The Mother of All Inventions

Teacher's Guide /  Monique Mainella

(Student Speaq-quest)

Estimated time :    6-7 periods of 60   minutes 

  Level:     Secondary Cycle 1 year 1 or 2 can be adapted for enriched

     Elementary Cycle 1      2 Secondary Cycle 1   2         Year :   1    2  3

 u Students will take an already invented item and improve it. They will interview people and observe how the invention is being used to make it better and fit the psychological, physical and environmental needs of people in the 21st century! They will present their invention at an invention exhibition and persuade people that they have the winning invention!

              u      Research background information, to be inspired and learn about inventions from what they read and see.

  Health and well-being 

  Personal and career planning  

  Citizenship and community life  (and other possible areas according to their individual focus)

  Environmental awareness and consumer rights and responsibilities   

  Media literacy

Focus of development : 
 u Participation, cooperation and solidarity

uSpecific action(s) to influence the development of the CCC competency(ies):

students will read a variety of texts in order to chose the most effective and helpful information, they will analyze their surroundings and conduct an interview in order to solve an invention problem and they will use their creativity to find a solution to their invention problem by using risks and play with ideas

u Guidance and tools

uTargeted ESL Competency (ies)     C1: Interacts orally   and C3: writes and produces text

uSpecific action(s) to influence the development of the competency (ies):

students will have the opportunity to interact orally with peers in order to gain knowledge about inventions and the problems people face with things already invented. As well, students will present their invention and persuade an audience and develop C3. Furthermore, students will keep an inventor’s log and practise their writing skills.

   u Students can peer evaluate after interaction with peers and after the presentations. Students can also self evaluate their learning process. The teacher will have the opportunity to evaluate C1 when the students interact orally in groups as well as C3 for journal entries and the final production.               
    

  Specific Strategies

u Scan, skim, use semantic mapping and self-evaluate

u Cooperation and integration strategies

  Language repertoire                                       

u Related to inventions, problems and solutions and language to persuade

uAsking for clarification

 Processes  

u production processes (planning for the invention fair)

Considerations:

            Details:

   Different learning styles, needs, etc.

u student-centered task and activities, allows students to play up their strengths

(Student Speaq-quest)

Mother of All Inventions – Teacher's Guide (cont'd )

Begin by passing out the Inventor’s Log Book. You will have to make recto-verso copies of the document and ask students to fold the page to form a booklet. You can also hand out the Inventor Journal.

Introduction:

Begin with the following quote: Build a better mousetrap and the world will beat a path to your door by Ralph Waldo Emerson and ask them what they think it means. You are trying to get to the idea that when you can make something good better you will attract a lot of attention. Ask students for suggestions of things they think need to be improved.

To peak students’ interest about how things are made explain to them that we are often surprised by how something is made, take for example wax crayons, ask students to write down how they think crayons are made.

Next, show them the video by discovery channel and see if they guessed correctly.

http://www.discoverychannel.ca/shows/showdetails.aspx?sid=342

You can also use the cover of the Inventor’s Log and see what students know about famous inventor’s and inventions. (on the cover clockwise: Leonardo Da Vinci, the wheel, Benjamin Franklin, Wright brothers plane invention, the light bulb, the radio by Marconi)

Task:

Explain to students the task. Basically they will take something that has already been invented and through reading about the invention and observation in their surroundings, they will improve the invention. It will then be presented at a simulated invention exhibition in the classroom. Students will have the opportunity to vote for the best invention.

You have to decide whether students form their own groups or if you form them. This can be done in the first period so that students already have a team the following class.

** The introduction and introduction of the task may take a 60 minute period to complete

Preproduction:

1. First, the students individually look at the following list of inventions and choose the one invention they would like to improve. Each student will have to defend their choice to their teammates so they must think about their arguments for their choice, they should think about how this invention has made a contribution or helped mankind the most. Students jot down their ideas in their Inventor’s Log Book in box A.

            The invention choices are: pencil, inline skates, alarm clock, umbrella, refrigerator

2. Next, in their teams students share their choice and explanations for their choice. They are encouraged to ask questions or for clarification using the following functional language.

Asking for clarification:

What do you mean?

How would you do that?

Why?

Do you think that is the best way/one?

Etc.

As a team they will have to agree on the one invention they will improve and present to the class.

3. Next, the students in each team will discuss what they already know about the final invention the team chose. They should think about how it is used, what are the advantages and disadvantages of the invention? Then they write their ideas in their Inventor’s Log Book in box B.

4. The students will individually write a journal entry after they’ve observed and thought about how they use the invention their team chose. They will write about how it makes their life difficult or easier. They will write about how the invention can be improved. The students will use the Inventor Journal to write their text. You may evaluate the journal using the C3 rubric.

5. The students will research the invention by viewing the sites listed in the resources section. Each member of each team will view at least one site, take notes about what is interesting and useful for their project, and report back to the team. The students will discuss their findings with their team. They will add the information in their Inventor’s Log Book in box C.

6. Next, students will gather information about how to improve their invention choice from people around them. In their team, they decide which two people will conduct the interviews and which two will be observers. If they are conducting the interviews they  will choose two or three people and ask them how they feel about the invention they are trying to improve. They should ask what they think needs improvement and why, what things should not change, etc. They then add the information in the Inventor’s Log Book in box D. Encourage the students to go to the following site to learn about how to conduct a proper interview. 

http://www.study-habits.com/blog/2007/02/27/how-to-conduct-a-successful-interview/

For the students who are observing, they will observe their surroundings at home, school, neighbourhood, etc. to collect information about how their chosen invention can improve. (example What is it used for? Is it miss-used and why? What isn’t it able to do? They will add the information in their Inventor’s Log Book in box D. The following class they will discuss their findings with their team.

** Steps 1-6 of the preproduction phase may take two 60 minute periods to complete, you will have to explain the homework to the students

7. Finally, the teams decide if they would like to produce either a museum/science display or a poster presentation. Since they will present their improved invention at an invention fair, they need to persuade people that they have the best idea. Encourage them to use persuasive language like: it’s the best, it’s better than, it’s the fastest, etc. They should think about what makes the invention new, better, interesting, helpful, environmentally friendly, etc. Students should use the notes they have gathered in their Inventor’s Log Book.

** Before step 7, you can take the opportunity to review or teach the comparative and    superlative and question formation.

8. In groups the students create a storyboard to plan their project presentation. For step 8 you may choose to have the students do this individually and then compare in their group to choose the one best story board to produce during the fair.

The following is a link to a free storyboard graphic organizer http://freeology.com/graphicorgs/pdf/storyboard.pdf

** Steps 7-8 of the preproduction phase may take one or two 60 minute periods to complete.

For steps 2 & 3 you may evaluate the students’ participation during the oral interaction and articulation of the message by using the rubric for C1.

Step 4 is to be done individually in class or at home.

For step 5, you will have to allow students to do this part at home and bring the results to class or schedule class time at the school’s computer lab if possible.

For step 6 you will have to allow students to do this part at home and bring the results to class.

Production:

1. The students create their media text (for their display or poster) respecting the decisions the team made during preparation. They should take the time to discuss the elements of their chosen media – images, text, slogan, …

2. Students must make their text interesting and effective by including a sketch of the improved invention, testimonials from people who use it, etc., according to their media type. Click on this site to see a sample sketch of an invention:

http://www.danzen.com/inventor/sketches/toothpaste.html

Encourage your students to sketch a drawing of the invention or make a mock version of it to show during their presentation.

Post Production:

1. The students will review and edit their text and put the final touches to their presentation.
2. The students will prepare to present their project to the class. Explain to the students what the procedure will be.
3. While the students listen to the presentations they should take notes on their Invention Appreciation Sheet.

** the production phase and steps 1 and 2 of the post production phases may take two 60 periods.

With regard to the presentation, here is the suggested procedure.

Set up five stations in the class. At each station a group of four students will present their invention. Students are not to read but use point form notes only. Encourage them to use their illustration or prop to remember what to say next.  The remaining groups of students will be the listeners. Look at the diagram for set-up:

The boxes represent the teams presenting and the circles represent the teams listening. Once the presenters are done presenting once, the listeners rotate and move to the next presentation. Once the presenters have presented 4-5 times the groups switch, the presenters are now listeners.

Students will have the opportunity to present 4-5 times and improve with each presentation. Students who are listening should take notes about what they liked best about the invention presentation.

** Encourage students not to read notes while presenting.

**The student should receive individual grades.

** You may evaluate the production process and presentations using the C3 rubric.

4. Students reflect on their work by using the Self Evaluation sheet found at the last page of their Inventor’s Log Book.

Conclusion:

The students have learned about an invention, observed and asked people how they felt and they experienced how inventions can be improved and made more functional. Encourage the students to keep observing, carry an inventors log and jot down ideas.

1. The students will write a final journal entry in their Inventor’s Journal using their notes from the Invention Appreciation Sheet. You may evaluate the journal using the C3 rubric.

2. With a new team of members from different teams, discuss some inventions that would improve the environment. Take notes (choose a secretary) and then share with the class.

Evaluation:

Evaluation Rubric – Interacts orally in English (C1)

C3 – writes and produces text

(Student Speaq-quest)