Beacon Lesson Plan Library
Rise and Review
Bay District Schools
This lesson is for Days 7 and 8 of the unit [Inventions and Inventors]. Students work in small groups to brainstorm responses to teacher posed questions as a means of review and present their Interview Projects.
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.
-Rise and Review Questions, one copy (see associated file)
-Student Web Lesson [Max and Mavis and the Case of the Missing Inventors, Part 1: Communication] (if needed)
-Student Web Lesson [Max and Mavis and the Case of the Missing Inventors, Part 2: Technology]
1. Download and make a copy of Rise and Review Questions (see associated file).
1. Determine a strategy for students to orally present their Interview Projects. An example might be to divide students into groups of four or five and then pair two groups. Students take turns presenting their projects. One group presents, the other listens. Then students in each group swap roles.
Day 7 of the unit Inventions and Inventors
1. Ask students to raise hands if they like to play games.
2. Tell students you want to play a game with them.
3. Direct all students to rise from their seats.
4. Call upon one student and ask a question such as: How did you get to school today?
5. When the student responds, the student and all other students who got to school in the same way are to sit down.
6. Continue by asking a student who is still standing how he/she got to school. That student and all others who share his/her response sit down. Continue until all students are seated.
7. Explain the purpose of today’s lesson is to review what students have learned about inventions, inventors, and scientific discoveries. Interest students by asking: The Fax machine was invented at the same time as another important invention--what was it? (the telephone) Which do you think came first, the telegraph or the telephone?
8. Divide students into small groups of 4-5.
9. Establish criteria for the game as stated in the assessment section of this lesson plan.
10. Pose a question from the Rise and Review Questions (see associated file).
11. Students in each group discuss the question. Each student develops his/her own answer for the question. Students are encouraged to use the class timelines as references.
12. When everyone in each group is ready, they all stand up.
13. When all groups are standing, the teacher calls upon one student to share his/her answer.
14. When finished, the student who shared sits down along with any other students who had the same answer in mind.
15. Call upon a second student to share. When finished, the student sits down and all others who had that answer sit down, too.
16. Continue the process until all students are seated.
17. Pose another question.
18. Repeat the process as many times as questions and/or time permit.
19. Inform students they will have Summative Assessment 2 tomorrow. Explain they will need to:
· Know names of significant inventors in the fields of communication and technology, the inventions, and the impact of the inventions.
· Know how scientific discoveries have helped or hindered progress regarding human health and lifestyles.
· Be able to read and interpret the order of events on a timeline.
20. Remind students to continue working on Summative Assessment 1: Interview Project at home. It is due on Day 9 of the unit. (NOTE: It might be a good idea to ask students individually whom they've chosen to interview. Students without parental support can interview school personnel, although this will need to be arranged through you, by having a list available of people who have agreed to do this.) Make sure students understand they must prepare a project, not just relay information. You might want to model an example of what you expect.
21. Students complete journal entries according to the Daily Journal Prompts (see Unit Attachment in extensions).
22. 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, “Your events are in the correct order.” Guiding feedback might include, “Look at your dates carefully. Would 1998 come before or after 1996?”
23. Students continue working in pairs to complete the Student Web Lesson [Max and Mavis and the Case of the Missing Inventors, Parts 1 and 2]. To facilitate learning, it is suggested that the teacher pair an accomplished reader with an emerging reader.
Note: The Rise and Review Activity is adapted from a strategy in [Cooperative Learning] by Dr. Spencer Kagan, Kagan Cooperatives, 1997. ISBN 1879097109
Day 8 of the unit, Inventions and Inventors
1. Students orally present Summative Assessment 1, Interview Projects (see extensions) and later in the day complete a journal entry according to the Daily Journal Prompts located in the Unit Attachment (see extensions).
2. 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, “I think it would be fun to interview Tim Berners-Lee, also.” Guiding feedback might include, “Remember, when doing an interview you should ask questions for information. What questions could you ask Mr. Berners-Lee to find out more about how he invented the WWW?”
3. Students continue working in pairs to complete the Student Web Lesson [Max and Mavis and the Case of the Missing Inventors, Parts 1 and 2]. To facilitate learning, it is suggested that the teacher pair an accomplished reader with an emerging reader.
Formatively assess student responses to the Rise and Review Activity for knowledge of selected significant people and their contributions in the fields of communication and technology and the impact of their achievements. Also assess student responses for understanding of how scientific discoveries have helped or hindered progress regarding human health and lifestyles.
Use the Unit Writing Checklist found in the Unit Attachment (see extensions) to formatively assess student journal entries.
On Day 7, journal entries should include two statements that accurately reflect the order of events on the timeline.
On Day 8, assess journal entries to determine if students accurately identify an inventor/discoverer and that the questions the student proposes to ask the inventor/discoverer are appropriate for an interview.
On Day 8, the Rubric for Interview Project (see extensions) will be used to assess Summative Assessment 1.
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. The Student Web Lessons may be viewed by the whole class on a large screen monitor as a means of review.
3. As an alternative to whole group presentations, try this:
Divide students into groups of 4 and allow them to orally share with a partner from their group. That is, they share with a partner, let the partner share, then switch partners and repeat. Students can then switch with a person in another group that is finished presenting. This way, students present more than once and also get to listen to a presentation more than once. (This is a modified version of the "2 cycle" sharing activity suggested in day 5.)
4. Try creating or allowing students to create a Jeopardy type game to review and present their information if you have time.
Web supplement for Rise and Review Invention Hall of Fame
Kathy Schrock’s Guide to Educators – History and Social Studies Discovery Schools
Web supplement for Rise and Review Spotlight Biographies: Inventors
Web supplement for Rise and Review American Experience: Way Back, U. S. History for Kids: Technology in 1900
Web supplement for Rise and Review Inventor of the Week Archives
Web supplement for Rise and Review Just Read Now
Web supplement for Rise and Review 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
Rise and Review Questions.
File Extension: pdf