Title:
Create an Invention and Abraham Lincoln Review
Grade Level:
3rd Grade; small group
Time frame:
45 minutes
Broad Goals:
The students will appreciate the process it takes to get
an invention patented and the process of creating their own. They will
also
know all of the Abraham Lincoln material that was covered thus far. In
addition
to seeing how this fits what they have learned about
State
Standard: 15.A.2a Explain how economic systems decide what
goods and services are produced, how they are produced and who consumes
them.
15.C.2c Describe
how entrepreneurs take risks in order to produce
goods or services.
Lesson
Objective: When given the necessary materials to complete the
lesson,
the students will be able to demonstrate their knowledge of inventions
through
creating their own inventions in addition to completion a review
worksheet.
Resources:
Erlbach, Arlene
(1997). The Kids Invention Book.
Freedman,
Russell (1987).
Clarion
Books.
Foltz Jones,
http://www.noogenesis.com/inventing/pencil/pencil_page.html
http://www.uspto.gov/web/offices/ac/ahrpa/opa/kids/calendar/index.html
http://www.inventored.org/k-12/
http://www.uspto.gov/web/offices/ac/ahrpa/opa/kids/kidprimer.html
Focusing Activity:
Purpose:
The teacher will read excerpts
from the
following books:
The Kids’ Invention Book
(p.1), Mistakes That
Worked (p 1, 5 &41).
These
excerpts
cover the following inventions: Earmuffs made by a kid, Chocolate Chip
cookies
(that Abe never had a chance to taste) and other “mistake inventions.”
The teacher will ask the
students what they
think the purpose of today’s lesson is going to focus on.
·
The students may respond
with: “patents/inventions/or Abraham Lincoln’s invention.” The teacher
will
respond back with yes, you are all
correct! We are going to cover patents today because Abraham
Lincoln had a
patent which could turn into an invention. Remember,
Abraham was the only United States President to receive a patent?
Content Knowledge:
After finishing what reviewed
prior to today’s
lesson on inventions, I will begin to discuss what patents are with the
students. We will cover the: who, what, where, why and when of patents.
Throughout this discussion the
students will
label who, what, where, why and when on a teacher made worksheet. There
will
also be some unfamiliar vocabulary words on this worksheet that will be
discussed and defined. As soon as this is completed, I would like the
students
to observe a pencil I have brought in. I will ask “What is
wrong with it.” They will notice that the pencil may be; lacking an eraser, in short/sharpened down,
has marks in it, etc. Then I will ask them “how can we
fix it.” They should respond with things like; add an
eraser, change the color, add ribbon,
make it skinner or fatter, etc. After they have made their
observations of
this pencil the students will be asked to work together with the
materials
provided by the teacher. (Some of the materials may include: erasers,
ribbon,
other pencils, pencil sharpener, markers, tape stickers…). The students
will be
told that they created their own invention and could have possibilities
of
patenting it if they followed the guidelines we discussed before.
Response Activity:
Once the core of the lesson is
completed the
students will be asked to complete a there patent/vocabulary worksheet.
Next, a
hand out will be provided to the students about invention creating. “Let’s read this together.” Call on
students to read 1-10 on the handout. The teacher will reference to a
web site
at the bottom of the page. This website
tells you a lot more about patents and inventing, but you can also find
out
what inventions were created in your birthday month. Ask the
students to
place theses in there folders so they do not get lost, and reiterate
that inventions take time and creative thinking!
Conclude:
To conclude, I would like to inform
the
students of the up coming parent night OPEN HOUSE, and give them the
rest of
the time to clean up their folders and make them presentable!