variety of reference materials to gather information, including multiple representations of information (for example, maps, charts, photos).
The student writes for a variety of occasions, audiences, and purposes (for example, letters to invite or thank, stories or poems to entertain, information to record).
The student understands how scientific discoveries have helped or hindered progress regarding human health and lifestyles.
The student reads and interprets a single timeline identifying the order of events (for example, in ancient times).
The student knows selected significant people and the impact of their achievements in world in the fields of communication and technology since the Renaissance.
The student understands ways these devices impacted society.
-Reference materials about technological inventions and scientific discoveries (Bibliography in Unit Attachment, see extensions)
-Graphic Organizer (see associated file), one per student
-Transparency of the Graphic Organizer (see associated file)
-Reference materials for modeling Steps 15-17 (See Reference Suggestions for Modeling in associated file)
-Computer with Internet access
-A pen for writing on an overhead transparency
-List of Significant Technology Inventions/Inventors and Scientific Discoveries (see associated file - Background information concerning the impact of the invention/discovery is provided for teacher reference.)
-Invention Mobiles (see associated file), 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
-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]
-Student Web Lesson [Max and Mavis and the Case of the Missing Inventors, Part 2: Technology]
1. Make arrangements with the media specialist to bring students to the media center to conduct their research.
2. Gather materials.
3. Locate Websites for modeling in Steps 15-17 of Procedures and bookmark them.
4. Read List of Significant Technology Inventions/Inventors and Scientific Discoveries for background information about the impact of technology inventions (see associated file).
5. Download and make a copy of Selected Significant Technology Inventions/Inventors and Scientific Discoveries (see associated file).
6. Using the List of Significant Technology Inventions and Scientific Discoveries (see associated file), list inventor/invention names on chart paper. List about five on each chart, thus allowing for easier and faster sign up by students.
7. Download and make copies of the Graphic Organizer (see associated file), one per student. Also, make a transparency of the Graphic Organizer.
8. Download and make copies of the Invention/Discovery Mobile (see associated file), one per student and one for the teacher to use while demonstrating.
9. Preview and bookmark the Student Web Lesson [Max and Mavis and the Case of the Missing Inventors, Part 2: Technology] (see Weblinks) on classroom computers so students can begin working in pairs to complete the lesson.
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 associated file). 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 associated file). 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 associated file).
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 associated file). 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 Unit Attachment in extensions).
29. Formatively assess journal entries using the Unit Writing Checklist in the Unit Attachment (see extensions). 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 Weblinks). To facilitate learning, it is suggested that the teacher pair an accomplished reader with an emerging reader.
Use the Imagine That Checklist to formatively assess Graphic Organizers and Invention/Discovery Mobiles. Formatively assess student journal entries using the Unit Writing Checklist found in the Unit Attachment (see extensions). Journal entries should identify a technology invention and state an authentic way that invention has impacted daily life.
1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearning center.com/search/details.asp?item=3005. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
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 at http://www.educationworld.com/a_lesson/TM/WS_invent_hunt1.shtml.
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. An additional Website that is great for kids this age is: www.enchantedlearning.com (Enchanted Learning.)
7. Note: 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.
Web supplement for Imagine That What You Need to Know About: Inventors
Web supplement for Imagine That CBC4Kids: Archives – History of Invention
Web supplement for Imagine That Scientific Inventions 1900-1990
Web supplement for Imagine That Scavenger Hunt for Inventors and Inventions
Web supplement for Imagine That Just Read Now
Web supplement for Imagine That Inventions and Inventors
A museum is broken into and the thief mismatches pictures of inventions and inventors. Students are asked to help solve the mystery while learning about significant inventions and inventors in the field of technology since the Renaissance.Max and Mavis and the Case of the Missing Inventors, Part 2: Technology
A museum is broken into and the thief mismatches pictures of inventions and inventors. Students are asked to help solve the mystery while learning about significant inventions and inventors in the field of communication since the Renaissance.Max and Mavis and the Case of the Missing Inventors, Part 1: Communication
Handouts for this lesson.
File Extension: pdf