• To assess student understanding of the differences between past and modern technologies monitor student completion of the interview form: What Was Technology Like Long Ago? (S-K2-10_Interview Form.doc)

• Listen to students’ responses while discussing whether ideas generated would be classified as needs or wants.

• Assess whether students can discuss the meaning of a model.

• Observe students during group project work to see if they are actively engaged and carrying out their assigned jobs.

• Review students’ Individual Scoring Guide on Group Project (S-K2-10_Scoring Guide for Group Project.doc) to check for their understanding of the design process.

Invite a specialist (if possible to include careers into unit) to demonstrate how to design a “storyboard”. This “storyboard” will show the detail in the process of an invention. If this is not possible, use the Developing a Storyboard (S-K2-10-2_Developing a Storyboard.doc) explanation on how to develop a storyboard for students making their group presentations.

Say, “Today you will be working with a small group to solve a problem that would make our lives easier. What problems have you seen in our area that you think could be solved or improved on?” Generate a list of students’ responses on the board or chart paper. You may need to get them started with some ideas, such as: not enough teacher time with help with homework; robot teacher for helping with homework; contraption that rapidly collects water to clean our lakes or streams; machine that attracts and collects bugs in our house so we do not have to use pesticides; an automatic lawn mower; and filter that cleans water when you are out on a hike and forget a water bottle; etc. After each response, have students identify the problem as a need or want.

After a number of ideas have been identified, place students in groups of four to work as a team to solve the problem. Give each team member a specific job within the group [e.g., illustrator (on storyboard), writer/recorder (on storyboard), materials person, presentation speaker]. Give students ample time to collaborate and identify a problem to solve. Either you assign individual group jobs or students can select which job they want.

Say, “Each group’s materials person will get a tub filled with items that will be used to create a model for the invention machine. A model is a smaller example of something that is used to show what the larger item (machine) would look like.” Discuss examples such as model trains, cars, houses, and a Barbie Doll. “Only the materials person can touch the items. This person does NOT decide where to put the material items, the others in the team discuss and the speaker/presenter makes the final decision what to glue/tape where. Item by item the group decides whether to use the item and where each item piece goes. The illustrator and writer/recorder will document the process on the storyboard. When completed the speaker/presenter will share and explain the steps to design the machine, the problem it solves, and describe the impact of the invention. Each of you will receive a grade for your part in this process.” Distribute copies and go over the Scoring Guide (S-K2-10_Scoring Guide for Group Project.doc) so all students are aware how their contribution will be scored. “I expect you and your teammates to be respectful of each other and to work collaboratively with each other as that will also be part of your individual grade. Remember the materials person is the only one who may touch the tub items. Are there any questions before we begin?” After all questions are answered and students understand directive, distribute the storyboard (you may want students to sketch out on blank legal size paper before putting information on the storyboard) and have each group’s materials person get the tub of items. You might want students to take a moment to discuss the project as a team before beginning their project. After each group has completed its storyboard, have each student complete the following sentences:

My invention is called _______________________. It does ___________________. It solves the problem of __________________________________________________.

Use the Individual Scoring Guide for Group Project to assess student work.

Extension:

• Students who may need an opportunity for additional learning can look in magazines, cut out pictures that demonstrate an invention that improves the quality of our lives, and share them with the class (identifying the illustrations as a need or want).

• Students who may be going beyond the standards can make an individual model of a machine that improves the quality of our lives and share it with the class (identifying the invention as a need or want).