Day 1

Introduction to home inventions by Amanda

Ohlstein

Day 2
Home Inventions Scavenger Hunt by Alyssa
Qahash

On day one, students will be exploring

On day 2, the students will be conducting
different inventors and inventions around
research through an online scavenger hunt.
them and in the classroom. The students will They will be guided through a powerpoint and
be put into five groups, and each group will be
provided with an answer sheet. Other than
responsible for researching an
that, the students will be on their own to learn
inventor/invention using books and websites
about the inventions of the television,
that have been provided. The students will
microwave, and light bulb.
then respond to four different questions based
on their research.
Duration: 45 minutes to an hour
This lesson includes a brief video on what an
invention is.

Duration: 30-45 minutes

This lesson includes a primary source. It is
Thomas Edisons patent for the light bulb.

This lesson contains a science and technology

connection.
Day 3
Home Inventions Then and Now Centers by
Alyssa Qahash
On day 3, the students will be rotating through
Then and Now centers where they complete
tasks with and without certain inventions to
get the full effect of the benefits that come
from that invention. The students will try
matching and folding socks with only a candle
light vs a regular lightbulb, answering detailed
questions about a 1930s film vs a 2016 film,
washing cloths using a bucket of soap and
water, and timing themselves writing a letter
vs talking through a cup and string- to
symbolize a telephone.

Day 4
Communication Centers by Julia Cooperstein
On day four, students will be exploring
different communication devices through
center rotations. At each of the five centers,
students will read about the invention and its
inventor and have some sort of interaction
with the invention. Finally, they will fill out
an "Invention Log" for each of the centers to
put together in a book
The duration of this lesson is about forty-five
minutes to one hour.
This lesson includes biographies and primary
sources.

Day 5
Communication Interview by Julia
Cooperstein

Day 6
Transportation through Time by Brittanee
Schaible

On day five, students will work on a project

based on information they obtained in their
homework the previous night. Students will
have chosen an invention device and
conducted an interview with a parent or
grandparent about their experience with the
device. On this day, students use the
information gathered to write up a report to be
posted in the hallway for all to read.

On day six, students will be assigned to a

group and then will collaborate with group
members to research and explore information
about a particular transportation. Students
will be assigned to groups based on their
learning styles. After exploring their
invention, each group will then report their
findings to their peers in various
representations.

The interview will be conducted prior to class

this day. Students will work for about thirty to
forty-five minutes on writing and then twenty
minutes for sharing.

Transportation through Time will take about

forty-five minutes in total. Five minutes for
the anticipatory set, twenty-five minutes for
research, and fifteen minutes for
presentations.

This lesson includes a language arts

connection.

Day 7
Model T Ford R.A.F.T. by Brittanee Schaible

This lesson includes the use of technology,

language arts connections, the examination of
primary sources, a biography connection, and
science connections.
Day 8
Changes in Medicine Throughout Time by
Hope Schlissel

On day seven, students will be using a writing

strategy in order to write from a perspective of On day eight, students will be learning about
a different person using the book Tin Lizzie,
ways in which medicine has advanced
by Peter Spier. Students will learn about
throughout history. Students will learn about
Henry Ford and his invention of the Model T
vaccines, the history of 9-1-1 and the history
Ford. They will gain insight on how this
of ambulances. Students will create a timeline
invention impacted various types of families, of the years in which important vaccines were
people, and even animals in society.
created, watch a video about the Bubonic
Plague, learn about F.D.R, and get an inside
The duration of this lesson will be about forty
look of an ambulance.
minutes. The anticipatory set will take about
five minutes, the reading and writing activity
The duration of this lesson is two hours and
will last about twenty-five minutes, and
will span three days. Forty minutes will be
finally sharing will take ten minutes.
dedicated to each part.
Included in this lesson are primary sources,
language arts connections, and a biography
connection.

This lesson will include science connections,

a biography connection, and math
connections.

Day 9
Medicine Changes Activity Day by Hope
Schlissel

Day 10
Field Trip to the Smithsonian Museum by
Amanda Ohlstein

On day nine, students will be completed

On day ten of this unit, students will be taking
activities relating to the three content areas
a fieldtrip to the Smithsonian Museum in
covered earlier: vaccines, 9-1-1, and
Washington DC. Students will be taking a tour
ambulances. Students will be working
and exploring the invention exhibit at the
together to create posters about vaccines and
museum. While students are exploring the
the class will have a gallery walk where
different inventions, they will be responsible
they can show off their work. Students will
for completing a map activity. This activity
learn about how to safely handle a medical
will help students learn where each invention
emergency when call 9-1-1 by acting out
occurred.
skits. Lastly, we will be having a very exciting
treat for the students. An EMT will be coming The first part of this lesson will be done in the
in and telling the class about the job. After,
classroom the day prior to the field trip. The
students will create a biography about EMTs.
fieldtrip will be an extended school day for
the students.
The duration of this lesson will be three hours
and will span three days. One hour will be
This lesson is the field trip for the unit on
dedicated to each activity.
inventions and contains a science and
technology standard.
This lesson includes a guest speaker, science
connections, and biography connections.
Day 11
Modern Inventions
by Alison Chapman

Day 12
Invention Fair
by Alison Chapman

On day eleven, Students will be presented

with a problem. The principal has decided to
take ipads out of the classrooms. Students will
be asked to determine how a specific
application or website helps them to learn, and
then advocate for the ipads to stay. This lesson
is meant to teach civics and advocacy skills as
well as early research skills.
The class will present their ideas to the
principal on the third day of the lesson.

On day twelve, Students are tasked with

inventing a useful tool that will make
someones life better. After conceptualizing
and depicting their invention, they will write
an essay on their invention and the difference
that they hope it will make. The class will
host an invention fair where each student will
get to walk around and see other students
inventions and present their own invention
verbally utilizing their picture or model.

This lesson will take five hours which is

equivalent to three days of class.

This lesson will take place over the course of

the entire unit. The students will have a few
minutes at the start or end of the history
lesson to develop their idea further based on
their ever-increasing knowledge of the
subject. They will have at two full class

This lesson contains a summative assessment

as a Science and Technology standard.

periods to complete the presentation, model,

and essay.
This lesson contains a formative and a
summative assessment, a science and
technology standard, and a language arts
standard.