Beacon Lesson Plan Library

Back Up

Laurie Ayers
Bay District Schools

Description

This lesson is for Day 10 of the unit [Inventions and Inventors]. Students have fun participating in a review game by identifying significant people who have made contributions in the fields of communication, technology, and science.

Objectives

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.

Materials

-A List of Significant Contributors In The Fields Of Communication, Technology, and Science (previously downloaded for Day 5)
-3x5 index cards, six per student
-Masking tape
-Marker
-One piece of bright-colored paper, 8½”x 11”
-Notebook paper, one sheet per student
-Pencils, one per student
-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]

Preparations

1. Write the name of a significant contributor on an index card, one per student (See List of Significant Contributors In The Fields Of Communication, Technology, and Science in associated file).
2. Gather materials.
3. Write the word “game” on a bright-colored sheet of paper and tape it on your back.

Procedures

1. Walk to the front of the room with a piece of bright colored paper with the word “game” on your back. Move around so students can notice the paper.

2. When students start inquiring about the paper tell them you put it on your back as a reminder. Today they will play a game to review for the final unit summative.

3. Explain the rules for the game:
· The teacher will tape a card with the name of a significant inventor/discoverer on the back of each student.
· Each student numbers a piece of notebook paper from 1– 20 and takes the paper and a pencil with him/her.
· The students walk around the room and ask questions that can only be answered with yes or no of other students to try to figure out who is on the card taped to the student's back.
· The students can only ask 2 questions of any one student.
· Students check off a number on the sheet of notebook paper each time they ask a question of another student.
· All students who guess who is on the card within the twenty-question limit are winners. The student who guesses the person on the card with the least number of questions is the class winner.

4. Model how to play the game with a student.

5. Ask students if they have any questions.

6. Tape an index card with the name of a significant person on the back of each student.

7. Have students number their papers from 1-20.

8. Begin the game.

9. Walk around the room and monitor student participation, providing guidance and formative feedback when needed.

10. When time is up, have students share their experience and designate the winner(s).

11. Students take turns reading the name of the inventor/discoverer on their index card, identifying the invention/discovery, and the impact of the invention/discovery.

12. Provide formative feedback when needed. Formative feedback should be both positive (Yes, Alexander Graham Bell did invent the telephone.) and guiding (Think about how people communicated before the telephone was invented. How did that invention impact daily life?)

13. Review the order of events on the class timelines by giving each student five blank index cards.

14. Ask questions such as:
· Which was invented first the television or the telegraph?
· Name a scientific discovery made after 1903.
· Was the personal computer invented before or after the World Wide Web?

15. As the teacher asks a question, students write their answers on index cards and hold them up.

16. Read student responses to formatively assess student performance in reading and interpreting a timeline identifying the order of events. Provide formative feedback that is both positive (Great job! Yes, the television was invented after the telegraph.) and guiding (Look at the timeline again. Name a scientific discovery that occurred after 1903.).

17. Remind students of the final summative to be given on Day 11.

18. Students complete journal entries according to the Daily Journal Prompts (see associated file).

19. 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, “Yes, the computer has greatly impacted our lives.” Guiding feedback might include, “Has the invention of the computer impacted our lives in any negative ways?”

20. 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.

Assessments

The Back Up game is used to formatively assess student knowledge of selected significant people and their contributions in the fields of communication, technology, and science and how these contributions have impacted society. The timeline activity formatively assesses student performance in reading and interpreting a timeline identifying the order of events.

Assess journal entries for evidence of correctly identifying an invention and stating authentic ways the invention has impacted daily lives.

Extensions

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.

Web Links

Web supplement for Back Up
Invention Hall of Fame

Web supplement for Back Up
Inventors Museum

Web supplement for Back Up
Discovery Schools: Kathy Schrock’s Guide to Educators – History and Social Studies

Web supplement for Back Up
Spotlight Biographies: Inventors

Web supplement for Back Up
American Experience: Way Back, U. S. History for Kids: Technology in 1900

Web supplement for Back Up
Inventor of the Week Archives

Web supplement for Back Up
Just Read Now

Web supplement for Back Up
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

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