Assess students’ understanding that an invention may answer a question or solve a problem.

• Observe students working independently to check that they are following their storyboard as they carry out the design process.

• Use the Individual Scoring Guide on Group Project (S-K2-10_Scoring Guide for Group Project.doc) to assess whether students have met the rubric criteria and have a thorough understanding of the design process and how inventions improve the quality of life.

In this lesson students will get the opportunity to participate in a mock TV news invention convention documentary that will be videotaped and shared with the class and or school.

Day 1

Have students review the Then and Now Venn diagram. Discuss with students the idea of a need and a want. Have students look at the list again and discuss which inventions in the Now section are needs and which are wants. Tell students sometimes it is difficult to say an invention is only a need or only a want. For example a video game to some is a want but to the person whose job is to play the game or make the game, it is a job or a need.

Invite students to your meeting area and ask students to reflect on what they have learned from other inventors and the process the inventors went through to complete their projects (some took longer than others to complete). Then discuss what they learned from working together with a group to solve a problem. Ask, “How have both of these processes changed how you think about your world and the problems you identify in your world?” Allow an open discussion making sure students clarify how these activities have developed and/or modified their thinking. Tell students, “You will be part of a mock TV news invention convention documentary that will be video taped and shared with the class.”

Say, “Now you will have the opportunity to work by yourself to create something that will improve the quality of life. It can be a need or a want. You will each get the opportunity to make a storyboard showcasing your invention. You will identify your invention as a need or want. Then each of you will present your storyboard to the class, which will be video taped as part of the invention convention documentary.”

If students do not already have a copy of the Individual Scoring Guide on Group Project (S-K2-10_Scoring Guide for Group Project.doc), distribute copies to them now. Allow students to ask questions regarding the scoring so that you are confident they understand how they will be evaluated. Give students time to think about a problem in their world. They may want to verbalize their thought process with a partner or small group to get started.

Have materials available (e.g., white legal-sized paper to sketch out idea, storyboard, suggested books from Related Resources section in Lesson 1) to help generate ideas or for students to use as needed.

Mingle and listen to student discussions. You may need to offer a few suggested ideas to those students who have difficulty thinking of ideas.

Days 2–4 will be available as necessary to work on individual projects:

Presentation Day: On the presentation day have a mock TV station set up with a video camera to document student presentations. After each student’s presentation discuss with class the impact the invention will have. Students will need to identify the invention as a need or want.

Extension:

• Students who might need an opportunity for additional learning can draw two pictures of an invention that improves the quality of life and label each as a need or a want.

• Students who may be going beyond the standards can write a paragraph explaining the difference between an invention as a need and as a want.