Planning Guide

Creating Learner-Focused
Schools

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

 

LU Title: Inventions: Natural & Man-made

Author(s): Marsha L. Mays-Smith Special Education Teacher

Grade Level: 6-8

School Address: Herkimer BOCES, 352 Gros Boulevard, Herkimer, NY

Subject Area: Science, Social Studies, Language Arts

School Phone/Fax: 315-867-2000

 

CONTENT KNOWLEDGE

Declarative

Procedural
  • The students will be able to define and discriminate between inventions, adaptations and discoveries.
  • Students will compare/contrast Industrial Age vs. Information Age; man-made inventions vs. natural inventions.
  • The students will identify major inventions of the Industrial Age, their inventors and the impact of the invention on American society.
  • Read legends and analyze literary elements of legends.
  • The students will identify the literary elements of character, setting, point of view, plot, climax and resolution.
  • Students will utilize a computer, equipped with story writing software, to publish a legend with illustrations.
  • The students will be able to discuss how Darwin's theory of natural selection can explain how new species are formed, why there are variations in species and how variations affect evolution.
  • Students will use a computer to gather research materials (CD-ROM and Internet).
  • Students will examine how the invention of computer based technologies are leading us into an information age.
  • Students will learn to retrieve, enter data, sort and save a spreadsheet file to organize a group project on inventors.

 
  • Students will use math skills to scale and measure a project.

 
  • Students will synthesize information about how nature invents and man invents to imagineer how man will live and adapt to his environment in the future and what he will invent to meet his needs.

 

 

ESSENTIAL QUESTIONS

 

 

INITIATING ACTIVITY

 The teacher will initiate the unit by explaining to students that they will be formulating definitions for the terms inventions, adaptations, and discoveries. Students will be organized into cooperative groups and will be presented with a pile of index cards that have examples of each term. They will be asked to sort the cards into the correct category. The cards should be organized as follows:

Inventions

computer

light bulb

television

telegraph

sewing machine

space shuttle

Discoveries

fire

electricity

Mount Fuji

Hawaiian Islands

fossils

gravity

moon

Adaptations

quills on porcupine

hooked beak on a parrot

monkey's tail

giraffe's neck

anteater's snout

When they feel that they have all of the items placed under the correct heading, their group leader will ask the teacher to review their grouped information. Cards that are correctly placed will be left in place. Cards in incorrect categories will be retrieved by the teacher and given to the group leader. Each group will be challenged to complete the exercise with three or fewer assists from the teacher.

After all groups have correctly organized the cards, they will be asked to describe what each group of cards has in common. Additional examples for each category will be solicited. To arrive at definitions, students will be queried with questions like the following: Was something new created? Did this already exist? Did people do the creating? Did nature do the creating?

Students will be informed that we are going to be studying how nature invents and how man invents. We will be exploring the topic of evolution in Science and we will be evaluating major inventions of the Industrial Age and the Information Age in Social Studies. We will be taking a look at how computer and the Internet are changing our society and the inventive processes. We are going to be creating legends, like the Native Americans did, that celebrate how nature invents. We are going to do some of our own inventing too and we are going to look at the processes that help inventors invent. From inventing our own sandwiches, to looking for fossils we are going to be doing some exciting things as we learn to value inventive thinking!

 

Connection to State Learning Standards

Content Area: English Language Arts, Mathematics, Social Studies, Arts

Level: 6-8

Standard: SS Standard 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. -investigate key turning points in United States history and explain why these events or developments are significant -gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States

 

Standard: SS Standard 2: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in world history and examine the broad sweep of history from a variety of perspectives. -investigate the important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause and effect relationships, testing these hypotheses, and forming conclusions.

 

Standard: ELA Standard 1: Students will read, write, listen and speak for information and understanding. -use a wide variety of strategies for selecting, organizing and categorizing information -use the process of pre-writing, drafting, revising and proofreading -use standard English for formal presentation of information, selecting appropriate grammatical constructions and vocabulary, using a variety of sentence structures, and observing the rules of punctuation, capitalization, and spelling

 

Standard: ELA Standard 2: Students will read, write, listen and speak for literary response and expression. -read and view texts and performances from a wide range of authors, subjects, and genres -understand and identify the distinguishing features of the major genres and use them to aid their interpretation and discussion of literature -write stories, poems, literary essays, and plays that observe the connections of the genre and contain interesting and effective language and voice

 

Unit Theme:

Inventions: Natural & Man-made

Standard: MST Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design as appropriate to pose questions, seek answers, and develop solutions. -interpret organized data -engage in design process -locate and utilize a range of printed, electronic and human information resources to obtain ideas -consider constraints and generate several ideas for alternative solutions -test their solution against design specifications, present and evaluate results, describe how the solution meets design criteria

 

Standard: MST Standard 2: Students will access, generate, process, and transfer information using appropriate technologies. -use spreadsheets and data-base software, electronic databases and on-line services -obtain accurate and relevant information from a range of sources

 

Standard: MST Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. -describe sources of variation in organisms and their structures and relate variations to survival

 

Standard: MST Standard 5: -use a computer system to acquire information from the Internet -understand how the evolution of technology led to the shift in society from an agricultural base to an industrial base to an information base -describe through examples how modern technology reduces manufacturing and construction costs and produces more uniform products

The Arts: Standard 1: Students will actively engage in the processes that constitute creation and performance in the arts (dance, music theater, and visual arts) and participate in various roles in the arts.

Visual Arts: -know and use a variety of sources for developing and conveying ideas, images, themes, symbols and events in their creation of art -use the elements and principles of art to communicate specific meanings to others in their art work.

Standard 2: Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Standard 4: Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. -demonstrate how art works and artifacts from divers would cultures reflect aspects of those cultures.

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

 Students will discriminate between man-made inventions, natural adaptations and discoveries.

Students will learn how Darwin's theory of natural selection explains how species were formed, why there are variations in species and how variations affect evolution.

Students will be able to identify American inventors of the late 1800's and early 1900's, their inventions and describe their impact on American Society.

Students will be able to explain how computer based technologies are leading us into an information age.

Germination/Plan Growth

Inventive process

 Classify cards into categories (Refer to initiating activity)

Textbooks Review of Darwin's letters and journals. Bird Species text. Examination of fossils. Review map of the Beagle's journey. Scrutinize photos of fossil remains found in the American West during Westward Expansion

Textbooks CD ROM encyclopedias Internet http://www.invent.org

Graphic Organizer, Current periodicals, Internet research

Plant a primitive man herb garden

Combine common household items for a new purpose

Invent a sandwich and name it after and inventor

 Cooperative Groups Students will prepare their own graphic organizer of the information

Study guide with graphic and mnemonic devices

Group display highlighting inventors

Brainstorming Researching

Graphic organizer "Hands-on" activity Teacher model

Cooperative groups

Students will develop definitions based upon classification of cards.

Lecture, Review of Study Guide, Teacher Made Examinations, Preparation of a bulletin board on speculation.

Construct a display highlighting inventions and their inventors. Prepare a timeline of inventions and inventors. Match cards of inventions to their inventors.

Students will list how computers are used, how they have affected jobs and how they effect how people interact.

Record observations, measurements of plant growth.

After participating in inventive experiments, the students will be encouraged to engage in metacognition and to describe how and why they arrived at their solutions.

 

 

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

 Compare/contrast using a graphic organizer.

Use spreadsheet to store, organize and analyze data.

Read legends and their literary elements.

Students will write their own legends using a graphic writing organizer.

Students will utilize a creative writing software package to publish their legends.

Students will use a web search engine to find research material.

Load and explore CD ROM software.

Synthesize man-made and natural inventive processes to predict future evolution of man and the inventions that he may create to meet his needs.

Complete comparison charts for:

1) Natural Inventions vs. Man-made inventions

2) Industrial Age vs. Information Age

3) Primitive's man diet vs. modern man's diet

The spreadsheet will be sorted, printed and used as part of display celebrating the accomplishments of inventors.

Story Map/Diagrams

The graphic writing organizer will require them to identify an animal character and an adaptive characteristic that will try to explain through their legend. Literary elements of setting, point of view, plot, climax and resolution will be included in the organizer.

Students will select from a variety of story writing software packages and will prepare their stories with illustrations (clip are and/or scanned images or digital photos)

Internet and world wide web will be defined. Teacher will model doing a search, limiting search results and browsing web pages and articles.

Students will be taught how to use Windows Run option to run d:\install.exe or setup.exe files.

A summative lecture will be given. Portfolios will be reviewed and earlier projects will be reexamined.

A graphic organizer will be developed during lectures and discussions. Students will participate in the development of the organizer and take notes. Teacher will model during the 1st experience. Students will do second and third as guided practice.

A spreadsheet will be used to collect data on inventors. Data will be collected from texts and sites like http://www.invent.org and http://www.federalregister.com/hpage2/uspto.htm.

Students will access legends through the Internet and library resources. (http://darsie.ucdavis.edu/tales/natam.html) They will read at least two Native American legends preparing story maps for both.

Students will complete the writing organizer.

Students will use their graphic organizer as a skeleton for the legend.

After watching a model, students will work in cooperative groups to search for materials on inventions and legends. **

 **Students will be instructed that CD ROMs can be activated by an autoinstall feature or running setup.exe or install.exe files.

Students will construct a model of future man with adaptive features. An accompanying paper will detail the environment that man may live in, his adaptations to the environment and the things he invents to meet his needs. Individual presentation to the group.

 

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

 Students will be synthesizing information about the origin of life, how species adapt to their environment and how man uses his inventive abilities to meet his needs in a changing environment.

 Comparing

 Classifying

 Inductive Reasoning

 Deductive Reasoning

  • Error Analysis

 Analyzing Perspectives

 Constructing Support

 Abstracting

  • Other:

 Students will extend their awareness of their cognition and ability to be inventive.

 

Planning Guide

 

Unit:

 

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.

 

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcoming constraints or limiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

 

 

Products/Performances

Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

Element #1

Element #2

Element #3

Element #4

Elements

Scale

 Opening

Organization

Conclusion

Model

Weights

15

30

15

40

4

Provides overview of anticipated environment, physical adaptations necessary to exist in the environment and demonstrates "inventive thinking" in proposing inventions that man will need to adapt to the environment.

Effectively organizes the written material in an appropriate format. Provides well-developed and logical support for proposed adaptations.

Provides a clear conclusion that effectively brings the summary to a close.

Model includes man, evidence of proposed inventions and illustrates natural environment as described in paper. Features are easily identified or clearly labeled. Shows use of creative thinking.

 

3

 Clearly identifies adaptations and key features of the physical environment and suggest how this may affect man.

Accurately organizes materials in the appropriate fashion. Provides reasonable arguments for point of view.

Provides a conclusion that somewhat effectively brings the summary to a close.

Model includes man, evidence of some proposed inventions and illustrates natural environment as described in paper. Some features are easily identified or clearly labeled. Shows some use of creative thinking.

 

2

Introduces the topics of evolution, adaptation and invention but does not propose what man will be like as a result of changes.

Information shows organization but is not the most appropriate. Provides some support for contentions but some significant issues are not addressed.

Conclusion does not support statements made in the paper.

Model includes little evidence of man's evolutions or inventions. Few features are easily identified or clearly labeled.

 

1

Does not introduce all of the topics of evolution, adaptation or invention.

Disorganized. Suggestions from draft not incorporated.

No concluding statement is incorporated.

Model incomplete.

 NOTE: Rubric or other performance assessment instruments may be used.

 

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4

Score Point 3

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

 

Score Point 2

Score Point 1

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

 

 

Have You Considered These Yet?

 

Learn to Learn Skills:

 

 

Assessment Modifications:

 This unit was taught, as is, to an 8:1:1 ED class. Students classifications varied from ED to LD to MR. Assessments reflect the diversity of the classroom.

 

Unit Schedule/Time Plan:

 Time frames are established for each Learning Experience in preceding section.

 

Written Overview:

 "Inventions: Natural and Man-made" is an interdisciplinary, knowledge based, problem-solving learning unit. As educators we are challenged to encourage children to prepare for and embrace change at an accelerating pace. Through participation in the learning experiences in this unit, children are encouraged to reflect on the very processes that lead to inventive thinking and how they can use technology to enhance inventive processes.

The post Civil War period (approx. 1865-1900) of American history has been characterized as the Industrial Age. It was a remarkable period of innovation and reflection. Coincidental to the arrival of revolutionary new technologies like electric lighting, the telephone, and the automobile, a discourse about the origin of man developed in scientific communities and in broader American society. Charles Darwin's Origin of Species was published in 1895 and a rampant debate about the creation/evolution of man was initiated. As the western frontier was settled after the Civil War, ranchers found the fossil remains of ancient reptiles and mammals sparking more interest in the evolution theory. As we planned and invented for the future, we also scrutinized our past.

This unit reflects upon how nature invents and how man invents. The natural invention process of evolution is examined. Students are encouraged to think of themselves as inventors and to practice "inventive thinking".

From ruminating over excerpts of Charles Darwin's journal, to examining the inventive efforts of Thomas Edison, to imagineering the future, this unit affords students an opportunity to explore and apply inventive processes.

It strives to follow Charles Darwin's self described blue print for success as a scientist. Please consider the following excerpt from a letter written by Darwin"

:Therefore, my success as a man of science, whatever this may have amounted to, has been determined, as far as I can judge, by complex and diversified mental qualities and conditions. Of these the most important have been: the love of science, unbounded patience in long reflecting over any subject, industry in observing and collecting facts, and a fair share of invention as well as common sense."

Computer technology is integrated throughout the unit. Computers are used in the following ways:

-Internet research

-CD ROM encyclopedias

-store, sort and graph data in spreadsheet

-creative writing software

-clipart used to make overheads for projects

-multimedia presentation software

The unit culminates by asking students to use inventive thinking to predict a future stage in the evolution of man. What will he look like? How will he live? How will has body be adapted to his environment? What tools will he invent to meet his needs?