Unit Title:

Inventions

Student Name: Abbey Levin CMT Name: School: City/District: Grade: Academic Development: Lisa Rutter Jacobs Primary School Findlay 2nd Because I pre-assessed my students, I was able to gain some understanding of their knowledge specific to my objectives. I saw that my students were academically on different levels. I found this by seeing the range of scores from 0/6 to 6/6 on the pre-assessment given. Through observing my cooperative teacher, I have found that my students are able to think scientifically developing their own thoughts and ideas when asked open-ended questions. There are no students with special educational needs in my class, but there is one extremely bright student in the class. In my unit, I allow a lot of open discussion and room to debate about things that could connect prior knowledge. For example, students are using their own chosen inventions to compare and contrast benefits and risks. Since they chose these on there own, they will be able to pull knowledge about the inventions and connect knew information to what they know. Students will be able to make connections with their prior knowledge and connections with partners through filling out a think pair share twice within the lesson. They will make connections with what they have learned previously in the unit, when I read pages 1 and 2 of the Kids Inventions Book that will also engage them and spark their interests. In response, they will fully respond to the activity we

have planned for the day. The graphic organizer used to fill out wants and needs will help them understand that concept at a deeper level. They will physically see and compare that the invention is a want or a need, and why it is not the other. Since there are no students with specific learning needs in my class, I did not develop in depth differentiation. I did find ways to differentiate in which they have a choice of doing the activity in another way that may help the students grasp the concept best to their learning preference, such as reading information rather then doing things hands on.

Academic Language Development:

My students are generally able to understand new vocabulary when it is described to them. They will not be able to decode the written texts used throughout the unit without assistance, but I was sure to provide the necessary assistance in my lessons when I thought the students would need it. They are learning to use prior knowledge and surrounding text to read and understand words they do not know, but they are not all able to do this at an independent level at this time. Specific language that needs to be addressed in the unit is words such as inventions, wants, needs, benefits, and risks. These are the key words and concepts that we will be going over and learning. The students are asked to both use this language orally presenting, and in written text when filling out graphic organizers. Two different books are read in this unit that may dip into other vocabulary that I am not including in my objectives, but may cause conversation and spontaneous learning through engagement. Much of the academic language is written on the Smartboard and white board throughout the unit as we are walking through each learning task. The language is written on their organizers. To differentiate and

assist students in developing the academic language that need it, I may write key thoughts or words on their organizers allowing them to focus in on the language more easily. In some cases, I may write definitions to benefit, risk, want or need on their organizers to refer to and understand the language on a deeper level. For gifted students, I have embedded enrichment in which they can extend their learning at home. For example, they can bring organizers home to fill out using inventions around the house and present the next day. They can also bring in class activities a step further by bringing in more materials to add to their inventions.

Calendar:

November 7th- Wants and Needs November 8th- Inventions for Wants and Needs November 9th- Benefits and Risks November 10th- Our Own Invention November 11th- Presenting My Invention

Name: Lesson Topic / Day: 1.

Abbey Levin Wants and needs/day 1

Grade: Date:

2 November 7th, 2011

Ohio Academic Content Standards (2002 or 2010) Science and Technology K-2 2. Investigate why people make new products or invent new ways to meet their individual wants and needs

2. Learning Objectives Students will be able to compare wants and needs of people 3. Lesson Summary (1-2 sentences) The student will do a think-pair-share on what they need to survive. They will share with a partner. Then we will discuss as a class. From here we will think about things that are wants, but not needs, and what the difference of the two are. 4. Resources A. Materials: Engage: The video clip, http://www.youtube.com/watch?v=lhF4gu87rn0 Explore: Think/pair/share organizer Writing utencil Smartboard B. Safety Concerns: C. Graphic Organizers: D. References: No safety concern Think/Pair/Share organizer Youtube, ODE website

5. Daily Procedures Engagement Directions 1. All of the students should be in their seats at the start of class. 2. Good morning class! Before we start our lesson today, we are going to watch a short clip. Pay attention to the things we see! 3. Start off with video clip http://www.youtube.com/watch?v=lhF4gu8 7rn0 of the Jetsons. 4. Ask key question, What things did you see in the video clip that you dont see in real life? 5. This week we are going to learn about inventions, wants and needs, benefits and risks. Today we will start with wants and

Key Questions What things did you see in the video clip that you dont see in real life?

needs! Exploration Directions 1. Hand out a graphic organizer to each student. They will use the organizers to record their thoughts. 2. I am handing out a graphic organizer for you to fill out. There are three columns. The first one says think. This is what we will start with. I want you to take a few minutes and write down as many things you can think of that you NEED in order to survive. Take two minutes to fill out that column. Are there any questions? Answer any questions from the students about the instruction, but not about what the answer is. 3. Walk around the room and view answers. 4. After two minutes, pair the students at their tables by who they are sitting next to. If necessary, create a group of three. 5. In the pair column, write the name of your partner or both friends you are working with. Take a minute to share with your partner the things you wrote down. Did your partner have ideas you didnt think of? If so, write them in the share column. Remember you are writing down the things you need to survive or live. Key Questions 1. What are things that we need to survive? 2. Did your partner come up with things we need to survive that you didnt think of?

Explanation Directions
1. We are going to go around the room and each share one thing we need to survive. 2. *Ask each pair to name one thing and write them on the Smartboard 3. For each answer given, ask Why do we need this? 4. Once they are all on the board, circle the things on the board that are wants. Ask, Why do we need this? Can we live or survive without it? 5. Explain to the class, These are things that we may want, but we do not need to survive. This would make these things wants instead of needs. 6. Ask class, Who can raise their hand and tell me what the difference between a need and a want is? Wait for responses.

Key Questions 1. Why do we need this? 2. Can we live without it? 3. What is the difference between a need and a want?

7. *Write on Smartboard- Need: Something you HAVE to have Want: Something you would like to have 8. Instruct students to write this at the bottom of their organizer. Extension Directions Complete in day 2 Key Questions Complete in day 2

Closure Collect think pair share organizers. Tell the students, Now that we have an understanding of what the difference between a want and a need is, we will be able to decide on our own if inventions were made to meet a want or a need! Well pick up where we left off tomorrow. Evaluation Description Review think/pair/share charts. Give students a plus if they filled out each section of the chart and wrote what they were instructed to write on bottom, a check if they left any section blank and a minus if they did not complete the chart at all.

6. Enrichment Give students the option to divide their think/pair/share organizer in half, to fill out the top half with needs and the bottom half with wants. 7. Differentiation For students who may have trouble filling in the organizer on their own, write 1 or 2 things in on the students graphic organizer to spark their thinking 8. Technology Lesson 1: Use of Smartboard

Name _________________________

Think!

Pair:

Share!

Brainstorm on your own

Who is your partner?

What ideas did my partner have that I did not?

Name: Lesson Topic / Day: 1.

Abbey Levin Wants and needs/ Day 2

Grade: Date:

2 November 8th, 2011

Ohio Academic Content Standards (2002 or 2010) Science and Technology K-2 2. Investigate why people make new products or invent new ways to meet their individual wants and needs

2. Learning Objectives Students will be able to identify an invention and decide why it was produced to meet a want or need 3. Lesson Summary (1-2 sentences) We will fill in a graphic organizer in small groups. Each group will get a picture of an invention, and decide if its a want or a need. We will discuss why it is one or the other. 4. Resources A. Materials: Engage: Imaginative Inventions book Extend: Writing Materials, Pictures of objects (tractor, television, airplane, car, light bulb, glasses) Graphic Organizer Blank piece of paper Crayons B. Safety Concerns: C. Graphic Organizers: D. References: There are no safety concerns for this lesson Want or Need organizer Imaginative Inventions by: Charise Mericle Harper

5. Daily Procedures Engagement Directions 1. Ask kids, Everyone please gather around at the carpet. 2. Open the book, Imaginative Inventions, by Charise Mericle Harper to the table of contents. Read, How are inventions made? Is it really hard to do? To think of something people need thats different and brand-new? 3. Tell the students, This book tells us about how the- (name every invention on the table of contents) were invented! Ill let you pick three things to hear about today, and we can

Key Questions Ask for each invention we read, Do you think thats a want or need?

learn more tomorrow. 4.Call on student to make a choice. 5. Turn to that page and read. 6. Repeat steps 4 and 5 two more times. Exploration Directions Completed in day 1 N/A

Explanation Directions
Completed in day 1 Extension Directions 1. Hand out pictures of tractor, light bulb, television, airplane, and car to each table (Attached at bottom) 2. Explain to class, Today we are going to be deciding with our groups if the object in front of us is a want or need! Take two minutes to discuss if you think the object is a want or need, and why you think that. Remember what each of these words mean 3. Give the students two minutes to discuss. 4. Hand out the graphic organizer 5. Upload an example organizer onto the Smartboard. 6. Explain to students, In the center you will write the name of your object. I will pretend my invention is a basketball, so I will write basketball in the center. 7. One bubble on the top says, This is a want because, and the other bubble on the top says, This is a need because. Put an X through the bubble that you will NOT use. I know that a basketball is a WANT, not a need. I am going to put an X through the bubble that says, My invention is a need because and write in the other bubble. Im going to write in the My invention is a want because bubble that I would like a ball to play with and

N/A

Key Questions Why do you think it is a want or need? Who might want or need the invention you have? How is this want or need used? How can something be both a want and a need? Are some things a want for some people, and a need for others?

8.

9.

10.

11.

12.

to entertain me. You each have your own organizer to fill out but can help each other and share ideas at your table. Give the students 2-3 minutes to fill in the top bubble, and X out the other. Walk around the room to assist students if needed. The other two bubbles on the bottom say, This is NOT a want because, and this is NOT a need because. Again, put an X in the one you will not use. I am going to put an X through My invention is NOT a want because and write in the other bubble.This invention is NOT a need because I dont need a basketball to live! Give students 2-3 minutes to fill out the bottom half of the organizer. While they are filling it out, walk around the room to check if anyone needs assistance. While checking, hand out a blank piece of paper. Discuss how we could argue if each invention is a want or need. Explain, A tractor is something that helps our farmers grow our food. Without a tractor, we may not get the food we need to survive. On the other hand, we could find ways to grow the food without the tractors. Can anyone explain how some of the other inventions could be both a want for some people, and a need for others? Continue with discussion based on questions and comments. Next, I want you to illustrate a picture of someone using this invention on the blank piece of paper I gave you. Think about how the object is used, and what it is used for! Use your crayons to show detail in your picture. Give students 3-5 minutes to draw their picture, or circle the room until everyone is done.

Closure

13. Each group is going to come up and present their object! Tell what the object is, why it is a want or need, and how it is used. Everyone show your picture and explain it! 14. Call up each group to present their organizers, drawing and objects. 15. Ask if students have any questions. 16. Tomorrow, well be learning more about inventions, and start to talk about benefits and risks! Evaluation Description Collect the graphic organizers. The students get a plus if they are able to write why it is a want/need, why it is not a want/need, and illustrate an appropriate picture. The student will receive a check if they miss one of these components. The student will receive a minus if they do not fill out the organizer at all.

6. Enrichment Students can take graphic organizers home to fill out using objects they find around the house. If they would like, they can bring in their organizers and share. 7. Differentiation I will give the organizers with the appropriate circles already Xed out to students who may have trouble grasping the concept. They will only have to fill in what the invention is, and why it is or isnt a want or need. 8. Technology I will use the Smartboard in this lesson.

Name: Lesson Topic / Day: 1.

Abbey Levin Benefits and Risks/ day 3

Grade: Date:

2 Nov. 9th, 2011

Ohio Academic Content Standards (2002 or 2010) Science and Technology K-2. 1. Explain that developing and using technology involves benefits and risks

2. Learning Objectives Students will be able to analyze the benefit and risk of an invention 3. Lesson Summary (1-2 sentences) Students will do a think pair share of their favorite invention. The partners will then choose one invention, and we will analyze the benefits and risks of this invention. 4. Resources A. Materials: Engage: Imaginative Inventions book Explore: Think Pair Share organizer Whiteboard Extend: Brainstorming Page pg. 210 of Picture Perfect Science Lessons B. Safety Concerns: C. Graphic Organizers: D. References: No safety concerns for this lesson Think Pair Share organizer Imaginative Inventions By: Charise Mericle Harper, ODE Website, More Picture Perfect Science Lessons By: Karen Ansberry and Emily Morgan pg. 210

5. Daily Procedures Engagement Directions 1. Asl the students to gather around on the rug. 2.Bring the Imaginative Inventions book back out that we started reading the previous day. 3. Call on three students to pick which inventions we will read for that day. For each invention ask the students, Is that invention a want or a need? 4. On the third invention ask, Can anyone tell me a benefit or risk of that invention?

Key Questions Is that a want or a need? Can you tell me a benefit or risk of that invention?

4. Wait for responses. 5. Today we are going to talk about benefits and risks of inventions!

Exploration Directions 6. Hand out organizers, and tell the students We are going to start with a think pair share like we did on Monday. 7. Take a minute and think of your favorite invention. What is your favorite thing that was ever created? Write that down in the think part of your organizer. 8. Give the students a minute to think. While they are thinking and writing, pair them with a partner different from the last pairing at their table. 9. Write your partners name in the pair section, and youre the invention your partner chose in the share section. Talk for a minute and decide on ONE of your inventions to work with on our assignment today. Show me that you can make good choices and agree. 10. Now in your share section, I want you to think about what some possible benefits and risks are of that invention. Take a couple minutes and talk about what those words could mean. Think about the words, and what the benefits and risks of your inventions are and write them down. 11. Give the students 2 minutes to do this.

Key Questions What is your favorite invention? What are some possible benefits of this invention? What are some possible risks of this invention?

Explanation Directions
12. Call on 3-5 pairs of students to tell the invention they chose and what they think a benefit and/or a risk of this invention is. 13. After each pair of students share, ask, Can anyone tell me what a benefit is? How can we define a benefit? Call on a student for a response.

Key Questions How can we define a benefit? How can we define a risk? Do you think pollution is a benefit or a risk of a car?

14. Write ideas on the whiteboard. 15. My definition of a benefit is, good things that result from using the invention. For example, a benefit of a car is that we can get from one place to another faster. With that said, does anyone want to add a thought about a benefit to their invention they didnt share? Take 2-3 responses, and discuss the responses as they occur. 16. Now who thinks they know the actual definition of a risk? Call on a student with their hand up. 17. Does anyone want to add to that? If so, call on another student. 18. The true definition of a risk is a possible hazard that may result from using an invention. So lets think about our car example, what would a risk of a car be? Call on students with their hands raised. 19. If students dont say accidents, pollution, or spending money on gas, raise those ideas for discussion by saying, 20. Raise your hand if you think that cars polluting the air is a benefit of the invention. Raise your hand if you think that this would be a risk of an invention. It would be a risk, because it is a hazard that results from using the invention. 21. Now that we talked about what a benefit and risk are, take a minute to talk with your partner and write down some more ideas you may have come up with about your favorite inventions benefits and risks. When you are finished, place your organizers in the turn-in basket.

Extension Directions 22. Hand out the Brainstorming page to the students. 23. Read the students number one. List some toys you like to play with. Give

Key Questions Do you have toys that have more risks then benefits? Do you have any toys that can break easily or

24.

25. 26.

27.

them a minute or two to do this. Read the students number two. List some toys you liked to play with when you were a child. So, maybe there are some toys that you grew out of that are more for babies then second graders. Give the students a minute or two to do this. Read the students number three. List some toys you think could be more fun or more safe if they were improved. Think about your toys and the risks of some of them. Can you get hurt? Can they easily get broken? Write how you think you may be able to improve a toy so there are more benefits and less risks. Give the students two minutes to do this.

you can get hurt when using them?

Closure 28. Put this brainstorming page in your in progress side of your folder to bring back to school tomorrow. Tomorrow, we are going to be creating our very own inventions. Tonight I want you to start brainstorming what you would like your invention to be and how you will create it! Also, think about the benefits and risks that may go along with your invention. Evaluation Description Observe and monitor the room as the students are filling out their organizers. Look over the organizers they hand in to check off if they are completed.

6. Enrichment Hand out story writing paper. Students may go home and find an invention in their house to write about. They may write the benefits and risks of the inventions, if it is a want or need, and if they like this invention or not. 7. Differentiation Partners who are finishing and understanding their organizers quickly may divide their organizer in half by drawing a line across the middle. They then can think about the benefits and risks for both of their inventions rather then choosing one. Students may extend their thinking by drawing a picture of someone using their chosen invention, and write the benefit or risk of it being used on the back. 8. Technology No technology is used in this lesson

Name: Lesson Topic / Day: 1.

Abbey Levin Our own invention/ day 4

Grade: Date:

2 November 10th, 2011

Ohio Academic Content Standards (2002 or 2010) Science and Technology K-2 2. Investigate why people make new products or invent new ways to meet their individual wants and needs Science and Technology K-2. . 1. Explain that developing and using technology involves benefits and risks

2. Learning Objectives Students will be able to create an invention to meet a want or need Students will be able to explain 1-3 benefits of their invention Students will be able to explain 1-3 risks of their invention 3. Lesson Summary (1-2 sentences) We will take out our brainstorming page from the previous day, to spark our memories and help us fill out an invention page. From here, we will begin to create our own inventions out of materials. 4. Resources A. Materials: Engage: Materials used in extend laid out Extend: Inventing Page from textbook (pg. 211) Tissues, paper, toilet paper rolls, markers, crayons, glue, scissors, paper clips, tape, empty plastic bottles, plastic containers, empty cans, etc. B. Safety Concerns: Students must not use any of the materials for horseplay with other students. Students should not throw any of the materials, which could cause injury. Students must be careful not to cut themselves or others when using scissors, or on any of the cans or materials. N/A for this lesson The Kids Invention Book By: Arlene Erlbach More Picture Perfect Science Lessons By: Karen Ansberry and Emily Morgan pg. 211 5. Daily Procedures Engagement Directions 1. Lay out all the materials on the rug that will be used to create the students inventions 2. Let the students walk around and look at the objects. 3. Tell the students, Look but dont

C. Graphic Organizers: D. References:

Key Questions What do you think these materials are out for today?

touch! 4. Ask the students, what do you think these materials are out for today? Wait for responses. 5. If no student gives correct response, tell the students These are the materials you will be able to use to create your very own invention! Please go back to your seats so we can get started. Exploration Directions Done in day 3 N/A Key Questions N/A Key Questions Key Questions

Explanation Directions
Done in day 3 Extension Directions

6. Take out your brainstorming pages What are the benefits or your invention? from yesterday, and take a minute to What are the risks of your invention? look it over and remember what you wrote, and what we talked about with inventions, benefits and risks. 7. While students get out their papers, hand out the Inventing page. 8. Ask the students to take out their crayons. 9. I asked you to think of an invention you would want to create, and think about the benefits and risks of the invention. On the paper I handed out, I want you to draw a picture of what the invention would be. You can invent a new toy, or make a toy that you already have improved. Name your invention, draw a picture of it, and write the benefits and risks of the invention on the T-chart. 10. Give the students approximately five minutes to do this. Walk around the room to monitor learning. 11. Next, we are going to actually make our invention out of the materials! 12. I will call you up by table to choose three items to use each. Everyone can use their scissors, glue and crayons to

modify the items you choose. If there is extra, we can come up and get more once I call you. REMEMBER, you get what you get! If we cant agree we wont be able to do fun activities like this. 13. Call each student up by table. 14. Give the students the remainder of the time to work on their inventions walk around the room to monitor the activity. Give assistance if needed. Closure 15. Make sure you have your name on your invention somewhere. If you dont. Write your name on a piece of paper to place under your invention. Everyone place your inventions around the outside walls of the room to finish tomorrow. Hand in your Brainstorming page and inventing page for me to check. Evaluation Description Observe students throughout the class. Check their brainstorming page and inventing page for completion. Give the students a plus if the sheets are completed entirely, a check if the sheets are missing a section and a minus if the sheets are missing two or more sections.

6. Enrichment If students would like, they can bring in more items from home to add on to their inventions the next day. 7. Differentiation Write the definition of a benefit and the definition of a risk at the bottom of the students invention page. This reminder can help them think of benefits and risks for their invention. Give the option to draw pictures of their benefits and risks, but make sure they will be able to describe the pictures. 8. Technology No technology is used in this lesson.

Name:

Abbey Levin

Grade:

Lesson Topic / Day: 1.

Presenting My Invention/day 5

Date:

November 11th, 2011

Ohio Academic Content Standards (2002 or 2010) Science and Technology K-2 2. Investigate why people make new products or invent new ways to meet their individual wants and needs Science and Technology K-2. 1. Explain that developing and using technology involves benefits and risks

2. Learning Objectives Students will be able to create their own invention to meet a want or need Students will be able to identify 1-3 benefits of this invention Students will be able to identify 1-3 risks of this invention 3. Lesson Summary (1-2 sentences) Students will finish creating their inventions. They will then present them to the class, explaining the name, what it does and its benefits and risks. We will then take our post assessment for the unit. 4. Resources A. Materials: Engage: The Kids Invention Book Extend: Tissues, paper, toilet paper rolls, markers, crayons, glue, scissors, paper clips, tape, empty plastic bottles, empty cans B. Safety Concerns: Students must not use any of the materials for horseplay with other students. Students should not throw any of the materials, which could cause injury. Students must be careful not to cut themselves or others when using scissors. Used for Assessment (attached) The Kids Invention Book by Arlene Erlbach

C. Graphic Organizers: D. References:

5. Daily Procedures Engagement Directions 15. Ask the kids to gather around on the carpet. 16. Take out the book, The Kids Invention Book. Ask the students, Who can read me the title of this book? Call on a student. 17. Read aloud the first two pages of the book. 18. Ask the students, Why do you think I read you these pages today? Call on student to answer. (Because we are finishing our inventions today) 19. There are lots of inventions in this book that all came from children just

Key Questions Who can read me the title of this book? Why do you think I read you these pages today?

like you. You can look through it on your own time, because now its our time to finish creating our inventions!

Exploration Directions Completed in day 3 N/A

Key Questions

Explanation Directions
Completed in day 3 Extension Directions 20. Ask the students to go back to their seats. 21. Call up students by table to retrieve their inventions from the outsides of the room. 22. Tell the students, You have ten more minutes to work on your Inventions! 23. Walk around the classroom while the students are working. Ask questions like- What can you do with your invention? Is it a new invention or an improved toy? What are the benefits of this invention? What might be a risk? Does this invention meet a need, or a want? 24. Warn the students when they have five more minutes. 25. Write on the white board: Name of invention What it is for or what it does Benefits of Invention Risks of Invention 26. We will now each present our inventions! I wrote on the board what you should present to the class. Read the students what it says on the board. 27. Call on students to stand up in front of his or her desk and share their invention. Ask any questions if necessary. Allow students to ask questions about their friends N/A

Key Questions

Key Questions What can you do with your invention? Is it a new invention or an improved toy? What are the benefits of this invention? What might be a risk? Does this invention meet a need, or a want?

inventions.

Closure 28. You may either take your inventions home with you at the end of the day, or leave them to display in the classroom. Great job class! 29. Ask all students to put up their dividers and pass out post-assessment. 30. Read through each question and give a minute or two for each of the six questions. 31. Collect tests Evaluation Description I will have a checklist to be used during the presentations. I will check or minus the box if they were able to answer everything written on the board (attached). I will grade the assessments based if the answers are correct or incorrect.

9. Enrichment At home, research a famous inventor. This inventor can be of your favorite toy or sport or anything! Report to me who they are, what they did and in what year they did it. 10. Differentiation If students do not learn best through hands on activities, allow them the option of only demonstrating their inventing page. Make sure they still can answer all of the questions written on the board, and let them read the Kids Invention Book while the students work. 8. Technology No technology used

Students receive a check in the box if they are able to identify the following, and a minus if they are not.

Student Name:

Name Of Invention:

What the invention is/does:

1-3 Benefits:

1-3 Risks: