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7th Grade Inventions Project

Name:

Content Area(s) / Grade Level (s): 7-8 All Subjects

Title of the Project: Do you have a better idea?

Community Connection: An inventor will come and meet the group.

Estimated Timeline: Last Five weeks of School


_______________________________________________________________

I Brief Description of the Overall Project –

What problems / Issues / Questions does this address? Broadly, what will students do?

In this activity, students will explore the process of invention from an inventor's conception and as a factor of history. Students will select an invention that has had a significant impact on their daily lives and report on it in a PowerPoint presentation. Alternatively they may explore a custom.


II Essential or Framing Question

[Insert your framing question and sub-questions (if applicable) here]



Which invention has had an important impact on your life?

What further changes do you expect in your lifetime in this area of development?


1. When was it invented? In which country did it originate? What change did it make?

2. Tell something about the inventor.

3. Make a chart or graph showing how much money the inventor made over the years, the cost of the invention, how many people use the invention today compared to yesterday, where it is used, how it has affected the environment, or some other numerical comparison.

4. What was going on five years prior to the invention that may have led to its development? Where there other related developments in the field? On what previous ideas did the inventor build? Have you learned any of these foundational ideas in school this year?

5. What impact does this invention have on you? Why is it important to you?

6. What changes would you make to this invention, or what modifications do you foresee for the future?

7. What invention would you like to see? Do you want it named after you? Draw or make a model of your idea for a new invention or the invention you studied.





Inventions may include but are not limited to:


2001: Digital satellite radio

2001: Self-contained Artificial heart


Note that an invention may also be an idea or a law. One example is that all people are organ donors unless they opt out. Another is the universal 55 mph speed limit.

III State or local content standards to be assessed

While many standards may influence the development of a PBL unit, only identify those standards you plan to measure/assess. Remember, not all standards are created equally so “mix it up”.

  1. Declarative – Content Understanding

  2. Procedural – Process Skills

  3. Contextual – The Application of Content Understanding and Process Skills


1. English Language Research and Technology
1.4 Plan and conduct multiple-step information searches by using computer networks and modems.
1.5 Achieve an effective balance between researched information and original ideas.



2. English Language 2.3 Write research reports:
a. Define a thesis.
b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate.
c. Use a variety of primary and secondary sources and distinguish the nature and value of each.
d. Organize and display information on charts, maps, and graphs.



3. Mathematics 1.5 Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the situation represented by the graph.



4.Science Investigation 9g. Distinguish between linear and nonlinear relationships on a graph of data.



5. Technology Navigate through a multimedia presentation. Enter, edit and delete information in a spreadsheet/graphing program. Use Delete, coy, paste, cut in graphics program. Format and edit text by highlighting font, size, style.


  1. Final Product, Presentation, or Demonstration

What is the culminating product or presentation? (Remember, it should both complete the project and demonstrate student learning in the standards identified)

What is the audience for the product or presentation? (Remember, a “real” audience is a great motivator for students to produce high-quality products and presentations)


The final project will be a PowerPoint presentation with a minimum of the following:

eight slides with invention, history, inventor, personal use of invention, future of product or

process, comparison with another invention or place, environmental compatibility

of invention, access to invention worldwide

two original graphics

one chart or graph



V Select Tasks & Activities

Begin to organize your tasks and activities into the following categories:

  1. Introductory Activities stimulate student interest in the topic and motivate students to participate in the project.


  1. Instructional Activities through which students learn and demonstrate the knowledge, skills and habits of mind needed to attain the identified standards and complete the project.


  1. Culminating Activities through which students demonstrate their learning of most or all standards identified as the focus of the PBL unit (This would include the “final product or performance” but may also include other culminating activities)


Introductory

Instructional

Culminating


United Streaming

Discussion of items in room. life


Article –“Do you have a better idea?”


Readings

Interviews







Use of databases

Googling

Use of PowerPoint Presentation

Speaking practice


Diagrams

Flowcharts

Drawings

Paintings

Graphs



Presentation of Multimedia

Performance



VI Assess Student Progress

As students complete learning activities and work towards completion of the project, how will you assess their progress? Are there interim products and performances you can use? How will you assess both content and process (e.g. how well are groups working?)

Begin selecting interim products and performances by focusing on the following questions:

  1. What standards have been identified?

  2. What learning activities have been identified?

  3. What products and performances might represent student progress in meeting the standards?

  4. Do you need to revisit any of the above?


Keep in mind: multiple intelligences, group v. individual evidence and resource availability


Possible Interim Products

Written

Visual


Oral






Made


Combo

Essays

Letters

Poems

Narratives

Reports

Directions

Quizzes

Diagrams

Flowcharts

Drawings

Paintings

Graphs

Maps

Blueprints


Reports

Debates

Musical Performance

Readings

Interviews


Models

Construction

Exhibits

Sculptures

Databases


Videotapes

Multimedia

Web Sites

Dramas

Experiments

Perf. Arts




Possible Assessment Methods

Informal

“Traditional”

Performance

Observation

Oral Feedback

Teacher Logs

Short Answer

Quizzes/Tests


Rubrics

Checklists




Interim Product or Performance

Correlating Standard(s)


Topic, two sources, notes for research




Graphics or model




Chart












VII. Reflection

Where and how will you build in student reflection?


See rubric.







What questions or prompts will you use?









VII. Final Product / Performance Assessment


The New NEASC Assessment Criteria require that schools demonstrate:

  • Specific criteria shall be the basis for grading and reporting.

  • Teachers shall use a variety of assessment strategies.

  • Teachers shall be able to demonstrate how they use the results of assessments of student learning to improve their instructional practices.

  • The school shall use its agreed upon rubrics and indicators of successful accomplishment and other data to assess the progress of students in achieving the school’s stated expectations.




How will you assess the final product / performance? (In most cases, it will be by using a rubric)


See rubric. Student must present PPT orally to group—or as an alternative present an enhanced podcast.





How will you use this assessment in grading and reporting? It will be worth one assignment in each class.







How will you use this assessment to improve instructional practice? Student will have this preparation before senior exhibition.




Rubric Scoring Guide for Assessing Student Learning


Scoring Guide for: Do you have a better idea?

Criteria/Standard \ Scale







Purpose, Importance



The report explains the key purposes of the invention and points out less obvious ones as well.

The report explains all of the key purposes of the invention.

The report explains some of the purposes of the invention but misses key purposes.

The report does not refer to the purposes of the invention


Features



The report details both key and hidden features of the invention and explains how they serve several purposes.

The report details the key features of the invention and explains the purposes they serve.

The report neglects some features of the invention or the purposes they serve.

The report does not detail the features of the invention or the purposes they serve.


Critique



The report discusses the strengths and weaknesses of the invention, and suggests improvements or new inventions.

The report discusses the strengths and weaknesses of the invention.

The report discusses either the strengths or weaknesses of the invention but not both.

The report does not mention the strengths or the weaknesses of the invention.


Connections



The report makes appropriate connections between the purposes and features of the invention and many different kinds of phenomena.


The report makes appropriate connections between the purposes and features of the invention and one or two phenomena.

The report makes unclear or inappropriate connections between the invention and other phenomena.

The report makes no connections between the invention and other things.


Resources



One book

One database

One internet source

One interview

One book

One database


One book

One internet source


Any one source

Presentation


PPT with 8 slides, one original graphic, one chart

PPT with 8 slides including a chart

PPT with 8 slides

PPT





Grade Level: Middle School
Curriculum Connections: History, Science, Language arts
Required Software: Microsoft® Encarta® Reference Library 2005

What's in this Lesson:

Teacher Guide (including How to Begin)

Student Activity, Step-by-Step:

Step A: Explore the Process of Inventing
Step B: Create Your Report
Step C: Present Your Findings



Teacher Guide

Summary:

In this activity, students will explore the process of invention from an inventor's conception and as a factor of history.

Extensions:

•

Have students create a timeline of all the inventions in either a notebook or piece of banner paper on the bulletin board which shows how inventions were built on previous ones. Coordinate a group or whole-class Encarta multimedia presentation based on this activity.

•

Facilitate the presentation of student and class projects as part of a class Web site, perhaps linked with the Global SchoolNet Foundation home page, http://www.gsn.org

l FPRIVATE "TYPE=PICT;ALT=Top of page" Top of page

Student Activity

Description:

You will research the history and importance of an invention.

Step A

Explore the Process of Inventing

1.

Start Encarta and read the article Invention (device or process), including the sidebar "Landmark Inventions of the Millennium," by Herb Brody, which evaluates the differences between important discoveries and inventions.

2.

Choose an invention to research. (Tip: To help you select a possible subject, use the keyword "Invention" to find the Encarta list, "Notable Inventions and Discoveries.")

3.

Browse related entries, multimedia, and Web sites suggested by the Encarta articles on your subject, including a biography of the inventor. Ask yourself: what were his or her intentions for this invention? Is it used in ways he or she imagined?

4.

Check the Encarta dynamic timeline to find out what other events were happening when this invention was created. How did it influence the events that followed?

Step B

Create Your Report

1.

Gather information from all appropriate articles, sidebars, media features, and Web sources to describe and illustrate the creation and importance of this invention. (Suggestion: Use Encarta and Web searches to find descriptions and images of products that have resulted from the invention.)

2.

Be sure to include a picture of the invention or it in use. If you are doing a timeline activity, make sure you know where it would be placed in time.

Step C

Present Your Findings

1.

Use the Encarta Researcher as your guide to preparing your report. Include any pictures, text, maps, or other items that help illustrate your findings.

2.

If possible, present an oral report and show the class examples of products that have resulted from this invention.




Reforming Practices and Traditions

We are into the 21st Century and societies globally are undergoing a paradigm shift. New technologies and inventions have great impacts on our ways of life, including customs and traditions. In this era of societal change there is a tug in many society for keeping the old traditions and customs alive and encouraging people, especially the younger generations, to respect them . There are many customs and cultural practices which are very good, but are fading out and need preservation. Yet, there are some practices which are actually very obselete and are leading the society backwards, making it difficult to practice these traditions and customs when the world is shrinking and people from different cultures are coming closer via telecommuncations. Youth of today must decide which cultural customs and practices need to be preserved and why, which ones to be discarded or improved and why. This project is a place for students to exchange views about their customs and practices and make suggestions for keeping them, discarding them or improving them, rationalising at each step.

iEARN participants, join others in this project's interactive forum:

Need help?

Facilitated by: Farah Kamal, Pakistan and Mitra Fatolapour, Iran

Ages: 10-18

Dates: Ongoing

Language(s): English

Contact: For more information about participating in this or other iEARN projects, write to HYPERLINK "mailto:iearn@iearn.org"iearn@iearn.orgHYPERLINK "mailto:iEARN@us.iEARN.org.%20".


Name:

Content Area(s) / Grade Level (s): 7-8 All Subjects

Title of the Project: Do you have a better idea?

Community Connection: An inventor will come and meet the group.

Estimated Timeline: Last Five weeks of School


_______________________________________________________________

I Brief Description of the Overall Project –

What problems / Issues / Questions does this address? Broadly, what will students do?

In this activity, students will explore the process of invention from an inventor's conception and as a factor of history. Students will select an invention that has had a significant impact on their daily lives and report on it in a PowerPoint presentation. Alternatively they may explore a custom.


II Essential or Framing Question

[Insert your framing question and sub-questions (if applicable) here]



Which invention has had an important impact on your life?

What further changes do you expect in your lifetime in this area of development?


1. When was it invented? In which country did it originate? What change did it make?

2. Tell something about the inventor.

3. Make a chart or graph showing how much money the inventor made over the years, the cost of the invention, how many people use the invention today compared to yesterday, where it is used, how it has affected the environment, or some other numerical comparison.

4. What was going on five years prior to the invention that may have led to its development? Where there other related developments in the field? On what previous ideas did the inventor build? Have you learned any of these foundational ideas in school this year?

5. What impact does this invention have on you? Why is it important to you?

6. What changes would you make to this invention, or what modifications do you foresee for the future?

7. What invention would you like to see? Do you want it named after you? Draw or make a model of your idea for a new invention or the invention you studied.





Inventions may include but are not limited to:


2001: Digital satellite radio

2001: Self-contained Artificial heart


Note that an invention may also be an idea or a law. One example is that all people are organ donors unless they opt out. Another is the universal 55 mph speed limit.

III State or local content standards to be assessed

While many standards may influence the development of a PBL unit, only identify those standards you plan to measure/assess. Remember, not all standards are created equally so “mix it up”.

  1. Declarative – Content Understanding

  2. Procedural – Process Skills

  3. Contextual – The Application of Content Understanding and Process Skills


1. English Language Research and Technology
1.4 Plan and conduct multiple-step information searches by using computer networks and modems.
1.5 Achieve an effective balance between researched information and original ideas.



2. English Language 2.3 Write research reports:
a. Define a thesis.
b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate.
c. Use a variety of primary and secondary sources and distinguish the nature and value of each.
d. Organize and display information on charts, maps, and graphs.



3. Mathematics 1.5 Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the situation represented by the graph.



4.Science Investigation 9g. Distinguish between linear and nonlinear relationships on a graph of data.



5. Technology Navigate through a multimedia presentation. Enter, edit and delete information in a spreadsheet/graphing program. Use Delete, coy, paste, cut in graphics program. Format and edit text by highlighting font, size, style.


  1. Final Product, Presentation, or Demonstration

What is the culminating product or presentation? (Remember, it should both complete the project and demonstrate student learning in the standards identified)

What is the audience for the product or presentation? (Remember, a “real” audience is a great motivator for students to produce high-quality products and presentations)


The final project will be a PowerPoint presentation with a minimum of the following:

eight slides with invention, history, inventor, personal use of invention, future of product or

process, comparison with another invention or place, environmental compatibility

of invention, access to invention worldwide

two original graphics

one chart or graph



V Select Tasks & Activities

Begin to organize your tasks and activities into the following categories:

  1. Introductory Activities stimulate student interest in the topic and motivate students to participate in the project.


  1. Instructional Activities through which students learn and demonstrate the knowledge, skills and habits of mind needed to attain the identified standards and complete the project.


  1. Culminating Activities through which students demonstrate their learning of most or all standards identified as the focus of the PBL unit (This would include the “final product or performance” but may also include other culminating activities)


Introductory

Instructional

Culminating


United Streaming

Discussion of items in room. life


Article –“Do you have a better idea?”


Readings

Interviews







Use of databases

Googling

Use of PowerPoint Presentation

Speaking practice


Diagrams

Flowcharts

Drawings

Paintings

Graphs



Presentation of Multimedia

Performance



VI Assess Student Progress

As students complete learning activities and work towards completion of the project, how will you assess their progress? Are there interim products and performances you can use? How will you assess both content and process (e.g. how well are groups working?)

Begin selecting interim products and performances by focusing on the following questions:

  1. What standards have been identified?

  2. What learning activities have been identified?

  3. What products and performances might represent student progress in meeting the standards?

  4. Do you need to revisit any of the above?


Keep in mind: multiple intelligences, group v. individual evidence and resource availability


Possible Interim Products

Written

Visual


Oral






Made


Combo

Essays

Letters

Poems

Narratives

Reports

Directions

Quizzes

Diagrams

Flowcharts

Drawings

Paintings

Graphs

Maps

Blueprints


Reports

Debates

Musical Performance

Readings

Interviews


Models

Construction

Exhibits

Sculptures

Databases


Videotapes

Multimedia

Web Sites

Dramas

Experiments

Perf. Arts




Possible Assessment Methods

Informal

“Traditional”

Performance

Observation

Oral Feedback

Teacher Logs

Short Answer

Quizzes/Tests


Rubrics

Checklists




Interim Product or Performance

Correlating Standard(s)


Topic, two sources, notes for research




Graphics or model




Chart












VII. Reflection

Where and how will you build in student reflection?


See rubric.







What questions or prompts will you use?









VII. Final Product / Performance Assessment


The New NEASC Assessment Criteria require that schools demonstrate:

  • Specific criteria shall be the basis for grading and reporting.

  • Teachers shall use a variety of assessment strategies.

  • Teachers shall be able to demonstrate how they use the results of assessments of student learning to improve their instructional practices.

  • The school shall use its agreed upon rubrics and indicators of successful accomplishment and other data to assess the progress of students in achieving the school’s stated expectations.




How will you assess the final product / performance? (In most cases, it will be by using a rubric)


See rubric. Student must present PPT orally to group—or as an alternative present an enhanced podcast.





How will you use this assessment in grading and reporting? It will be worth one assignment in each class.







How will you use this assessment to improve instructional practice? Student will have this preparation before senior exhibition.




Rubric Scoring Guide for Assessing Student Learning


Scoring Guide for: Do you have a better idea?

Criteria/Standard \ Scale







Purpose, Importance



The report explains the key purposes of the invention and points out less obvious ones as well.

The report explains all of the key purposes of the invention.

The report explains some of the purposes of the invention but misses key purposes.

The report does not refer to the purposes of the invention


Features



The report details both key and hidden features of the invention and explains how they serve several purposes.

The report details the key features of the invention and explains the purposes they serve.

The report neglects some features of the invention or the purposes they serve.

The report does not detail the features of the invention or the purposes they serve.


Critique



The report discusses the strengths and weaknesses of the invention, and suggests improvements or new inventions.

The report discusses the strengths and weaknesses of the invention.

The report discusses either the strengths or weaknesses of the invention but not both.

The report does not mention the strengths or the weaknesses of the invention.


Connections



The report makes appropriate connections between the purposes and features of the invention and many different kinds of phenomena.


The report makes appropriate connections between the purposes and features of the invention and one or two phenomena.

The report makes unclear or inappropriate connections between the invention and other phenomena.

The report makes no connections between the invention and other things.


Resources



One book

One database

One internet source

One interview

One book

One database


One book

One internet source


Any one source

Presentation


PPT with 8 slides, one original graphic, one chart

PPT with 8 slides including a chart

PPT with 8 slides

PPT





Grade Level: Middle School
Curriculum Connections: History, Science, Language arts
Required Software: Microsoft® Encarta® Reference Library 2005

What's in this Lesson:

Teacher Guide (including How to Begin)

Student Activity, Step-by-Step:

Step A: Explore the Process of Inventing
Step B: Create Your Report
Step C: Present Your Findings



Teacher Guide

Summary:

In this activity, students will explore the process of invention from an inventor's conception and as a factor of history.

Extensions:

•

Have students create a timeline of all the inventions in either a notebook or piece of banner paper on the bulletin board which shows how inventions were built on previous ones. Coordinate a group or whole-class Encarta multimedia presentation based on this activity.

•

Facilitate the presentation of student and class projects as part of a class Web site, perhaps linked with the Global SchoolNet Foundation home page, http://www.gsn.org

l FPRIVATE "TYPE=PICT;ALT=Top of page" Top of page

Student Activity

Description:

You will research the history and importance of an invention.

Step A

Explore the Process of Inventing

1.

Start Encarta and read the article Invention (device or process), including the sidebar "Landmark Inventions of the Millennium," by Herb Brody, which evaluates the differences between important discoveries and inventions.

2.

Choose an invention to research. (Tip: To help you select a possible subject, use the keyword "Invention" to find the Encarta list, "Notable Inventions and Discoveries.")

3.

Browse related entries, multimedia, and Web sites suggested by the Encarta articles on your subject, including a biography of the inventor. Ask yourself: what were his or her intentions for this invention? Is it used in ways he or she imagined?

4.

Check the Encarta dynamic timeline to find out what other events were happening when this invention was created. How did it influence the events that followed?

Step B

Create Your Report

1.

Gather information from all appropriate articles, sidebars, media features, and Web sources to describe and illustrate the creation and importance of this invention. (Suggestion: Use Encarta and Web searches to find descriptions and images of products that have resulted from the invention.)

2.

Be sure to include a picture of the invention or it in use. If you are doing a timeline activity, make sure you know where it would be placed in time.

Step C

Present Your Findings

1.

Use the Encarta Researcher as your guide to preparing your report. Include any pictures, text, maps, or other items that help illustrate your findings.

2.

If possible, present an oral report and show the class examples of products that have resulted from this invention.




Reforming Practices and Traditions

We are into the 21st Century and societies globally are undergoing a paradigm shift. New technologies and inventions have great impacts on our ways of life, including customs and traditions. In this era of societal change there is a tug in many society for keeping the old traditions and customs alive and encouraging people, especially the younger generations, to respect them . There are many customs and cultural practices which are very good, but are fading out and need preservation. Yet, there are some practices which are actually very obselete and are leading the society backwards, making it difficult to practice these traditions and customs when the world is shrinking and people from different cultures are coming closer via telecommuncations. Youth of today must decide which cultural customs and practices need to be preserved and why, which ones to be discarded or improved and why. This project is a place for students to exchange views about their customs and practices and make suggestions for keeping them, discarding them or improving them, rationalising at each step.

iEARN participants, join others in this project's interactive forum:

Need help?

Facilitated by: Farah Kamal, Pakistan and Mitra Fatolapour, Iran

Ages: 10-18

Dates: Ongoing

Language(s): English

Contact: For more information about participating in this or other iEARN projects, write to HYPERLINK "mailto:iearn@iearn.org"iearn@iearn.orgHYPERLINK "mailto:iEARN@us.iEARN.org.%20".







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