The Inventor
Adventure
For grades 4 through 6.
By Barbara Hook
INTRODUCTION
For thousands
of years man has been trying to make life easier and more enjoyable. Through
inventions this task is continually being accomplished. Inventions are everywhere!
From the time you wake up in the morning until you go to sleep you are using
things that someone, somewhere, sometime has invented! So, strap on your thinking
cap and prepare to learn and invent.
TASK
In this
unit you will take a closer look at things that have been invented over the
past 150 years. You will try to decide which invention is the MOST important
ever made. Last, you will have the opportunity to create your own invention.
THE
PROCESS
You are
responsible for completing three tasks. The first task will be completed with
a partner. The other two will be done individually.
TIMELINE:
With a partner, use the websites listed below to complete a worksheet given
to you by your teacher about inventions from the last 150 years. Then, construct
a timeline showing all fifteen inventions, their inventor, and the year they
were invented. See the scoring guide in the assessment section for information
on how this assignment will be graded.
CONVINCE
ME! On your
own, using the websites listed below, select one invention that you feel is
the most important thing ever invented. Write a persuasive paper using facts
to convince your teacher that you are correct. See the scoring guide in the
assessment section for information on how your paper will be graded.
TIME
TO INVENT:
You have learned a lot about inventors and the things they have invented. Now
it is your turn to become an inventor. Using the website listed below come up
with an invention of your own that will make life easier for someone. Follow
the procedure on the website which includes answering the questions, writing
a report and constructing a prototype of your invention. Your class will have
an Invention Convention where you will display your invention and present it
to classmates and parents. See the scoring guide in the assessment section for
information on how this assignment will be graded.
RESOURCES
INVENTION
RESOURCES
ASSESSMENT
TIMELINE
SCORING GUIDE: On the Timeline Worksheet you and your partner will
earn one point for each question that is completed correctly. Total of 15 points
possible. On the timeline that you and your partner construct you will receive
one point for each of the inventions that are plotted correctly on the time
line. Total of 15 points possible.
NOTE – One worksheet and timeline should be turned in
for each team.
CONVINCE ME:
This persuasive paper will be graded according to the scoring guide below.
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Writing
Assignment Scoring Guide
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Name:
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CRITERIA
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POINTS
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4
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3
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2
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1
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Main/Topic Idea Sentence
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Main/Topic
sentence is clear, correctly placed, and is restated in the closing sentence
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Main/Topic
sentence is either unclear, incorrectly placed, or is not restated in the
closing sentence
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Main/Topic
sentence is unclear and incorrectly placed, and is restated in closing
statement
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Main/Topic
sentence is unclear, incorrectly placed, is not restated in the closing
sentence
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Supporting and Elaborating Detail Sentence(s)
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Paragraph(s)
have three or more supporting/elaborating sentences that relate back to main
idea
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Paragraph(s)
have two supporting/elaborating sentences that relate back to the main idea
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Paragraph(s)
have one supporting and elaborating sentence that relate back to the main
idea
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Each
supporting detail has no elaborating sentence
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Sentences
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No
sentence errors: variety in length and type: sentence types relate to style
of writing
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Complete
sentences: no run-ons or fragments: some variety in length and type
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Complete
sentences: few run-on sentences
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Mostly
complete sentences: some fragments or run-on
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Vocabulary
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Uses
new key/related words/ideas easily: colorful, interesting words for topic and
audience
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Uses
new key/related words and ideas correctly: varies language
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Attempts
to use new key words in description: goes beyond basic vocabulary
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Related
words or ideas mentioned: limited basic vocabulary
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Grammar and Mechanics
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Paragraph(s)
has no errors in punctuation, capitalization, and spelling
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Paragraph(s)
has one or two punctuation, capitalization, and spelling errors
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Paragraph(s)
has three to five
punctuation, capitalization, and spelling errors
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Paragraph(s)
has six or more punctuation, capitalization and spelling errors.
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Legibility
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Legible
handwriting, typing, or printing
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Marginally
legible handwriting, typing, or printing
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Writing
is not legible in places
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Writing
is not legible
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TIME TO INVENT:
For your invention you will receive two separate scores. For the written report
that describes your invention you will use the Written Assignment Scoring Guide
above. For your invention and presentation the Scoring Guide below will be used.
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Scoring Guide for Invention and Presentation
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Name:
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Criteria
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Points
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4
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3
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2
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1
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Creativity and
Originality of invention
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Invention
shows creativity and originality by the inventor
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Invention
shows creativity and is somewhat original in design
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Invention
shows limited creativity and originality in design
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Invention
shows limited creativity but is not original in design
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Overall design of
Invention
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Design
of invention is functional and practical
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Design
of invention is somewhat functional and practical
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Design
of invention is not functional but somewhat practical
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Design
of invention is not functional or practical
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Invention presentation
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Presentation
of invention is clearly spoken and thorough
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Presentation
of invention is clearly spoken and somewhat thorough
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Presentation
of invention is not clearly spoken and somewhat thorough
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Presentation
of invention is not clearly spoken and not thorough
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Willingness to
construct and present invention
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Student
is willing to construct and present invention
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Student
is willing to construct but reluctant to present invention
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Student
is reluctant to construct or present invention
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Student
is reluctant to construct and present invention
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CONCLUSION
Congratulations!
You have learned a lot about inventions, their inventors and the hard work it
takes to become a real inventor! If you would like to learn more check out this
website: http://inventors.about.com/cs/kidactivities/
.
Below please share the two parts of this project you liked the best, and one
thing you wish had been different.
You did
a great job!
TEACHER
NOTES
This unit
is designed for students in grades four through six.
STANDARDS: Missouri Show-Me
Standards met by this web quest are Goals 1.2, 1.4, 1.8, 2.1, 2.2, 3.2, 3.3,
4.5, 4.6, LA 3,4,6, Math 3, SC 2,7, SS 2,4 6.
PROCEDURE: Have students
locate and consider inventions in their daily lives. Heighten their awareness
of how important inventions are to how we live and do things. Use the timeline
activity to help students gain understanding on when in history key inventions
were made. For example the telegraph, telephone, World Wide Web, and Velcro.
The following text resources may be helpful for introducing or expanding the
unit.
Foltz Jones, Charlotte.
Mistakes That Worked. New York: Delacorte Press, 1991.
Caney, Steven. Steven Caney’s
Invention Book. New York: Workman Publishing Company, Inc., 1985.
St. George, Judith and
David Small. So You Want to be an Inventor? New York: Scholastic Inc., 2003.
Goldfluss, Karen J. and
Patricia Miriani Sima. Thematic Unit Inventions. Huntington Beach, CA: Teacher
Created Materials, Inc., 1993.
RESOURCES:
The Intend to Invent and Patent Certificate mentioned in the Time to Invent
section of Process can be found in the Thematic Unit Inventions by Goldfluss.
