LEARN NC

K–12 teaching and learning · from the UNC School of Education

Asian, African, or Australian Inventors & Inventions

The lesson integrates both Social Studies and Language Arts in a research and a creative writing component. The student will further understand inventors or inventions from Asia, Africa, and Australia, the focused continents in the 7th grade Social Studies curriculum, as well as have the opportunity to develop his/her writing, reading, and oral communication skills. The project also incorporates mathematics with an emphasis on percentages and graphing.

A lesson plan for grade 7 English Language Arts, Information Skills, Mathematics, and Social Studies

By Jeff Rachlin and Melissa Reid

About the authors

I am teaching Language Arts and social studies to 7th graders at North Asheboro Middle School. I have been teaching for 6 years and this is my second year in North Carolina.

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Learning outcomes

Goals

  • Students will research inventors and inventions of Asia, Africa, or Australia.
  • Students will provide a speech on his/her product topic.
  • Students will graph the effectiveness of their product.
  • Students will use percentages to analyze the demand for his/her product.

Objectives

  • Students will research and write a “10 step” paper on their invention or inventor.Students will create his/her own invention and build it.
  • Students will develop a commercial for his/her invention to be presented to the class.

Teacher planning

Time required for lesson

6 Weeks

Materials/resources

  • Paper and pencil
  • Other resources of historical importance available in the library.
  • Poster Paper
  • Colored Pens, Pencils, Crayons

Technology resources

  • Color Monitor
  • Computer with access to the Internet
  • Inspiration Software

Pre-activities

The students will watch two videos on inventions of the 20th century “For All Mankind” by the NASA and “From Dreams to Realities” by Channel One. Both detail various inventions we have seen over the years.

The students will then list on the board all of the inventions that they think have made a dramatic impact on either their lives, their country, or the world. This will help spark direction and interest in the activity. The videos will also allow students to visually understand the impact that some of these inventions have on society, and the process these inventions had to go through. You can help foster higher level of thinking by incorporating thinking maps and webbing.

Students should review the 10 step writing process as well (or whatever process you use since this is teacher created). If you would like further information about the 10 step process please refer to information for teachers or e-mail me.

In math the students will have the opportunity to practice graphing M&M colors in a bag. You can do various graphing activities by using the colors of M&M’s in a bag as the ratios or percentages.

Activities

Activities are divided by discipline; Information Skills, Social Studies, Language Arts and Math.

Informational Skills (suggested: 3-4 class periods)

Day 1 going over procedures for use of the library, the different sources of information, and how to properly use the computer. This guides the student through their research, and reminds them of some of the Informational Skills Standards that will be learned. The librarian will show the students Noodle Quest using the LCD panel to help students find possible sources of information on the computer. The librarian will have also laid out all of the research materials on inventions including:

  • Eureka series of inventions c. 1995
  • Inventions and Inventors c.2000
  • Profiles in World History by Joyce Moss
  • Biographical Encyclopedia of Scientists c.1981

Each library should have different sources available.

Day 2 and 3
Library research time: The librarian works with the students on hard copy materials, and the teacher may work with students on Internet. Web site suggestions are listed below the web sites section. The students will not be searching to create their own invention yet; rather the students will just be researching their chosen inventor or invention.

Day 4
Classroom or Library: Browse all types of inventions on the Internet using the video overhead to demonstrate to the class where sample searches may lead. Use that information for guiding discussion on what they would invent if they had the opportunity. It is at this time that you may let them know that the task is to create their own invention, market it, and make a commercial for it.

Social Studies (suggested: 10 class periods, counting presentations)

The students will review some of the major inventions of Asia, Africa, and Australia. It is during this time that the students will be given the task to research an inventor or invention from their choice of either Asia, Africa, or Australia. Their paper will be written in Language Arts, but the presentations of their findings may be in Social Studies. Their report should include a drawing of either the inventor or invention, the significance of the inventor or invention, what did the inventor make (or who made the invention), and what is the history of the impact of the invention following creation.

Once the students present their inventions, the students will be given the information for the second part of the unit. In small groups they will be able to design anything that they want that adds on to one of the inventions that were discussed about Asian, African, or Australian inventions. On the large paper, the students will record:

  1. What they are going to make.
  2. Why it is important.
  3. Who is the market for this product.
  4. A basic sketch of the invention.

Once the groups have shared the students will be given their individual invention project.

Language Arts (suggested: 10 class periods total, less if some of the assignment is given for homework)

After the students have spent their days in the library and understand the topic through instruction in Social Studies, it is now time to begin writing. One day may be spent reviewing the class writing process for writing a paper. To demonstrate, you may choose to walk students through a class activity demonstrating the process using the invention of the car or another significant invention. This will show the students what should be in every paragraph of their paper. Give the students a week to compose their paper, and allow the students to have one day of peer editing.

The second component of Language Arts is the creative invention paper. They are basically writing a point of view paper, and since we have already reviewed the way to write a paper, this may be accomplished in perhaps 3 class meetings.

The last component of Language Arts is the speech or sales-pitch of their invention. This will occur after they have had time to work on graphing. This will give the students visual aids to use, and it will allow time for them to make their poster. A criterion for the poster is in the assessment section. They will be giving a speech in front of the class showing what they have come up with for their own invention. Criteria and things to review with students before this speech would go along with the criteria for assessment.

Math (suggested: 5 class periods)
The students will be working with circle graphs and issuing a survey; it may be necessary to review these concepts if they have not worked with this recently.

The students will survey 100 people about their invention. They will then take the data that they have collected and create a frequency chart, bar graph, and a circle graph. The data will be analyzed and can be used in their speeches for Language Arts.

Each student will receive “seed money” of ten million dollars. They must figure out how to best spend it towards the manufacture, marketing and distribution of their product. The students must figure out fixed costs (including rent, overhead expenses like insurance, and equipment) and variable costs (labor, electricity, materials for construction of the invention, etc.).

Some of the information may be given to them or you may brainstorm the required elements as a class. For example, you may provide expense guidelines like:

  • Hourly wage of employee $7 hr
  • Using machines to build $50,000 per task.
  • Cost of product must at least be 115% higher than the cost to build.
  • Posters cost $3 each
  • Billboards $10,000 a month
  • Commercials are $100,000 each
  • Factory is $20,000 a month to run

Other items can be added or removed depending on the level of the class.

Assessment

Student will be judged on research by:

  1. Observation in the library and the computer lab.
  2. Quality and quantity of relevant material collected.
  3. Material should be from a variety of sources. For example, 2 different Web sites and one book or other print reference.
  4. A basic rubric incorporating these three factors can be created as a whole-class project with the students’ assistance.

Research Paper:

  • Judged by following ten steps and prewriting work completed.
  • 4 point holistic scoring guide (created for the 7th grade writing test by DPI)

Invention:

  • Judged by student-created rubric

Speech:

  • Judged on eye contact, energy, gestures, rate of speech, time, use of notecards, and effort.
  • Outline should be turned in.

Posters

  • Judged on effort
  • Creative Title of Invention
  • Slogan
  • Does the artwork make you more interested in the product?

Survey Project:

  • Name and questions to be asked 5 points
  • 100 people surveyed 5 points
  • Frequency Chart 5 points
  • Bar Graph 5 points
  • Circle Graph 5 points
  • Paragraph summarizing what was learned 3 points
  • Overall points and neatness 5 points

Creating a business:

  • Rubric set up by students for how they will be judged.

Supplemental information

Inspiration is a computer program that allows students to organize their writing through the use of graphic organizers. This may also be used when brainstorming the business expenses in Math or making connectoins between inventions and their historical impact in Social Studies.

10 Step Paper

  1. KYT (Know Your Topic) writing your topic sentence
  2. List - Bubble Map
  3. Pick 3 - Pick your three strongest connections to your initial bubble.
  4. 3-2-1 - Put the ideas in order from weakest connection to the strongest.
  5. SEE Chart -Like a tree map, but using S-tate, E-xplain, E-xample in the chart.
  6. In/Out - Introduction and conclusion (eye, idea (KYT), points {CONCLUSION is same in reverse
  7. Transitions
  8. Draft
  9. Edit
  10. Final Copy

Related websites

NC Wise Owl
http://www.ncwiseowl.org - provides excellent resources for North Carolina students to use in doing their research portion. This site is a link to periodicals, magazines, and Grolier Encyclopedia. Subscription purchased by the State of North Carolina for NC School use only, but similar services amy be available in libraries and Media Centers in your community.

Momma.com
http://www.momma.com - excellent metasearch which searches using multiple search engines. Useful for finding other sources of information on the web.

Inventor’s Museum
http://www.inventorsmuseum.com - is a great tool for finding information about inventions. It will take a little more searching to find Asian, African, and Australian inventions.

Invention Dimension
http://web.mit.edu/invent/ - is a great site once the student has choosen the inventor they wish to investigate. The inventors are listed in alphabetical order.

NoodleTools
http://www.noodletools.com/noodlequest/ is the web site for noodle quest. It will help guide the student searches.

Comments

None.

North Carolina Curriculum Alignment

Information Skills (2000)

Grade 7

  • Goal 1: The learner will EXPLORE sources and formats for reading, listening, and viewing purposes.
  • Goal 2: The learner will IDENTIFY and USE criteria for excellence to evaluate information and formats.
    • Objective 2.01: Identify published criteria of excellence for resources.
    • Objective 2.03: Recognize the diversity of ideas and thoughts by exploring a variety of resources (print, non-print, electronic) and formats (print, graphical, audio, video, multimedia, web-based).
    • Objective 2.05: Determine accuracy, relevance, and comprehensiveness of information resources.
  • Goal 4: The learner will EXPLORE and USE research processes to meet information needs.
  • Goal 5: The learner will COMMUNICATE reading, listening, and viewing experiences.
    • Objective 5.01: Respond to reading, listening, viewing experiences orally, artistically, dramatically, through various formats (e.g., print, multimedia).
    • Objective 5.02: Produce media in various formats (print, graphical, audio, video, multimedia) appropriate to audience and purpose.
    • Objective 5.05: Credit sources in all print, non-print, and electronic products.
    • Objective 5.06: Apply fair use copyright guidelines (Copyright Law, P. L. 94-553) in all projects.

Social Studies (2003)

Grade 7

  • Goal 3: The learner will analyze the impact of interactions between humans and their physical environments in Africa, Asia, and Australia.
    • Objective 3.01: Identify ways in which people of selected areas in Africa, Asia, and Australia have used, altered, and adapted to their environments in order to meet their needs and evaluate the impact of their actions on the development of cultures and regions.
    • Objective 3.03: Examine the development and use of tools and technologies and assess their influence on the human ability to use, modify, or adapt to their environment.
  • Goal 8: The learner will assess the influence and contributions of individuals and cultural groups in Africa, Asia, and Australia.
    • Objective 8.03: Identify major discoveries, innovations, and inventions and assess their influence on societies past and present.

English Language Arts (2004)

Grade 7

  • Goal 2: The learner will synthesize and use information from a variety of sources.
    • Objective 2.01: Respond to informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • analyzing the characteristics of informational works.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences and/or conclusions.
      • generating questions.
    • Objective 2.02: Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters and informercials) through:
      • identifying and using appropriate primary and secondary sources.
      • comparing, contrasting, and evaluating information from different sources about the same topic.
      • evaluating information for extraneous details, inconsistencies, relevant facts, and organization.
  • Goal 3: The learner will refine the understanding and use of argument.
    • Objective 3.03: Create arguments that evaluate by:
      • understand the importance of establishing a firm judgment.
      • justifying the judgment with logical, relevant reasons, clear examples, and supporting details.
      • creating an organizing structure appropriate to purpose, audience, and context.
  • Goal 6: The learner will apply conventions of application of grammar and language usage.
    • Objective 6.01: Model an understanding of conventional written and spoken expression by:
      • using a variety of sentences correctly, punctuating them properly, and avoiding fragments and run-ons.
      • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
      • applying the parts of speech to clarify language usage.
      • using pronouns correctly, including clear antecedents and correct case.
      • using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses).
      • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
      • extending vocabulary knowledge by learning and using new words.
      • determining when and where dialects and standard/nonstandard English usage are appropriate.
      • applying language conventions and usage during oral presentations.
      • choosing language that is precise, engaging, and well suited to the topic and audience.
      • experimenting with figurative language and speech patterns.
    • Objective 6.02: Continue to identify and edit errors in spoken and written English by:
      • using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled.
      • mastering proofreading symbols for editing.
      • producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.
      • listening to and monitoring self to correct errors.

Mathematics (2004)

Grade 7

  • Goal 1: Number and Operations - The learner will understand and compute with rational numbers.
    • Objective 1.03: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
  • Goal 4: Data Analysis and Probability - The learner will understand and use graphs and data analysis.
    • Objective 4.01: Collect, organize, analyze, and display data (including box plots and histograms) to solve problems.
    • Objective 4.05: Solve problems involving two or more sets of data using appropriate statistical measures.
  • Goal 5: Algebra - The learner will demonstrate an understanding of linear relations and fundamental algebraic concepts.
    • Objective 5.04: Develop fluency in the use of formulas to solve problems.