UNIT 2: SCIENTIFIC AND TECHNOLOGICAL

INNOVATION

CENTRAL IDEA
Scientific and technological innovation is a developmental
process which affects human beings, nature, and the world
around us.

Week 1:
What are inventions and innovations and how are they created?

Week 2:
How have inventions and innovations changed our daily lives?

Week 3:
What criteria can we use to determine if an invention or
innovation is useful?

Week 4:
How have scientific and technological inventions advanced over
time?

Week 5:
What responsibility do inventors and innovators have to nature
and society?

Week 6:
How can we create an invention that is useful, responsible,
successful, and improves daily life?
 WEEK 1 - ESSENTIAL QUESTION
What are inventions and innovations and how are they
created?

Week 1 – Vocabulary List

● achieve ● by accident ● gadget ● military
● adjust ● create ● improve ● produce
● afford ● curious ● innovate ● prototype
● ambition ● design ● inspire ● solve (a problem)
● basic (need) ● discover ● invent ● space

DIRECTIONS: As we progress through the week, fill in the table below with some
of the reasons why people invent and innovate and at least ONE
example for each one.

REASON EXAMPLE 1 EXAMPLE 2

The Military Gunpowder Machine Guns

1.1 – INNOVATION AND INVENTION (WRITING)
Goal: Define invention and innovation and apply the words to technologies.

A. DIRECTIONS: Take notes about the words on the slides.

THING (n.) PERSON (n.) ACTION (v.)

invention __________________ invent

_____________________ A person who builds or _____________________
creates a brand-new
_____________________ product. _____________________

_______________ innovator __________________

A product that changes or _____________________ The act of changing or
improves an old idea or improving an old idea or
technology. _____________________ technology.

B. DIRECTIONS: Work in pairs. Choose at least TWO inventions from the slides and
complete the chart below.

ITEM 1 ITEM 2

What’s it called?

What is the reason behind it?

Is it an invention or
innovation?

How did people use to do the

same task before this
invention / innovation?

How can / did / does the

invention change people’s
daily lives?

Is it a useful invention? Who

could use the invention /
innovation?

What other technologies

were used to create this
invention / innovation?

Is this a responsible
invention – environmentally,
socially, etc.? Why or why
not?
1.2 - BOREDOM AND INNOVATION (READING)
Goal: Infer the meaning of unknown words by using clues in the text.

PART I – USING CONTEXT CLUES

While listening or reading, we can use clues in the text to figure out
important information. We often do this with plot or characters in stories, but
we can also use this process to deal with unknown vocabulary words.

PART II – LISTENING
A. DIRECTIONS: Listen to the first part of the monologue and answer the underlined
questions in the text below with your own thoughts.

HOW “SPACING OUT” CAN MAKE YOU MORE INNOVATIVE

When was the last time that I felt like my mind was in bloom? That I had my best ideas?
It was before I had my smartphone because now, I realized that every spare second that
I had when I used to be sort of spacing out and thinking about things, I was looking at my
phone. Then I started to ask, well what if we never got bored? What could we be
missing out on? And what I learned was fascinating.

B. DIRECTIONS: Now, listen to the rest to find out the speaker’s answers to her own
questions. After you read, write notes about the meanings of the
underlined vocabulary words in the bubbles.
In your brain, when you get bored, when you’re doing something that
doesn’t require your active focus, when you’re folding laundry, you’re
just lounging on the couch lazily, you ignite a network in your brain
called the “default mode”. Some scientists call it the “imagination
network”. And in the default mode, you think you’re doing nothing, but
your brain is incredibly busy. You are coming up with your most
original ideas. You are taking disparate thoughts and smashing them
together to create something new. You do something called
autobiographical planning, where you look back at your life, what
you’ve achieved or haven’t achieved. You create a story and then
you also think about what you want to do next and you set goals and
milestones and plot your path forward.
So, this is really important stuff that happens when we think we’re
bored or we’re doing nothing, and actually some amazing things can
happen. The more we’re tapping on our phones, the less we’re giving
ourselves time to tap into the brainpower that the default mode can
offer us, which is sort of deeper thinking.
And the word boredom, it sounds awful right? But actually, I think you
have to pass through that sort of discomfort to get to that good stuff
where you start to come up with your most creative ideas.
PART III – READING
A. DIRECTIONS: Read the text that you have been given by your teacher and take
some notes to answer each question for your article. Then, tell
your ideas to your group and fill in the details for their articles.

Who/What is the text What are some of the details about this
Article
about? topic?

This text explains ... First ...

1
In addition ...

Finally ...

This text explains ... First ...

In addition ...
2
Finally ...

This text explains ... First ...

In addition ...
3
Finally ...

B. DIRECTIONS: Compare your ideas about the words in your articles. With your
group, can you guess what the words mean using context clues?

Word Our guess Real meaning

epiphany

inclined

colleague

contemplate

remotely
1.3 – NEW INVENTIONS (LISTENING)
Goal: Identify facts about new inventions by listening to a radio interview.

PART I – BEFORE LISTENING

A. DIRECTIONS: Two-minute challenge! Choose one of the inventions on the slide
and write what you would do with it.

B. DIRECTIONS: Write the inventions in the correct group. If you don’t know, guess!
1. Time travel machine 5. Bio-fabric clothes (that change colour
2. Indoor cloud-maker machine according to the wearer’s mood)
3. Sign language translation gloves 6. Solar water distiller
4. Wing-suits (that enable you to fly) 7. Air-maker (for use on other planets)

REAL INVENTIONS FICTIONAL INVENTIONS

C. DIRECTIONS: Match the following vocabulary using the information on the slides
and write some other related words.

Word Definition Word Forms

a) to make or bring something
1. achieve _______
into existence

2. create _______ b) to make something better

c) to find an answer or solution

3. design _______
to a problem
d) to successfully bring
4. improve _______
something about
e) to make something from
5. produce _______
basic materials
f) a plan or drawing done
6. solve_______
before an invention is made

PART II – WHILE LISTENING

A. DIRECTIONS: Listen to the passage. Fill in the gaps with the correct word.
1. Wing-suits are not very ____________, but the modern ones are better than ever.
2. You can buy a wing-suit for 600 to _____________ dollars.
3. The water distiller is for places where it’s hard to get clean _____________ water.
4. To produce the water distiller properly, they still need help with _____________.
5. “Enable Talk Gloves” use sensors to turn sign language into text and then into spoken
___________.
6. James Cameron designed a submarine that goes ________ kilometres below sea level.
7. MIT students created a product that helps people get the contents out of the _______.

B. DIRECTIONS: Listen to the passage and circle True (T), False (F) or Doesn’t Say
(DS).
1. The first Wing-Suit World Championship was held in China. T F DS
2. The science correspondent still cannot afford a wing-suit. T F DS
3. Gabriele Diamanti's water distiller is marketed very well. T F DS
4. "Enable Talk Gloves" were invented by a group of university students. T F DS
5. James Cameron created a new underwater camera. T F DS
6. MIT students have produced a new type of ketchup. T F DS
7. The science reporter thinks the clouds from the cloud machine are ugly. T F DS

PART III – AFTER LISTENING

A. DIRECTIONS: Answer the questions below. Write at least TWO sentences for each
question. Use the words from the box below to help you.

afford create design improve produce solve

1. Which is the best invention from the listening? Why?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Choose one of the inventions from the listening. Why do you think someone created this
product?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. What are the main purposes of the inventions from this lesson? What problems do they
solve?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

B. DIRECTIONS: Fill in at least TWO of the spaces on the graphic organizer on Page
91 for week one to help answer our essential question.
1.4 – THE NEED TO INVENT (READING)
Goal: Discuss the reasons people invent by using the information from a reading.

PART I – BEFORE READING

DIRECTIONS: Match the inventions and the reasons they were made in the boxes
below.

● bionic eye ● liquid contact ● cling wrap ● fuel briquettes

● computers lenses ● freeze-dried food ● gun powder
● LifeStraw ● the internet ● machine guns ● workout
● GPS ● LED light bulbs ● super glue machines

Which inventions were made ...

... for the ... for people
... for the ... for space ... by
developing with
military (war)? (NASA)? accident?
world? disabilities?

PART II – DURING/AFTER READING

A. DIRECTIONS: Read the texts below. Underline each invention’s name, its inventor,
and the reason it was invented.

LIQUID LENSES
Many people can’t see very well and need eyeglasses, but there often aren’t enough eye
doctors in the developing world. For example, there’s only one optometrist for every 8 million
people in some parts of Africa. There are more than 150 million people worldwide who can’t
afford to buy eyeglasses or replace new ones when they break. Physicist Joshua Silver
decided to invent a new type of eyeglasses that people can adjust after he worked on a
project in Africa and saw that people needed help.
Silver designed eyeglasses that have lenses that are filled with a liquid. You turn a dial on
the sides of the glasses to add or subtract the liquid. Adjusting the amount of liquid changes
the strength of the lenses, making it easier for people with disabilities to see better. The
glasses cost $19 today, but Silver hopes to get the price down to $1 by the end of 2024. His
ambition to help people in the developing world will improve thousands of lives.

FUEL BRIQUETTES
In the developing world, smoke from indoor cooking kills more than 2 million children each
year. In fact, it’s the number one cause of death for children under five. Amy Smith, founder
of D-Lab at the Massachusetts Institute of Technology (MIT), was curious about the best
way to solve this problem. She designed a safe cooking fuel. The material she uses is also
typically free and can be found in or around most communities: farm waste.
Smith invented a device which is cheap and easy to afford. It compresses farm waste into
fuel briquettes similar to pieces of coal. These briquettes produce smoke that is less
dangerous than the smoke from other fuel, such as wood. They also burn hotter and last
longer. Farmers can make these briquettes from readily available farming materials, such as
hay in India and corn cobs in Ghana. This innovation has an economic benefit, too. Farmers
can buy the gadget for $2 and sell briquettes they don’t use. Smith estimates that this can
increase a farmer’s income by $500 a month.
WORKOUT MACHINES
Workout machines, like treadmills that you can run on indoors, were originally invented by
NASA so astronauts could use them regularly while exploring outer space. NASA
researchers were inspired after seeing astronauts struggling to adjust to the gravity back on
Earth after being in space. They had discovered that one of the long-term effects of being in
space for a long time in zero gravity is that it causes bones to become weaker and muscles
to break down. For those reasons, astronauts have a basic need to exercise during their
time away from Earth.

B. DIRECTIONS: Match the BOLD words in the text with their definitions using
context clues.
1. afford _____ a) to find something out for the first time
2. adjust _____ b) to give the spark of an idea for something
3. ambition ____ c) eager to know or learn something
4. basic _____ d) a small mechanical tool, especially a clever new one
5. curious ____ e) to adapt or change as needed
6. discover _____ f) to have enough money for something
7. gadget _____ g) a strong desire to do or achieve something
8. inspire ____ h) something that is needed or required; not a luxury

C. DIRECTIONS: Choose the main idea of each passage from the options below.
Liquid Lenses Fuel Briquettes Workout Machines
a) Liquid lenses are a) Smoke from indoor cooking a) Workout machines can
adjustable and affordable kills many children every help solve health
and can save many lives. year. problems for astronauts.
b) The eyeglasses that b) Fuel Briquettes are cheaper b) In space, there is zero
Silver invented are filled and less dangerous than gravity which hurts
with a liquid. other fuel. muscles and bones.

D. DIRECTIONS: Answer the questions about the text using short answers.
1. How many people worldwide can’t afford to buy eyeglasses? ____________________
2. How many children are killed every year by smoke from indoor cooking? ___________
3. What is one major effect of zero gravity? ______________________

E. DIRECTIONS: Work with a partner. Rank what you think the three most important
reasons to invent are. Then, explain your answers.

Rank Reason to invent Why?

F. DIRECTIONS: Fill in at least TWO of the spaces in the graphic organizer at the
beginning of this week to help answer our essential question.
1.5 – YOUNG INVENTORS (LISTENING)
Goal: Identify how and why young people choose to invent and innovate.

PART I – BEFORE WATCHING

DIRECTIONS: Read about the young inventors on the slides and take notes in the
box below about why they invented. What was the need for each
invention?

PART II – DURING/AFTER WATCHING

A. DIRECTIONS: Watch the video about Alexis, a young American inventor and
answer the questions below.
1. Who inspired Alexis to start inventing? 4. Why did Alexis invent the travois?
_________________________________ _________________________________
2. How old was Alexis when she started _________________________________
inventing?
5. Why did Alexis invent the EM-POD?
_________________________________
_________________________________
3. What world event encouraged Alexis to
6. How did she develop the EM-POD?
start inventing?
_________________________________
_________________________________
_________________________________

B. DIRECTIONS: Order the steps that Alexis took to create her inventions (1 - 4).

______ test out the prototype ______ create a design for the invention
______ make a physical prototype ______ think of a problem that needs solving

C. DIRECTIONS: Give advice to Alexis about her future as an inventor. Advise her on
what her next step should be with the inventions on the slides.

THE TRAVOIS
If I were you, I would _______________________________________________________
_________________________________________________________________________

THE EM-POD
If I ______________________________________________________________________
_________________________________________________________________________

D. DIRECTIONS: Fill in at least ONE of the spaces in the graphic organizer to help answer
our essential question.
1.6 – THE INVENTOR (L’INVENTEUR) (READING/WRITING)
Goal: Infer why and how people innovate by watching and analyzing a short film.

Your friend walks by you with her head hanging towards the ground. She is quiet and her
eyes are puffy and red. She is holding her report card in her hand. What can you infer
from this scenario?
We make inferences by combining what we already know with either information from a
text or from visual clues. We regularly use this skill in our daily lives.

PART I – BEFORE WATCHING

DIRECTIONS: Watch the video about an inventor and fill in the bubbles based on
what you can infer the character is thinking or saying in each scene.
Be prepared to explain why you have inferred that.

Image sources: Screenshots from https://vimeo.com/55610586

PART II – AFTER WATCHING

A. DIRECTIONS: Use your speech bubbles to retell the story to a classmate. Use the
words in the box to help you and tick (✔) the ones that you use
while telling the story.

achieve afford ambition by accident

create curious design discover
gadget improve innovate inspire
invent produce prototype solve
B. DIRECTIONS: Write a trait for each character and explain why you chose that trait.
You may use the words below or another word of your choice.

ambitious clever creative greedy materialistic selfish

Character Trait Explanation

The Inventor

The
Businessman

C. DIRECTIONS: Look at the statements below. Which do you think each character
would probably agree with, based on what you know about them?
Circle the letter of your choice (a-c).
1. The Inventor 2. The Businessman
a) “The best inventions and ideas a) “It’s not about the money, but about the
shouldn’t be for sale.” joy that your idea can bring you.”
b) “Breakfast is the most important meal of b) “Ideas are only as great as the money
the day.” they can make.”
c) “Plans are not as important as the c) “First impressions are very important.”
finished product.”

D. DIRECTIONS: What can you infer about why the main character was inventing?
Answer the question giving specific evidence from the short film.
Write 2-3 sentences and use vocabulary from the theme.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

PART III – PRACTICE

DIRECTIONS: Read the following passage. Fill in the boxes below the text using
specific evidence to support the inferences that you are making.
What did the man do?
The man looked around frantically. He ran to the nearest person, grabbed her by the
shoulders, and asked hurriedly, “What’s the date?!” The woman looked terrified, but
stammered in response, “Ja - January 3rd!” “No!” the man responded, “What’s the year?” “It’s
January 3rd, 1921”, the woman responded, before wrenching herself away and fleeing the
scene. The man, not noticing the woman’s obvious discomfort, raises both his fists to the
sky and shouts, “Eureka! I’ve done it!”

What I know: Support from the text: Inference:

1.7 – A CLASSICAL FAILURE (READING)
Goal: Select the best evidence to support opinions from a text
about innovation.

PART I – READING
A. DIRECTIONS: Read the Greek myth “Daedalus and Icarus”. While you are reading,
make the following annotations to the text:

Main events ___________ I don’t know this word.

I have a question. ? Number the paragraphs 1, 2, 3

On the island of Crete there lived a Minotaur, a ferocious creature that was half man and half bull.
The people of the island of Crete were terrified of the Minotaur – it loved nothing more than to feast
on human flesh. They begged their ruler, King Minos, to kill the creature. Instead, Minos constructed a
plan to imprison the Minotaur.
He enlisted the help of Daedalus, a talented architect, inventor, and craftsman, and asked him to design
a labyrinth – a maze of passages that would be so complex that it would be virtually impossible for
anyone to get out. It would be an incredible achievement.
Daedalus did as King Minos requested and then enticed the Minotaur into the labyrinth by leaving a
huge pile of fresh meat in its centre. King Minos was delighted. Anyone who was sent to the labyrinth
would be trapped and eventually they would be found by the Minotaur, who would eat them alive.
Deciding that he had no further use for Daedalus, the king threw him into the labyrinth along with his
son Icarus. The king had thought that the Minotaur would discover the pair and eat them, but they
escaped to an abandoned island outside the maze. After all, Daedalus had created the labyrinth and
knew his way around.
Daedalus and Icarus carefully made their way to the shore of the island and pondered their next step.
As Daedalus stared up at the sky at the seagulls circling overhead, he was inspired. He had a brilliant
and ambitious idea, which was to build a pair of wings! It would take some time, days, weeks even,
but he knew that it would work.
Scattered around the beach were seagull feathers. Daedalus instructed his son to collect as many as he
could find. He worked carefully to build the wings, studying the exact angle and shape of the seagulls
and improving on his earlier prototypes by watching how the birds flew. Six weeks later, the wings
were ready and their problem was solved.
“With these wings, you will fly like a bird,” Daedalus told his son, “but be careful. Make sure you do
not fly too close to the sun. If you do, the wax that holds the feathers together will melt.”
When the wings were finally finished, Daedalus attached them to Icarus first then asked his son to help
to position his own wings.
“We are ready,” his father told him, “follow me!”
Daedalus ran forwards towards the ocean, sweeping his arms up and down. With a whoosh, he zoomed
forward, rising into the air. He was flying! He couldn’t believe it. The wind whistled against his ears.
He felt like a bird. Higher and higher, faster and faster he flew.
Suddenly, Icarus realized he was so high that he could hardly see his father. At the same time, he
noticed a feather drift past and flutter downward towards the sea. Too late, Icarus discovered his
wings were melting. He had flown too close to the sun! Down and down and down went Icarus.
“Father!” he shouted, before falling with a heavy splash into the sea. His few remaining feathers
floated on the surface of the water as he sank. Daedalus could only watch helplessly and his heart felt
as heavy as a stone as he flew onwards, leaving his son behind.
B. DIRECTIONS: After reading the story, determine whether the following statements
about the myth are True (T), False (F) or Doesn’t Say (DS).
1. Daedalus had invented things for other kings as well. T F DS
2. The people of Crete wanted to kill the Minotaur. T F DS
3. It would be easy to find your way out of a labyrinth. T F DS
4. Daedalus was a confident inventor. T F DS
5. Daedalus collected the seagull feathers himself. T F DS
6. Daedalus got very tired while building the wings. T F DS
7. Icarus listened to his father’s instructions. T F DS

C. DIRECTIONS: Use context clues to infer the meaning of the following underlined
words from the text. Write the letter (a-f) on the line next to the
number (1-6).
1. Minotaur ______ a) attracted or tempted by offering pleasure or advantage
2. labyrinth ______ b) a complicated network of passages or paths; a maze
3. enticed ______ c) thought about (something) carefully
4. pondered ______ d) spread a small amount of something over a small area
5. scattered ______ e) a monster with the body of a man and the head and tail of a bull
6. flutter ______ f) to move with quick wavering motions or back and forth

D. DIRECTIONS: State whether you agree or disagree with each statement. Use
evidence from the text to support your opinion.
0. King Minos is cruel. 3. Icarus is foolish.
I agree, because in paragraph 4, he ______________________________
decides that he has no more use for ______________________________
Daedalus and decides to feed him and ______________________________
his son to the Minotaur.
4. Daedalus is responsible for his son’s
1. Daedalus is talented. death.
________________________________ ______________________________

________________________________ ______________________________

________________________________ ______________________________

2. Daedalus and Icarus should have stayed 5. This is based on a true story.
on the island after escaping from the _______________________________
labyrinth.
_______________________________
________________________________
_______________________________
________________________________
________________________________

E. DIRECTIONS: Fill in at least TWO of the spaces in the graphic organizer at the
beginning of this week to help answer our essential question.
1.8 – ADDING DETAILS WITH CONNECTORS (WRITING)
Goal: Combine sentences using connectors to improve our writing.

PART I - CONJUNCTIONS
DIRECTIONS: Read the following opinion paragraph. Pay close attention to the
underlined sentences.

I’m sure it’s happened to all of us: you see your friend at school and she has dark bags
under her eyes. When you ask her why she’s so tired, she tells you that she was up all
night binge-watching that popular new show on Netflix. There are many reasons why
parents should place limits on the amount of television that students watch. First of all,
tired teens can’t focus on the lessons at school. Because they’re too tired. Their
memories aren’t working properly. Although they may be eating well and exercising
regularly. Second of all, they may not complete their school work or study properly.
While they’re watching television. There just aren’t enough hours in the day to spend
time with family, do chores and homework, and watch hours upon hours of television. In
addition, they feel tired and can’t focus the next day. If they don’t sleep well. In
conclusion, parents should monitor their teens’ television habits and place limits on it to
improve their success in school and in life.

What do you notice about the following sentences? What’s wrong with them?
● Because they’re too tired.
● Although they may be eating well and exercising regularly.
● While they’re watching television.
● If they don’t sleep well.
That’s right! The sentences from the text are incomplete thoughts. They have a word like
because, although, while, and if in each sentence, but there isn’t a second part of the
sentence to complete the idea.
The following is a short list of words called connectors. These types of words join two ideas
together and need both parts to be complete.
after although because before by the time if since unless when while
Let’s complete the ideas from the paragraph together:
● Because they’re too tired, ________________________________________________
_____________________________________________________________________
● Although they may be eating well and exercising regularly, ______________________
_____________________________________________________________________
● While they’re watching television, __________________________________________
_____________________________________________________________________
● If they don’t sleep well, __________________________________________________
_____________________________________________________________________

CAUTION: If the part of the sentence with the connector comes first, use a comma!
● Because they’re too tired, they can’t focus at school.
● They can’t focus at school because they’re too tired.
PART II – PRACTICE
A. DIRECTIONS: Choose the best option.

1. _________ our first invention failed, we 3. ______ I finish this invention, I won’t be
started a new design. able to sell it!
a) After a) While
b) By the time b) Because
c) Unless c) Unless
d) If d) Since
2. I don’t want to build the prototype 4. ______ the inventor finished, he had
________ I don’t feel ready. worked for nine hours straight.
a) although a) By the time
b) because b) After
c) when c) If
d) while d) While
B. DIRECTIONS: Join the sentences together using the connector in the brackets.
1. The technology was very expensive. It was built by hand. (because)
_____________________________________________________________________
2. The invention release went ahead. It wasn’t working very well. (although)
_____________________________________________________________________
3. He was walking out of the room. The CEO called his name. (when)
_____________________________________________________________________
4. He needs to work harder. He won’t accomplish very much in life. (unless)
_____________________________________________________________________
5. First, he made a new product. Then, he developed a marketing campaign. (after)
_____________________________________________________________________
6. He must talk to his company. Otherwise, he won’t have enough money. (if)
_____________________________________________________________________

C. DIRECTIONS: Look at the sentence starters on the slides and complete them
below. Write your best EIGHT sentences.
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
6. _____________________________________________________________________
7. _____________________________________________________________________
8. _____________________________________________________________________
1.9 – INVENT AN INVENTOR (FORMATIVE)
Goal: Demonstrate an understanding of the week’s essential question.

● You will choose from ONE of the following options below for assessment.
● You only have this lesson to complete your writing sample.
● Use the ideas on the graphic organizer from the beginning of this week to help
you answer the questions.

INTERVIEW AUTOBIOGRAPHY
Choose one of the inventions and Choose one of the inventions and
inventors from week 1 or week 2 and write inventors from week 1 or week 2 and
an imaginary interview with that inventor write an autobiography where that inventor
about their invention where you find out explains their invention and the following
the answer about the following questions: information:
● What inspired them to invent? ● What inspired them to invent?
● What challenges did they face while ● What challenges did they face while
inventing? inventing?
● Why did they invent? ● Why did they invent?
● Who did they want to help with their ● Who did they want to help with their
invention? invention?
● What were their plans for the ● What were their plans for the
future? future?

Write 80-100 words Write 80-100 words

INVENTION POETRY
Create an invention/innovation that could Write a rhyming poem or song lyrics that
help out in one of the following areas: describes one of the inventions from this
week’s lessons.

1. Invent 2. Invent Ensure that you include the following

something related something that can information in your poem:
to diet or exercise help you do chores
to help to be around the house.
healthier. ● What does it do / how does it work?
● Who invented it?
● Why did they invent it?
Write a paragraph explaining the following: ● What was it innovated from?
● What does it do / how does it work? ● How has it helped people?
● What other technologies does the
invention use? Write 80-100 words
● What problem does it solve?

Write 80-100 words

 WEEK 2 - ESSENTIAL QUESTION
How have inventions and innovations changed
our daily lives?

Week 2 – Vocabulary List

● ability ● convenient ● directions ● protect
● access ● daily life ● essential ● reduce
● breakthrough ● decrease ● increase ● route
● change ● difficulties ● location ● rural

DIRECTIONS: As we move through the lessons this week, fill in information here
about the inventions you learn about. Make specific reference to
what the invention is and whose life/lives it changed.

With the Invention Invention / People Without the Invention

We would have many more
Many diseases are cured antibiotics / everyone illnesses and many people
would die
2.1 – CHANGING LIVES (WRITING)
Goal: Demonstrate understanding of vocabulary words about technology.

PART I – VOCABULARY
DIRECTIONS: Using the information on the slides, fill in the table below.
Part of
Word Word Formation Definition/Picture
Speech
ability noun

change verb

daily life noun

decrease verb

difficulties noun

essential adjective

protect verb

reduce verb

PART II – LIFE WITH AND WITHOUT TECHNOLOGY

DIRECTIONS: Watch the video about a man who has given up social media. Using
the ideas in the video and your own, complete the sentences about
his life.
1. Mark’s ability to survive without social media is ________________________________
______________________________________________________________________
2. Getting rid of social media changed Mark’s life by ______________________________
______________________________________________________________________
3. Despite getting rid of social media, Mark’s daily life was still ______________________
______________________________________________________________________
4. After he reduced his social media use, Mark found that ________________________
______________________________________________________________________
5. Some difficulties that Mark might have without social media are ___________________
______________________________________________________________________
6. Some technologies that were not essential to his life were _______________________
______________________________________________________________________
7. Mark would do anything to protect his new lifestyle because ______________________
______________________________________________________________________
8. Like Mark, we should probably all decrease the amount of _______________________
______________________________________________________________________
2.2 – INVENTIONS THAT CHANGED OUR LIVES (READING)
Goal: Read about some inventions that have changed our daily lives for the better.

PART I – BEFORE READING

DIRECTIONS: In the box, write a list of 5-10 inventions that you use every day or
nearly every day. With a partner, discuss why they are important and
come to an agreement about which is the most essential.

PART II – WHILE READING

A. DIRECTIONS: Skim through the reading quickly and write the letter (A-D) of the
inventions on the lines provided.
1. Which was invented by accident? _____ 3. Which changed the look of cities? _____
2. Which was invented in the 1400s? _____ 4. Which did many people invent? _____

B. DIRECTIONS: While reading the text, underline the inventor, the invention, when it
was invented and the main benefit of the invention.

CHANGING LIVES
If not for the amazing inventions in history, we would still be sitting by a candle and writing
letters to get in touch with friends, as opposed to sitting in front of the computer and using
social media sites; we would be unable to read, die from the smallest of infections, or have to
walk or take trains everywhere. Let’s look at some of the most important inventions that
changed our daily lives for the better:

A – THE PRINTING PRESS

Ever since the 11th century, there had been ideas about developing
a printing press around the world. However, the person who had the
vision to make this a reality was Johann Gutenberg in the 1430s. His
major breakthrough involved creating metal printing blocks instead
of wooden letters. He also advanced ink and paper production. The
printing press was such an essential invention used around the world
because of its powerful impact: information could be recorded and
spread around the world much faster than before, and it also made
books more affordable for everyone.

B – ANTIBIOTICS
Much later, the invention of antibiotics was a huge step for medicine. It saved and is still
saving many lives by stopping the growth of harmful bacteria. Alexander Fleming discovered
penicillin during the 1920s. He did this accidentally, but after he realized what he had done,
antibiotics spread quickly throughout the entire world. Antibiotics are still known for their
ability to fight off almost every form of infection, which greatly increased the number of lives
that can be saved. Just make sure you follow your doctor’s directions!
C – THE AUTOMOBILE
During the 19th century, many people imagined having personal motor vehicles. However, it
was not until Karl Benz’s Motorwagen in 1885 that this vision became a reality. His was the
first automobile in the world, but it was not affordable. So, Henry Ford decided to improve the
production process, which reduced the price. Nowadays, some people barely walk, as it is
more convenient to go to the corner store with their car, especially in rural areas away from
the city. This invention has changed the looks of cities around the world, as new routes were
developed to work with cars rather than pedestrians.

D – THE INTERNET
Now, you’re driving and don’t know your location, just check your maps app online, powered
by the internet. As you might expect for such a life-changing technology, it is impossible to
credit the invention of the Internet to a single person. The Internet was
the work of dozens of scientists, programmers and engineers, each
developing new features and technologies over time. The internet lets
us access information about the whole world, no matter where we are.
We all now depend on the internet, as it has had an enormous impact
on business, economy, politics, communications, entertainment, and
art. It helps us get our hands on any type of information we need.

PART III – AFTER READING

A. DIRECTIONS: Match the underlined vocabulary from the text to their meanings by
using context clues (the words around it).
1. breakthrough _______ a) a sudden and dramatic discovery or development
2. rural ______ b) the means or opportunity to enter or use something
3. increase _______ c) instructions given by someone
4. directions _______ d) involving nearly no trouble or effort
5. route _______ e) a particular place or position
6. convenient _______ f) relating to the countryside instead of the city
7. location _______ g) to make larger in amount or size
8. access _______ h) a course taken from a starting point to a destination

B. DIRECTIONS: Determine if the statements about the text are True (T), False (F), or
Doesn’t Say (DS). Correct the false statements.
1. The printing press reduced the price of books.
T F DS
______________________________________________________
2. Fleming did not discover penicillin on purpose.
T F DS
______________________________________________________
3. Antibiotics spread through Europe first after being discovered.
T F DS
______________________________________________________
4. Henry Ford invented the first personal motor vehicle.
T F DS
______________________________________________________
5. The internet has not changed the way we do business.
______________________________________________________ T F DS

Image Sources: https://commons.wikimedia.org/wiki/File:J._Howe_%26_Co._printing_press,_1830.svg;

https://www.freepik.com/free-photo/laptop-which-there-is-world-people-drawn_969879.htm#query=internet&position=29&from_vi
ew=search&track=sph;
2.3 – TRANSPORTATION INNOVATION (USE OF ENGLISH)
Goal: Compose sentences about transportation innovations using precise language.

PART I – BRIDGE RIDDLE

A. DIRECTIONS: Read and solve the following scenario.

Four people are trying to run away from a zombie attack and they need to
reach the other side of the valley. Complete the blanks with the words in the
box about some possible ways that they could escape.

across around between from to

into off on onto through

1. If there was a cave nearby, they could walk ____________ the cave and hide there.

2. They could run ______________ the building and go in the opposite direction.

3. If they had a hot-air balloon, they could fly __________ one side of the valley
___________ the other.

4. If they had a rope, they could swing _____________ the two sides of the valley.

5. We can see a bridge. Maybe they could walk ______________ the bridge.

6. If they had a raft, they could jump _____________ the raft and sail across the river.

7. If there was a tunnel under the ground, they could go ____________ that tunnel.

8. If there was a bus stop, they could get ___________ the next bus and get _________
the bus at a safe place.

B. DIRECTIONS: Watch the video about the bridge riddle. Take notes and make
calculations about some possible solutions with a partner.

Possible Solutions:

C. DIRECTIONS: Watch the end of the video and write the actual solution based on the
video.

Actual Solution:
PART II – USE OF ENGLISH
A. DIRECTIONS: Watch the video about the Hövding. Complete the sentences using
ONE word for each gap.
In 2005, two Swedish design students had a major breakthrough. They invented a totally new
kind of bicycle helmet that they say is an essential part of bicycle safety. People say it's
invisible because you cannot see it (1) ___________ a cyclist's head. The "invisible" helmet
is really a kind of airbag, which is like a large collar. People wear it (2) __________ their neck
like a scarf. When the cyclist falls (3) __________ his/her bike, the collar quickly fills with gas
and the rider’s head stays safe (4) __________ the soft sides of the bag. The inventors,
Anna Haupt and Terese Alstin, said, "Bicycle helmets have never been comfortable or
convenient. They’re like a hard mushroom (5) __________ your head." They called their
invention the Hövding. The designers hope their helmet will reduce the number of injuries
from bicycle accidents and change the daily lives of cyclists all (6) __________ the
world. People can only buy the Hövding helmet online (7) __________ Europe. It sells for
around $335, but they are hoping that the price will decrease so that all cyclists can afford
the Hövding and use it even when they are riding (8) _____________ their homes
(9)___________ the nearest supermarket.

B. DIRECTIONS: Watch the video about the Lexus Hoverboard. Use the sentence
starters to finish the sentences about the invention.
1. You can take the board through ____________________________________________
2. The man jumped onto _____________________________________________________
3. The man went into ________________________________________________________
4. The man jumped off _______________________________________________________
5. He put his arm around _____________________________________________________

C. DIRECTIONS: Watch the video about the Cyclotron Bike. Write EIGHT sentences
below using the words from PART I - A. Do not use the same word
more than once.
1.________________________________________________________________________
2.________________________________________________________________________
3.________________________________________________________________________
4.________________________________________________________________________
5.________________________________________________________________________
6.________________________________________________________________________
7.________________________________________________________________________
8.________________________________________________________________________

D. DIRECTIONS: Fill in at least ONE of the spaces in the graphic organizer at the
beginning of this week to help answer our essential question.
2.4 – THE FUN THEY HAD (READING)
Goal: Infer changes in a character’s perspective about an invention.

“The Fun They Had” was written in 1951 and published in a magazine. The story takes
place in a distant future when teachers have been replaced by robots and classrooms and
schools as we know them no longer exist. Books are no longer essential as they have also
been replaced by electronic books. The story starts with a group of children talking about a
“real book” that they have found.
Isaac Asimov (1920-1992), a Russian-born American writer, is considered one of the great
science-fiction authors. He wrote more than 500 books covering virtually all areas of
knowledge.

PART I – READING
DIRECTIONS: As you read the story, annotate it using the following marks:

Main events ___________ I don’t know this word.

I have a question. ? I made a connection. ∞
The Fun They Had
by Isaac Asimov
Margie even wrote about it that night in her diary. On the page headed May 17, 2155, she wrote,
“Today, Tommy found a real book!”
It was a very old book. Margie’s grandfather once said that when he was a little boy his
grandfather told him that there was a time when all stories were printed on paper.
They turned the pages, which were yellow and crinkly, and it was awfully funny to read words that
stood still instead of moving the way they were supposed to—on a screen, you know. And then, when
they turned back to the page before, it had the same words on it that it had had when they read it the
first time.
“Gee,” said Tommy, “what a waste. When you’re through with the book, you just throw it away, I
guess. Our television screen must have had a million books on it and it’s good for plenty more. I
wouldn’t throw it away.”
“Same with mine,” said Margie. She was eleven and hadn’t seen as many telebooks as Tommy had.
He was thirteen.
She said, “Where did you find it?”
“In my house.” He pointed without looking, because he was busy reading. “In the attic1.”
“What’s it about?”
“School.”
Margie was scornful. “School? What’s there to write about school? I hate school.”
Margie always hated school, but now she hated it more than ever. The mechanical teacher had been
giving her an increasing number of tests in geography and she had been doing worse and worse until
her mother had shaken her head sorrowfully 2 and sent for the County Inspector.

1
The top floor in a home; often used for storage
2
With sadness
 He was a round little man with a red face and a whole box of tools with dials and wires. He smiled
at Margie and gave her an apple, then took the teacher apart.
Margie had hoped he wouldn’t know how to put it together again, but he knew how all right, and,
after an hour or so, there it was again, large and black and ugly, with a big screen on which all the
lessons were shown and the questions were asked. That wasn’t so bad. The part Margie hated most was
the slot where she had to put homework and test papers. She always had to write them out in a punch
code they made her learn when she was six years old, and the mechanical teacher calculated the mark in
no time.
The Inspector had smiled after he was finished and patted Margie’s head. He said to her mother, “It’s not
the little girl’s fault, Mrs. Jones. I think the geography sector was geared a little too quickly. Those things
happen sometimes. I’ve slowed it up to an average ten-year level. Actually, the overall pattern of her progress
is quite satisfactory.” And he patted Margie’s head again.
Margie was disappointed. She had been hoping they would take the teacher away altogether. They
had once taken Tommy’s teacher away for nearly a month because the history sector had blanked out
completely and he had lost access.
“So,” she said to Tommy, “Why would anyone write about school?”
Tommy looked at her with very superior eyes. “Because it’s not our kind of school, stupid. This is
the old kind of school that they had hundreds and hundreds of years ago.” He added loftily3,
pronouncing the word carefully, “Centuries4 ago.”
Margie was hurt. “Well, I don’t know what kind of school they had all that time ago.”
She read the book over his shoulder for a while, then said, “Anyway, they had a teacher.”
“Sure, they had a teacher, but it wasn’t a regular teacher. It was a man.”
“A man? How could a man be a teacher?”
“Well, he just told the boys and girls things and gave them homework and asked them questions.”
“A man isn’t smart enough.”
“Sure he is. My father knows as much as my teacher.”
“He can’t. A man can’t know as much as a teacher.”
“He knows almost as much, I betcha.”
Margie wasn’t prepared to dispute that. She said, “1 wouldn’t want a strange man in my house to
teach me.”
Tommy screamed with laughter. “You don’t know much, Margie. The teachers didn’t live in the
house. They had a special building and all the kids went there.”
“And all the kids learned the same thing?” “Sure, if they were the same age.”
“But my mother says a teacher has to be adjusted to fit the mind of each boy and girl it teaches and
that each kid has to be taught differently.”
“Just the same they didn’t do it that way then. If you don’t like it, you don’t have to read the book.”
“I didn’t say I didn’t like it,” Margie said quickly. She wanted to read about those funny schools.
They weren’t even half-finished when Margie’s mother called, “Margie! School!”
Margie looked up. “Not yet, Mamma.”
“Now!” said Mrs. Jones. “And it’s probably time for Tommy, too.”
Margie said to Tommy, “Can I read the book some more with you after school?”

3
Acting better than someone
4
hundreds of years
 “Maybe,” he said nonchalantly. He walked away whistling, the dusty old book tucked beneath his arm.
Margie went into the schoolroom. It was right next to her bedroom, and the mechanical teacher was
on and waiting for her. It was convenient and regular -- always on at the same time every day except
Saturday and Sunday, because her mother said little girls learned better if they learned at regular hours.
The screen was lit up, and it gave the directions: “Today’s arithmetic5 lesson is on the addition of
proper fractions. Please insert yesterday’s homework in the proper slot.”
Margie did so with a sigh. She was thinking about the old schools they had when her grandfather’s
grandfather was a little boy. All the kids from the whole neighborhood came, laughing and shouting in
the schoolyard, sitting together in the schoolroom, going home together at the end of the day. They
learned the same things, so they had the ability to help one another with homework and talk about it.
The mechanical teacher was flashing on the screen: “When we add the fractions ½ and ¼…”
Margie was thinking about how the kids must have loved it in the old days. She was thinking about
the fun they had.

PART II – AFTER READING

A. DIRECTIONS: Read the text again and answer the following questions with short
answers. Highlight where you found the information in the text.
1. What do they call books in Margie’s world? _______________________

2. Why does Margie hate school? ____________________________________________

_____________________________________________________________________

3. What do you think the word “nonchalantly” means? ______________________

4. Why doesn’t Margie believe that a man is smart enough to be a teacher? __________

5. Briefly summarize the difference between your education and Margie’s below:

Your World Margie’s World

5
Mathematics
B. DIRECTIONS: Characters often change their perspectives from the beginning of a
story to the end. Use the following excerpts to infer how Margie’s
attitude towards school “the old way” changes throughout the story.
Write at least TWO FULL SENTENCES in each box.

Excerpt / Dialogue Margie’s Feelings / Explanation

Margie was scornful. “School?

What’s there to write about school? I
hate school.”

Margie was disappointed. She

had been hoping they would take the
teacher away altogether.

“I didn’t say I didn’t like it,” Margie

said quickly. She wanted to read
about those funny schools.

Margie was thinking about how

the kids must have loved it in the old
days. She was thinking about the fun
they had.

C. DIRECTIONS: Discuss the following questions with a partner or small group. Take
brief notes about what you discuss.
1. Do new inventions always improve our lives?
_________________________________________________________________
2. What are some examples of inventions that you think have made our lives worse?
_________________________________________________________________
3. What do you think the main idea / message in this story is?
_________________________________________________________________

CONNECT - Text-to-Self: How would you describe your experience with online education
during the pandemic? Take some short notes below, then share with a partner.

D. DIRECTIONS: Fill in at least ONE of the spaces in the graphic organizer at the
beginning of this week to help answer our essential question.
2.5 – LOW COST INVENTIONS (LISTENING)
Goal: Summarize information about a new invention to help the developing world.

PART I – BEFORE LISTENING

A. DIRECTIONS: Imagine that you are a person living with the situations below. Use
the following language to think of an invention that might solve the
problem. Take notes in the table so that you can explain your needs
to a partner.

If only there was ... / If I wish there was ... / I

Situation only we had... wish we had...

You live in a poor, rural

community. In your community,
you lose access to electricity and
water regularly.

Your school has many financial

difficulties. It does not have
enough money for books, no
technology, and no internet
access.

Poverty has been increasing in

your country. Hospitals are far
away and expensive. As a result,
rates of infant mortality (children
dying) are very high as well.

B. DIRECTIONS: Match the words (1-4) with their definitions (A-D).

1. _____ premature A. having a really low body temperature

2. _____ hypothermia B. holding someone closely in one’s arms

3. _____ embrace C. describes a baby born early, that didn’t fully grow

4. _____ incubator D. a machine that is used to protect young babies

Image Source: https://wellcomecollection.org/works/xhqe756u

PART II – LISTENING
A. DIRECTIONS: Listen to Jane Chen talk about her invention, the “Warm Embrace”.
Circle the letter of the correct choice.
1. What is not true about premature 3. What would have helped Sevitha’s baby
babies? live?
a) They can fit in your hand. a) Some food the baby liked
b) They usually rest peacefully. b) New clothes in her baby’s size
c) They struggle to stay alive. c) A new medicine to treat her baby
d) They often have health problems. d) A hospital closer to her home

2. How many babies each year could be 4. Why does the Warm Embrace need to be
helped by Warm Embrace? simple?
a) 20 thousand a) A mother needs to be able to use it.
b) 20 million b) Doctors don’t have time to learn about it.
c) 25 million c) It can get dirty after a few babies use it.
d) 37 million d) The machine is heavy and hard to move.

B. DIRECTIONS: Listen again. Decide if the following statements are True (T), False
(F), or Doesn’t Say (DS).
1. Before Jane invented Warm Embrace, no technology existed to keep
T F DS
premature babies alive.
2. Jane’s main reason for inventing Warm Embrace was that she
T F DS
wanted to make a lot of money.
3. Jane would probably agree that when creating new inventions, we
T F DS
need to think about the people who will be using the invention.

4. Warm Embrace has already saved millions of lives all over the world. T F DS

5. Doctors in India are working to create their own life-saving equipment

to help rural communities. T F DS

PART III – SUMMARIZING INFORMATION

DIRECTIONS: Summarize the article about Jane Chen’s invention using the
“SWBST” model.

Somebody _________________________________________
S
(Who has the problem?) _________________________________________
Wanted _________________________________________
W (What did that person/group of
people want?) _________________________________________
_________________________________________
But
B
(What was the problem?) _________________________________________
_________________________________________
So
S _________________________________________
(What was the solution?)
_________________________________________
Then
T _________________________________________
(What was the outcome?)
2.6 – HARNESSING THE WIND (READING)
Goal: Summarize how inventions have changed the lives of people in other countries.

PART I – TRAILER
DIRECTIONS: Watch the trailer for “The Boy Who Harnessed the Wind”. Answer the
following questions about the film.
1. What is the name of the main character? __________________________
2. What is his family’s business? __________________________
3. What country do they live in? __________________________
4. Where does he find materials for his invention? __________________________

PART II – LISTENING
DIRECTIONS: Use the words in the box to fill in the spaces in the excerpt of an
interview with William. Then watch the interview to check your
answers.

about from in of on out with

MOVING WINDMILLS
In late 2006, a Malawian newspaper first wrote 1_____________ a
remarkable young man from a remote rural village north
2
_____________ the capital city. This is his story.
William: My name is William Kamkwamba and I’m 3_____________
Malawi. 4_____________ the economy of Malawi, most
5
_____________ the people depend 6_____________ farming, we
depend 7_____________ tobacco. I’m 20 years old now. My village
has got 60 families and my family, we are 8_____________ 20. I dropped
9
_____________ of school because my parents had no money to pay my school fees,
and school fees are 10_____________ $80. We have enough wind 11_____________
Malawi and I was thinking, “What can I do to use that wind so that we can have
something?”
That’s why I decided to read some books 12_____________ the windmills. The first time I
saw a windmill 13_____________ the book, it just came up 14 _____________ the
pictures, but they didn’t say anything about what you can do to build that windmill so that
you can generate electricity or pump water.
Interviewer: You figured that 15_____________ on your own?
William: Yeah, I figured that out 16_____________ my
own. If this windmill is 17_____________ this book, if I
can try, then maybe I can make one so that I can have
electricity 18_____________ my home. The time I decided
to build the windmill, I was 14 years old. It took me
19
_____________ two months to build the first windmill.
They couldn’t believe that I could make something to
generate electricity.
Image source: https://upload.wikimedia.org/wikipedia/commons/b/b7/William_Kamkwambas_new_windmill.jpg
PART III – READING
DIRECTIONS: Read the following articles. Underline each inventor’s name, country
of origin, and invention.

“When you call 999 (emergency), it doesn’t go through to anyone!” complains

❶ Edwin Inganji. The 22-year old Kenyan was attacked by armed robbers in Nairobi
on his way home from school in 2014. “People just accept this, but it is
unacceptable.” Edwin has developed an app – Usalama – which offers a function
that people can access during emergency situations. Many people in high-crime
areas do not have a working 999 system. With Edwin’s app, you can quickly
contact family, friends, or other help by shaking your smartphone. They can then
get the directions to your location to help protect you.

Many Africans struggle with crime, a lack of funding, and difficulties with their
❷ governments. Peter Miria is a good example of this. He has created the “E-con
wheelchair”, which can climb stairs, go off-road, and allow users to stand upright.
He made his invention out of spare parts and recycled materials and hopes that
his invention will give Kenya’s 1.5 million disabled people the ability to get around
the country and work more easily. He hopes to find better funding so that he can
make it affordable for more people in his community.

Alex Makalliwa is soft-spoken and calm but has a courageous vision. He plans to
❸ completely change the ▲tuk-tuk industry, which is an important part of public
transportation in Nairobi. He is planning new, more convenient electric vehicles
which will be powered by a network of solar-powered charging stations. “We have
found that our tuk-tuks are going to be able to reduce the price by between 30-70
percent over the older versions,” Alex says. “We want to make “green” transport
easy for everyone to access. He hopes that as demand for the product increases,
the cost will drop.

PART IV - SUMMARIZING INFORMATION

DIRECTIONS: Fill in the chart below with the most important information from all
three texts. Then, use it to summarize the texts to a partner.

Image source: https://pixabay.com/tr/photos/asya-%C3%A7ek%C3%A7ek-bangkok-araba-delhi-2179107/

2.7 – OPINION ESSAY SKILLS (WRITING)
Goal: Identify the differences between elements in essays.
PART I – ORGANIZING AN ESSAY
Our opinion essays should be written like an upside-down
triangle, with the most general information at the beginning
(thesis statement) and then moving to more specific.
● A thesis statement tells your essay’s main idea.
● Your reasons should give general information
supporting your thesis.
● Your details should give an explanation about your
reasons, being very specific.
DIRECTIONS: You will be given a set of questions like the following:
Decide which of the Decide which of the reasons
Decide which of the following would make a do NOT support the stated
following would make a good detail. thesis.
good thesis. A. Learning a skill like Texting while driving should be
A. Picture books are an photography on YouTube illegal.
important part of childhood. is one option. A. Expensive cell phones are
B. Picture books help a child’s B. There are many fun a waste of money.
imagination. activities that teens can do B. Distracted drivers cause
inside. many accidents every year.
Answer: _______ Answer: _______ Answer: _______
Why? _________________ Why? _________________ Why? _________________

Record your answers from the cards here, writing the complete sentences off the cards.
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
6. ______________________________________________________________________
7. ______________________________________________________________________
8. ______________________________________________________________________
9. ______________________________________________________________________
10. ______________________________________________________________________
11. ______________________________________________________________________
12. ______________________________________________________________________
13. ______________________________________________________________________
14. ______________________________________________________________________
15. ______________________________________________________________________
16. ______________________________________________________________________
PART II - BRAINSTORMING AND OUTLINING
DIRECTIONS: Now that we have looked again at what makes a good thesis,
reasons, and details, fill in the following brainstorm with your group.
Make a T-Chart or mind map for each prompt.

Prompt:

Prompt:

Prompt:
2.8 – A WORLD WITHOUT... (FORMATIVE)
Goal: Demonstrate an understanding of the week’s essential question.

You will design a poster demonstrating your understanding of this week’s essential question:

How can inventions and innovations change our daily lives?

● You will create a small poster.
● You will imagine a typical day in someone’s life where a specific invention does not
exist.
● Either the invention has never existed, or another technology has replaced it.
● Use the graphic organizer from the beginning of this week to help you with ideas.

Ensure that you address the following information in your writing:

● In which year this person lives (past / present / future)
● What their home life is like
● What their school / work life is like
● How they complete tasks without that invention / innovation
● What a typical day looks like for them

Use the space below to brainstorm before writing:

What year they are living in (either before

the technology existed in the past or in
the future when something new has been
innovated)

What their home life is like

What their school / work life is like

How they complete tasks without that

invention/innovation, i.e., what other
innovations they use

What a typical day looks like for them

Note: Please pay close attention to the

word counts noted on the poster.
Image source: https://pixabay.com/tr/vectors/d%C3%BCnya-toprak-k%C3%BCre-gezegen-k%C4%B1talar-153534/
 WEEK 3 - ESSENTIAL QUESTION
What criteria can we use to determine if an invention or
innovation is useful?

Week 3 – Vocabulary List

● advert ● intend ● portable ● unexpected
● device ● logic ● purpose ● used (for)
● efficient ● necessary ● simple ● useful
● feature ● novel ● spectacular ● useless
● obvious ● throw (out)

DIRECTIONS: As we move through the lessons this week, fill in the information
about the inventions that you learn about.

Is it Useful or Useless?

Invention Useful or Useless? Explanation

3.1 – UNNECESSARY INVENTIONS (SPEAKING)
Goal: Analyze inventions using different criteria and determine if they are useful or
useless.

PART I – VOCABULARY
DIRECTIONS: Take notes about the vocabulary on the slides below. Write a
sentence using a technology or invention from your own life.

WORD DEFINITION WORD FORMS

1. efficient (adj.)
2. necessary (adj.)
3. novel (adj.)
4. obvious (adj.)
5. portable (adj.)
6. purpose (n.)
7. feature (n.)
8. unexpected (adj.)

PART II – UNNECESSARY INVENTIONS

A. DIRECTIONS: Watch the video about different inventions. Then, answer the
questions on the handout.
B. DIRECTIONS: Listen to your classmates’ presentations. Then, add your own
opinion about each invention using the following structure.

It’s the ( most / - est + adjective ) invention that I’ve ever seen.

SLICE SLICER AVOCADO ON A STICK AIRSTICKS

__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________

INFINITY SAUCELET CUISINE CURTAIN

__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
3.2 – UNNECESSARY PRODUCTS (USE OF ENGLISH)
Goal: Question the usefulness of inventions and innovations using precise language.

A. DIRECTIONS: Look at the image on the slide and answer the questions.
1. How would you describe the invention? ____________________________________
2. What do you think it does? ______________________________________________
3. Why do you think that? _________________________________________________
4. Is it useful? __________________________________________________________

B. DIRECTIONS: Watch the video about the “Suction Potato Chip Grabber”. Write
answers to the following questions while you watch.

1. Is this invention necessary? ________

2. Have you ever seen something like this before? ________
3. Do you think that it is a novel idea? ________
4. Was anything about this invention unexpected? ________
5. Are you amazed by this technology? ________

What do you notice about the answers you wrote for the questions above?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

1. What is the purpose of the invention?

___________________________________________________________________
2. What was your favourite feature from the invention?
___________________________________________________________________
3. How much would you pay for an invention like this?
___________________________________________________________________
4. Why do you think this invention might be useful?
___________________________________________________________________
5. Where might you use this invention?
___________________________________________________________________

What do you notice about the answers you wrote for the questions above?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
C. DIRECTIONS: Make some notes in the boxes below about two different kinds of
question forms.

D. DIRECTIONS: Write suitable questions to go with the following answers.

1. __________________________________________________________________?
Answer: Yes, I want to be an innovator.
2. __________________________________________________________________?
Answer: I’m interested in innovation because I want to make necessary products.
3. __________________________________________________________________?
Answer: Useful innovations are portable, and easy to use.
4. __________________________________________________________________?
Answer: Some examples of useful innovations are cell phones, cars, and e-books.
5. __________________________________________________________________?
Answer: No, I have never met a famous inventor.
6. __________________________________________________________________?
Answer: My favorite inventor is Thomas Edison.

E. DIRECTIONS: Watch the videos about the inventions below. Write questions that
could be answered by the video. After watching, ask your questions
to a partner and write their answer. Write at least ONE Yes/No
question and ONE Wh- question.

INVENTION YOUR QUESTIONS ANSWERS

1.

StubStoppers
2.

1.

The iDangle
2.

F. DIRECTIONS: Fill in at least ONE of the spaces in the graphic organizer at the
beginning of this week to help answer our essential question.
3.3 – IS IT USEFUL OR USELESS? (USE OF ENGLISH)
Goal: Formulate questions in order to discover opinions about inventions.

PART I – A USEFUL NEW APPLIANCE

A. DIRECTIONS: Take notes about the vocabulary words from the slides.
1. throw out: ___________________________________________________________
2. device: _____________________________________________________________
3. used for: ____________________________________________________________
4. spectacular: _________________________________________________________
5. intended: ___________________________________________________________
6. simple: _____________________________________________________________

B. DIRECTIONS: Read the article. Then, write the questions for the following answers.

A REFRIGERATOR THAT RUNS WITHOUT ELECTRICITY

If you’re like me, you’ve spent your entire life with everything you need at your fingertips. You
also probably often throw things out once they no longer work and just buy the new version.
Do you ever give a thought to what life would be like if the various appliances we’ve come to
rely on were to suddenly stop working?
Around a third of the world’s population has no access to electricity. Take that thought, and
imagine living in a hot, dry country without electricity, where food quickly wilts or rots in the
sun. One man has found a simple and obvious solution for this problem. Mohammed Bah
Abba, a Nigerian teacher, invented what he called the ‘device’, which is used for keeping
things cool. It’s basically a refrigerator that doesn’t require electricity!
From a family of pot-makers, Mohammed has created a spectacular new product: the
pot-in-pot refrigerator, called a Zeer in Arabic.
Here’s how it works: You take two earthen pots, both being the same shape but different
sizes, and put one within the other. Then, fill the space between the two pots with sand
before pouring water to make the sand wet. Then, place food items into the inner pot, and
cover with a lid or damp cloth. As the moisture in the sand evaporates, it draws heat away
from the inner pot, cooling its contents. The only maintenance required is the addition of
more water, around twice a day. So, he took some easily available items and adapted them
for an entirely different purpose than their intended use.
Since inventing the refrigerator in 1995, Mohammed has distributed thousands around
Nigerian communities and won the Rolex Award for Enterprise in 2000. It has improved the
lives and health of thousands. Less work translates into more education for children,
and small farmers who were before losing a lot of their harvest are now able to earn a better
income.

1. __________________________________________________________________?
Answer: It doesn’t use electricity; just a couple simple pots, sand, and water!
2. __________________________________________________________________?
Answer: A Nigerian teacher named Mohammed Bah Abba.
3. __________________________________________________________________?
Answer: The year 1995.
4. __________________________________________________________________?
Answer: You need to add more water about twice a day.
5. __________________________________________________________________?
Answer: Bah Abba won the Rolex Award for Enterprise.
6. __________________________________________________________________?
Answer: Children can get a better education and farmers can get more income.
PART II – THE EYEHAND
DIRECTIONS: Watch the video. Then, complete the questions with the correct
words.
1. You don’t think this invention is necessary, ____________________?
2. This was an unexpected invention, ___________________?
3. I can use the eyeHand with any mobile, ____________________?
4. You have a mobile phone, ____________________?
5. We will see the eyeHand everywhere in 10 years, ____________________?
6. The eyeHand has obvious advantages, ____________________?
7. You would never use this, ____________________?
8. You got one of these for your birthday, ____________________?
9. It’s real, right? I didn’t just dream about this, ____________________?
PART III – WRITING
A. DIRECTIONS: Think of all the inventions that we have discussed so far this week.
Write THREE questions using the question tags from Part II to ask a
partner about the inventions. Then write your partner’s answers in
the spaces below. Use the words from the box to help you.

device efficient feature intend necessary novel

obvious portable purpose simple spectacular unexpected

YOUR QUESTIONS YOUR PARTNER’S ANSWERS

B. DIRECTIONS: Fill in at least ONE of the spaces in the graphic organizer at the
beginning of this week to help answer our essential question.
3.4 – HOW MANY USES? (READING)
Goal: Compare and contrast texts about the many ways that we can use inventions.

PART I – COKE BOTTLE

DIRECTIONS: Brainstorm some possible uses for a coke bottle. Then, watch the
video and add some of the mentioned uses to your list.

PART II – COMPARING AND CONTRASTING

Some things to think about: Compare: To find similarities between two
● How are the topic and details things.
similar/different?
Contrast: To find differences between two
● How is the structure
things.
similar/different?
● How is the purpose of the article
different?
A. DIRECTIONS: Read the two passages.

❶ TEN UNEXPECTED USES FOR TENNIS BALLS ❷ 300 MILLION WASTED TENNIS BALLS
Your tennis racket may be gathering dust in the Every year 300 million tennis balls are produced
attic, but don't throw away its tennis ball friends! globally, with 125 million of these used in the US
Here are 5 novel ideas for reusing your old tennis alone. Last year, around 98,000 balls were made
balls: for a single tournament! Unfortunately, most of
1. Erase shoe marks on floors. the tennis balls used in America are eventually
With a knife, cut an X in a tennis ball and pull it thrown out – less than half a per cent are recycled.
over the end of an old broom handle. Rub it on According to the International Tennis Federation,
your wood floors to remove shoe marks. tennis balls are generally made of natural rubber.
2. Protect a lock. This increases the strength of the tennis balls, but
Cut a line in a tennis ball with a knife and it also means it takes a long time to break down in
slip it over an outdoor padlock to a landfill.
prevent water from getting into it and Though there is currently no way to efficiently
freezing. recycle tennis balls, things are gradually changing
3. Remove a broken lightbulb. and today there are several different ways to reuse
The lightbulb broke off? No problem. Carefully your old tennis balls. There are loads of
clear away any broken glass, then gently push a do-it-yourself ways to make tennis balls useful
tennis ball against the light socket and twist it to after their playing days are over. You can use them
remove the bottom part of the bulb. to fix some common household problems, by
4. Cushion the blow. sticking them on the bottom of chair legs to
Cut an X in a tennis ball and slip it over the head of protect your floor, cutting them in half to create a
a hammer so you don't damage walls, wood, or jar opener or using them to remove shoe marks
other fragile materials while you're pounding from floors. These tricks can make the intended
away. life of tennis balls much longer.
5. Open a jar. These do provide some uses for used tennis balls,
Cut a tennis ball in half. Use the open end to grip and stop them being sent to the landfill, such
and unscrew tight lids. novel ideas can’t deal with the millions of tennis
balls that are produced each year. We still need a
better solution.
B. DIRECTIONS: Draw a tick (✔) under the number of the article that has the
information matching each statement. If the statement matches both
articles, tick both.

Statement 1 2
1. 125 million tennis balls are used in America every year.
2. There are many ways that we can use old tennis balls again.
3. You can use an old tennis ball to remove a broken lightbulb.
4. Old tennis balls can be used to remove shoe marks from the floor.
5. You shouldn’t throw away your old tennis balls.
6. It is not very easy to recycle tennis balls.
7. We need a better solution to the number of tennis balls going to landfills.

C. DIRECTIONS: Work with a partner to make notes on how the two articles about
tennis balls are similar and different. You may use the ideas from the
chart and your own ideas.

D. DIRECTIONS: Write FOUR sentences comparing and contrasting the two texts
using the Venn Diagram. Use the words in the box to help you. You
may not use a word more than once.

although and both but however likewise

1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________

E. DIRECTIONS: Fill in at least ONE of the spaces in the graphic organizer at the
beginning of this week to help answer our essential question.
3.5 – ARE THESE INVENTIONS USEFUL? (LISTENING)
Goal: Identify various opinions about the usefulness of inventions.

PART I – BEFORE LISTENING

DIRECTIONS: Tick “yes” if you agree or “no” if you disagree with the statements.
1. Yes_____ No_____ Only scientists can discover breakthroughs in medical science.
2. Yes_____ No_____ The light bulb is the most useful invention of all time.
3. Yes_____ No_____ All inventions are necessary for society.
4. Yes_____ No_____ Teens aren’t clever enough to invent and discover new things.

PART II – LISTENING
DIRECTIONS: Choose which speaker (1-4) matches each of the statements
below. Speakers may be chosen more than once.

A Older, inefficient inventions can waste people’s time nowadays.

B The way something is used doesn’t always match its original purpose.
C We should be looking for people with good ideas everywhere.
D Inventions can have features that are both good and bad for people.
E Teen inventors have been popping up in the news more often.
F Keeping in touch is a necessary part of being a teenager.
G It is not always obvious who invented new drugs.

PART III – WRITING

DIRECTIONS: Answer the questions below.
1. Which speaker do you agree / disagree with the most? Why?
__________________________________________________________________________
__________________________________________________________________________
2. Which invention / innovation from the listening is the most useful? Explain.
__________________________________________________________________________
__________________________________________________________________________

PART IV – SYNONYMS AND ANTONYMS

Synonyms are words that share a same or similar meaning with another.
Antonyms are words that have the opposite meaning of a word.

These can both help us in our writing so that our readers don’t get bored. They can also help
us to remember vocabulary more easily because we can make a connection with other words
that we know. Sometimes antonyms are as easy as adding an -un or an -in to the beginning
of a word. Sometimes they’re completely different words.
A. DIRECTIONS: Write each synonym and antonym next to the correct word.

Word Synonym Antonym Synonyms

novel basic new dispose of

efficient economical incredible surprising

simple
spectacular Antonyms

unexpected ordinary save expected

throw out outdated inefficient complicated

B. DIRECTIONS: Fill in the short text based on the listening with synonyms for each
word written below the lines.
When you ask people what they think the most (1) _____________ invention is, many would

say the lightbulb or cell phones. But although 77% of Americans own a cell phone, perhaps a

more (2)_____________ answer would be the innovation that we (3)_____________ more

than any other: toilet paper. This invention has been used in our daily lives for nearly 1,500

years in some form or another. The Chinese invented a (4) _____________ version of this in

the 6th century AD. However, it wasn’t until 1696 that a British man named Sir John

Harrington had a (5) _____________ idea: the first flushing toilet. The first reference to paper

being used as toilet paper was recorded in 1718, and later in 1857, people started to sell it in

flat sheets. It was finally put on a roll the way we see it today in 1871, which was the final

step to making the product (6) _____________ enough to produce widely.

C. DIRECTIONS: Fill in each sentence below with one of the synonyms for the
words. Then, complete the sentence with your own thoughts.
GOOD BAD
● amazing ● magnificent ● awful ● idiotic
● astonishing ● marvelous ● disastrous ● horrendous
● fabulous ● remarkable ● disturbing ● terrible
● fantastic ● splendid ● dreadful ● unfortunate
1. The Avocado on a Stick is a(n) __________________ invention because ___________
_____________________________________________________________________
2. The eyeHand is a(n) __________________ invention because ___________________
_____________________________________________________________________
3. The Cuisine Curtain is a(n) __________________ invention because ______________
_____________________________________________________________________
4. The Suction Potato Chip Grabber is a(n) __________________ invention because
_____________________________________________________________________
3.6 – PERSUASIVE TECHNIQUES (WRITING)
Goal: Identify types of persuasive techniques and apply them to adverts.

A. DIRECTIONS: Remind yourself about the three types of emotional appeals below:

Appeals to Emotion will use happiness, sadness, fear, or guilt to get a reaction.
Appeals to Logic will use facts, statistics or reasoning to improve the argument.
Appeals to Authority/Trust will try to convince you that an argument can be believed
through trust or by calling in experts on the subject.

B. DIRECTIONS: Analyze five adverts with your partner. Make note of specific
examples of the appeals it used below. Note that some
advertisements may use more than one technique.

Advert # __ Advert # __ Advert # __ Advert # __ Advert # __

Appeals
to
Emotion

Appeals
to Logic

Appeals
to Trust /
Authority
3.7 – PERSUASIVE PARAGRAPH (FORMATIVE)
Goal: Demonstrate an understanding of the week’s essential question.

You will complete a persuasive paragraph demonstrating your understanding of this week’s
essential question. Use the graphic organizer on page 124 of this booklet to help you.

What qualities make inventions and innovations useful or useless?

In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to
convince the reader to agree with their position. It attempts to provoke a reaction from the
reader.

Sample Text:

Surely you would agree that the Swipe-N-Like 4000 is a highly dangerous and useless
invention. To start with, think of how much this will increase the damage that
technology has already done to our children! They already don’t exercise enough, and
now a new invention is taking away the tiny tapping movement required to like a picture.
It’s disgraceful! Second of all, our youth will spend even more time attached to their
phones and not to their families. This will cause a complete and utter breakdown of
family relationships, as our world inevitably descends into chaos and destruction.
Lastly, just the idea of liking photos means some children will be heartbroken that their
Instagram photos aren’t liked. They will sink into a deep depression when their photos
are passed over for better ones. For these reasons, you should please think of the
children (and humanity) and never buy this invention.

DIRECTIONS: First, choose one of the products and quickly fill in the blanks below
with short notes only. Then, use the persuasive language on the
slide to help you write a paragraph explaining if that invention is
useful or useless.

Product: ______________ Useful or Useless: _____________

Reasons:

1. _________________ 2. _________________ 3. _________________

_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________

Appeals (circle):

Emotion Logic Authority

 WEEK 4 - ESSENTIAL QUESTION
How have scientific and technological inventions
advanced over time?

Week 4 – Vocabulary List

● advanced ● electric ● generate ● transform
● communication ● engine ● influenced (by) ● transportation
● depend on ● evolve ● modern ● transmit
● develop ● experiment ● practical ● upgrade
● fuel

A. DIRECTIONS: Use the timeline that your teacher has given you. Summarize what
you think are the FIVE most important innovations.

B. DIRECTIONS: As we work through this week’s lessons, fill in THREE more

timelines showing the development of different technologies over
time.
4.1 – TECHNOLOGY OVER TIME (WRITING)
Goal: Summarize the information about inventions from a timeline.

PART I – VOCABULARY
DIRECTIONS: Look at the vocabulary on the slides and write a definition of your
own beside each word.
1. advanced: _______________________ 5. modern: _________________________
2. depend on: _______________________ 6. practical: _________________________
3. develop: ________________________ 7. replace: _________________________
4. influenced by: ____________________ 8. upgrade: _________________________

PART II – TECHNOLOGY OVER TIME

A. DIRECTIONS: Now watch the video and take notes, giving examples of the
following:

1. An older invention that has been

upgraded
2. An innovation that has made a technology
more practical

3. A modern innovation

4. Something that was influenced by an

older technology
5. An invention that has been replaced by a
newer technology
6. A technology that has significantly
advanced over time
7. A technology that has developed over
time, becoming more complex
8. A technology that you personally depend
on in your life

B. DIRECTIONS: Write at least THREE sentences below using the words in Part I and
your notes from the table above and giving specific examples from
the video.
1. ____________________________________________________________________
____________________________________________________________________
2. ____________________________________________________________________
____________________________________________________________________
3. ____________________________________________________________________
____________________________________________________________________

C. DIRECTIONS: Fill in the timeline that you have been given. Choose FIVE
innovations to briefly summarize.
4.2 – COMPETITION IN INNOVATION (LISTENING)
Goal: Construct new word forms from words related to two pioneers of electricity.

PART I – BEFORE LISTENING

A. DIRECTIONS: List examples of everyday items that need electricity to work.

B. DIRECTIONS: Write the meanings for the following words using the slides.
compete (v.): _______________________________________________________________
electric (adj.): ______________________________________________________________
transform (v.): ______________________________________________________________
transmit (v.): _______________________________________________________________
evolve (v.): ________________________________________________________________
generate (v.): ______________________________________________________________

PART II – VIDEO
A. DIRECTIONS: Have you heard about the famous competition between the two great
inventors, Thomas Edison and Nikola Tesla? Watch the video and fill
in the gaps with the correct form of the words.
1. The US power grid is a complex network of power plants and ______________ using
more than 450,000 miles of high-voltage ______________ lines.
2. The actual ______________ comes from places like this.
3. This is Niagara Falls – the location of the largest hydro-______________ power plant on
the east coast.
4. Tesla helped create the foundation of our ______________ grid.
5. Edison had just invented the first commercially-available______________ lightbulb.
6. The DC power ______________ were fragile and prone to break down.
7. Tesla goes out for a couple of months, works on all those ______________, and comes
back to Edison.
8. AC power can run at higher voltages, which allows it to be ______________ for
hundreds of miles without losing power.
9. We now use the same theories for harnessing ______________ power. It’s amazing to
see the ______________ .
10. Everyone thought that Edison would get the contract to power the first World’s Fair
powered by ______________ .
11. At the World’s Fair, literally a hundred thousand light bulbs lit up. It was truly
______________ .
12. Edison’s associates ______________ dogs and horses to prove the dangers of AC
power.
13. He also tried to create fear by promoting an AC-powered ______________ chair.
B. DIRECTIONS: Use the word forms that you found in the previous activity and put
them in the correct place in the boxes. Add any other possible forms.

NOUNS VERBS ADJECTIVES

/ transform /
transmit
evolve
generate
/ compete
/ electric /
electrocute

PART III - READING

A. DIRECTIONS: So how does the story end? Who won? Read the text once,
highlighting who won the “War of the Currents”.

THE WAR OF THE CURRENTS

In the 1880s, Nikola Tesla and Thomas Edison were fierce competitors. The United
States was trying to decide which type of system to carry electricity should be used. It
was dubbed “The War of the Currents” by the media.
Edison was determined to find success for his DC current system, but there was a
problem: they couldn’t easily increase the power of this system, so they needed power
stations about every 5 kilometres. It was also quite expensive to generate power using
the system. On the other hand, Tesla’s AC current system is extremely powerful. Edison
fought hard to prove that the high power of AC systems was actually so powerful that it
was dangerous. He actually electrocuted stray animals in public to try to scare people
away from the technology.
In addition to its power, Tesla’s AC current is also much easier to produce, is cheaper,
and is easier to move from one place to another. You can also make it more or less
powerful quite easily. However, it is not as easy to store as Edison’s DC system, which is
why it is better to use for small, delicate devices like computers and LED lights. Moreover,
because small electrical devices were designed to run on Edison’s DC system, they won’t
work at all using Tesla’s AC system.
Ultimately, Edison’s DC current won the battle for devices like computers, solar cells, and
electric vehicles, but Tesla’s AC system won the war for powering everything else.

B. DIRECTIONS: Read the text again and fill in the chart. Annotate the information that
you find with a (+) for advantages and a (-) for disadvantages.

Thomas Edison Nicola Tesla

Invented: (DC) direct current system Invented: (AC) alternating current motor
Advantages (+) Disadvantages (-) Advantages (+) Disadvantages (-)
4.3 – SCIENCE FICTION AND INNOVATION (READING)
Goal: Evaluate the works of science fiction to determine their role in technology over time.

PART I – BEFORE LISTENING

DIRECTIONS: Brainstorm with a partner. What are some interesting technologies
that you have read about or seen in science fiction books or films?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

PART II – DURING / AFTER WATCHING

DIRECTIONS: Match the science fiction writers (1-5) from the video with their
predictions about the future (A-E).

1. Isaac Asimov ___ A. The United States will send three men in a spaceship to
the moon on a ship named Columbiad.

2. Jules Verne ___ B. We will have a handheld device that has all of the
knowledge and wisdom of the galaxy inside.

3. Mark Twain ___ C. We will have a compact console that we can use to
access everything we need, such as bank statements and
theatre reservations. It will have a screen and a keyboard.

4. Douglas Adams ___ D. We will all own computers connected to libraries and be
able to access teachers and reference materials
whenever we need them so that we can learn
independently.

5. Arthur C. Clarke ___ E. We will have access to a worldwide network of connected

telephone devices that will let people share information
with one another.

PART III – READING

A. DIRECTIONS: Your teacher will give you a handout. In your group, match the
excerpts from the novels with the modern technologies that they
predicted. Write the number (1-4) of the excerpt in the box.

Roomba is a series of modern, Several start-ups are now developing

autonomous robotic vacuum cleaners sold lab-grown beef, pork, poultry and
by iRobot. Introduced in September 2002. seafood.
Self-driving cars are vehicles that can use Google Translate is a free multilingual
their own sensors to move around with no machine translation service developed by
help from human beings. Google to translate text.

B. DIRECTIONS: Now read the excerpts again and complete the questions together
as a group. Write all answers on the spaces below.
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
6. _____________________________________________________________________
7. _____________________________________________________________________
8. _____________________________________________________________________

PART IV – WRITERS AS INNOVATORS

A. DIRECTIONS: Do you think science fiction writers can be considered innovators?
__________________________________________________________________________
__________________________________________________________________________
B. DIRECTIONS: Which did you think was the most interesting from the four
inventions? Give specific details to support your opinion.
__________________________________________________________________________
__________________________________________________________________________
C. DIRECTIONS: How have inventions changed over time? Compare at least ONE of
the examples from this lesson with their modern versions.
__________________________________________________________________________
__________________________________________________________________________

CONNECT - Text-to-Text: How do these inventions compare to the robot teacher in “The
Fun They Had”? Are they more or less successful?

Image sources:
https://www.freepik.com/free-vector/round-robotic-vacuum-cleaner-with-spares-smart-robot-with-spare-parts-repair_3685337.ht
m#query=robot%20vacuum&from_query=roomba&position=10&from_view=search&track=sph;
https://commons.wikimedia.org/wiki/File:First_cultured_hamburger_unfried.png;
https://commons.wikimedia.org/wiki/File:Bolt_Self-Driving_Car.jpg;
https://commons.wikimedia.org/wiki/File:Google_Translate_logo_(old).png
4.4 – DAILY LIVES IN THE FUTURE (USE OF ENGLISH)
Goal: Predict how inventions that we use in our daily lives will develop over time.

PART I – DISCUSSION
DIRECTIONS: Make some predictions about how the following industries might
change in the future. Take notes about some of your ideas.
1. Communication: _________________________________________________________
2. City construction: ________________________________________________________
3. Accessing information: ___________________________________________________
4. Health / medical: ________________________________________________________

PART II – READING
DIRECTIONS: Read the article about Elon Musk and answer the questions.

New York Times, Friday, November 5th

Elon Musk is a technology expert, engineer, and businessman. He holds South

African, Canadian, and American citizenship. He is the founder and CEO of SpaceX,
co-founder, CEO, and architect for Tesla, and co-founder and CEO of Neuralink, among
other technology companies.

Musk’s train to New York leaves tomorrow at 10:00, but we managed to catch up with
him for a brief interview. We’re showing the interview on CBS next Thursday, but here is a
brief summary to better understand the goals and ambitions of this innovative man.

Predictions for the Future of Tech Business Plans

1. Humans will fly into space using 1. In the next two years, we’re going to
reusable rockets. send cargo ships to Mars.
2. Tesla will be as important as Apple. 2. We’re going to develop a plan to
3. Humans will set foot on Mars. survive in Mars’s freezing cold climate.
4. Artificial Intelligence will start to compete 3. We’re going to use LEGO bricks to
with the human race. develop affordable homes.
5. Solar power will generate the majority of 4. We’re going to completely replace
our energy. petrol cars with electric cars.
6. More than 80% of all new vehicles will 5. We’re going to complete our advanced
be electric. power-producing factory: Gigafactory1

1. When is Elon Musk leaving for the conference? What word(s) tell you?
___________________________________________________________________
2. When will the interview be shown on television? What word(s) tell you?
____________________________________________________________________
3. Which predictions do you think Musk is more certain about: his predictions for the future
of tech or his business plans? Why?
____________________________________________________________________
PART III – USE OF ENGLISH
A. DIRECTIONS: Match the future use (1-4) with each sentence from the text (A-D) by
writing the correct number on the line beside each sentence.

A. Musk’s train to B. We are showing C. Humans will fly D. In the next two
New York leaves the interview on into space using years, we’re going
tomorrow at CBS next Friday. reusable rockets. to send cargo ships
10:00. ______ ______ ______ to Mars. ______

B. DIRECTIONS: Fill in the blanks with the correct form of the word. Multiple answers
are sometimes possible.
1. The inventor’s train _____________ (leave) this afternoon at 1 p.m.
2. We _____________ (discuss) the evolution of our project at a restaurant on Saturday.
3. The scientist predicts that we _____________ (be) able to see Mars tomorrow night.
4. On Sunday at 8 o’clock I _____________ (meet) the CEO of SpaceX to discuss more
practical ideas for space travel.
5. They _____________ (fly) to London at 8:15 for the communication conference.
6. I can’t meet you this afternoon. I _____________ (drive) Nikola Tesla to the train station.
7. The factory _____________ (open) at 9:45 so we need to be there soon.
8. I ____________ (interview) Mark Zuckerberg about developing a new app next Monday.
9. Look at the sky – we _____________ (see) the International Space Station in a few
minutes.
10. Listen! I think a competing inventor just knocked. I _____________ (open) the door.

PART IV – WRITING
A. DIRECTIONS: Write THREE sentences below predicting the future of
communication.
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________

B. DIRECTIONS: Write THREE sentences below stating your plans for the next week.
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4.5 – A HISTORY OF TRANSPORTATION (USE OF ENGLISH)
Goal: Retell information about the history of transportation.

PART I - VOCABULARY
DIRECTIONS: Match the words with their pictures below.
A. fuel B. engine C. transportation

_________________ _________________ _________________

PART II – TAKING NOTES

DIRECTIONS: Watch a video about the history of transportation. For each year
listed below, write the type of transportation that was invented.

8,000 BC 1783 1886

____________________ _____________________ _____________________

6,000 BC 1785 1903

_____________________ steam boat _____________________

3,500 BC 1804 1939

_____________________ _____________________ helicopter

200 BC 1863 1961

junk ship _____________________ ______________________

16th century 1885 2009

_____________________ motorcycle self-driving car

PART III - RETELLING

A. DIRECTIONS: Take some notes in the box below about the history or
transportation. You will be telling a partner about the history of
transportation, using the video. Use the words in the box to help
you.

advanced depend on develop electric engine

evolve fuel generate influenced (by) modern
practical replace transform transmit upgrade
B. DIRECTIONS: Your partner will tell you about the history of transportation. Take
notes below about what your partner says. Tick (✔) the words from
the box that they used.

advanced depend on develop electric engine

evolve fuel generate influenced (by) modern
practical replace transform transmit upgrade

PART IV – DISCUSSING PROBABILITY

A. DIRECTIONS: Take notes in the box about the words on the slides. Then, write
them on the line below where they belong.

won’t may might could will

B. DIRECTIONS: Write about the future of the technologies using at least TWO
sentences, as in the example. Use at least one of the words from Part
A in your response.

driverless Driverless cars might be more important to us in the future. However,

cars people like driving too much to give it up completely.

high-speed trains

flying
cars

transportation
pods

Image Sources:
https://www.freepik.com/free-photo/some-electronic-parts-process-repairing-car-after-accident-man-working-with-engine-hood_9
818954.htm#query=car%20engine&position=33&from_view=search&track=ais;
https://www.freepik.com/free-vector/handle-pump-nozzle-with-gold-drop-expensive-fuel-gas-realistic-object-isolated-vector-illustr
ation_39926663.htm#query=fuel&position=4&from_view=search&track=sph;
https://www.freepik.com/free-vector/hand-drawn-flat-design-international-trade_19962385.htm#query=transportation&position=2
6&from_view=search&track=sph
4.6 – CHANGES IN COMMUNICATION (READING)
Goal: Identify and classify facts and opinions about the life of Alexander Graham Bell.

PART I – VIDEO
DIRECTIONS: Watch a video about the history of communication. Answer the
questions below using short answers.
1. What early forms of communication 2. Which invention or innovation do you
did humans use? think has changed the most?
_______________________________ ___________________________________
_______________________________ ___________________________________

PART II – READING
DIRECTIONS: Read the biography about Alexander Graham Bell. Then, answer the
questions on the following page.

ALEXANDER GRAHAM BELL: A LIFE

In 1875 the Scottish inventor, Alexander Graham Bell, was
working on a new device in his laboratory in Boston, USA that would
allow people to talk to one another through wires, even when they were
not in the same room, or even the same city. Today, we fail to
understand how far we have advanced, that we can communicate in real
time with people around the world. We depend on our telephones, but in
the past it wasn’t like that. In the 1870s, few other people had ideas like
this. These experiments proved Bell had a clever mind that often drifted into fantasy.
However, in 1876, that fantasy came to life. While working on an instrument one
day, Bell had accidentally knocked over a bottle of a dangerous chemical and burned his
skin. Suddenly, he called out to his assistant, Thomas Watson, to come help: “Mr.
Watson. Come here. I want to see you.” In the next room, Watson heard those words and
was startled. The sound had been transmitted through the wires and into the earpiece of
what the two inventors had named ‘the telephone’ (coming from: tele – far and phonos –
sound). The experiment was successful. It was the first telephone call and it was a terrific
achievement.
The two men then took their incredible telephone device on the road, showing
people in many different cities how it worked. Bell was challenged many times in lawsuits
by competing inventors who said they had invented the telephone before him. Bell won
every time against these other jealous and defensive inventors. Furthermore, Bell
improved the device over the years with practical features, for example, by adding a
microphone that made the voice louder. He eventually created the Bell Telephone
Company, and in the 10 years following that, the number of people who owned a
telephone in the United States grew to more than 150,000 people.
When Bell died on August 2, 1922 in Nova Scotia, Canada, the entire telephone
system was shut down for one minute as a tribute, to honor the man who changed the
world of communication forever.

Image Source: https://commons.wikimedia.org/wiki/File:Alexander_Graham_Bell.jpg

1. How did Bell “accidentally” discover that he had invented the telephone?
_______________________________________________________________________
_______________________________________________________________________
2. How did Bell’s invention change how people communicate?
_______________________________________________________________________
_______________________________________________________________________

PART III - FACT AND OPINION

When we are reading, it’s important to be able to identify what is a fact and what is the
opinion of the author. When we are writing our own research or telling our friends about
something that we have read, we don’t want to pass off an opinion as fact.

FACTS are based on evidence; they can be checked for accuracy.

OPINIONS are statements that show how someone thinks. They cannot be checked.

A. DIRECTIONS: Read each statement and decide if it is a fact or an opinion. If it is a

fact, place an X under “Fact”. If it is an opinion, place an X under
“Opinion”. If the sentence has both, place an X in both.

Fact Opinion
In 1875, the Scottish inventor Alexander Graham Bell was
working on a new device in his laboratory in Boston, USA.

These experiments proved Bell had a clever mind that often

drifted into fantasy.

It was the first telephone call, and it was a terrific achievement.

The two men then took their incredible telephone device on the
road.

Bell won every time against these jealous and defensive

inventors.

Bell created the Bell Telephone Company.

Bell died on August 2, 1922 in Nova Scotia, Canada.

It honoured the man who changed the world of communication

for the better.

B. DIRECTIONS: Now, using two different colours, underline or highlight the part of
each sentence that tells you if it is a fact or an opinion.

C. DIRECTIONS: Complete one of the timelines at the beginning of the week showing
how communication technology has advanced over time.
4.7 – MACHINES TAKING OVER (USE OF ENGLISH)
Goal: Describe how jobs may change and develop over time due to automation.

PART I – BEFORE READING

DIRECTIONS: With a partner, brainstorm at least THREE jobs for each category.
MANUAL LABOUR CRITICAL THINKING
(USING YOUR BODY) (USING YOUR MIND)
- -
- -
- -

PART II – READING
DIRECTIONS: Read the article from Wired Magazine about automation (machines
doing work in factories). Then answer the questions.

DISAPPEARING JOBS
What will happen to jobs today as the technology that keeps us employed keeps
advancing?
In 2013, researchers at Oxford University did a study on the future of work. They
concluded that in five years’ time, we will be experiencing an increase in jobs lost to
machine automation – some guess as many as 1 in 2. We have certainly seen this
prediction come true. Today, machine learning is responsible for most of the change. It
basically means artificial intelligence. It allows machines to learn from data and mimic
some of the things that humans can do.

Machine learning started making its way into industry in the early '90s. It started with
relatively simple tasks, like determining credit risk and sorting the post. In the past few
years, more research has been released, predicting that in ten years, machines will
certainly be doing these tasks better than humans. A teacher might read 10,000 essays
over a 40-year career. An eye doctor might see 50,000 eyes. But a machine can read
millions of essays or see millions of eyes within minutes. When this happens, humans
will be competing with machines to do repetitive tasks such as these.

But there are things we can do that machines can't do. For example, Percy Spencer was
a physicist during World War II when he noticed a magnet was melting his chocolate bar.
He was able to connect his understanding of electro-magnetic radiation with his
knowledge of cooking in order to invent the microwave oven. These sorts of things
happen for each of us in small ways thousands of times per day. Machines cannot
compete with us when it comes to these situations, and this puts a limit on the human
tasks that machines will be able to do.

So, what does this mean for the future of work? The future of any single job lies in the
answer to a single question: How much of that job involves frequent, repetitive tasks, and
how much of it involves making connections and drawing new conclusions? Well, when
your job gets taken over by a machine, you’ll be wondering why you didn’t listen to the
science.
1. What percentage of jobs will most likely be automated in 20 years? ______________
2. What is another word for “machine learning”? _______________________________
3. When did machine learning start becoming popular? _________________________
4. What did Percy Spencer invent? _________________________________________
5. In your own words, explain which tasks are good for robots and which tasks are good for
humans.
__________________________________________________________________
___________________________________________________________________

PART III – AFTER READING

A. DIRECTIONS: Look at the following sentences from the text.
● They concluded that in five years’ time, we will be experiencing an increase in jobs lost
to machine automation.
● In ten years, machines will certainly be doing these tasks better than humans.
● When this happens, humans will be competing with machines to do repetitive tasks
such as these.
● When your job gets taken over by a machine, you’ll be wondering why you didn’t listen
to the science.
1. When does each action take place – past, present, or future? _____________
2. Is each underlined action a short action or a long action? ________________

B. DIRECTIONS: Fill in the blanks with the correct form of the verbs in the brackets.
1. When I am 30, I _________________________ (work) with advanced robots.
2. In ten years’ time, we _________________________ (not do) any housework.
3. In 2050, everyone _________________________ (drive) electric cars.
4. This time next year, we _________________________ (see) more changes in
technology.
5. In the year 2028, we _________________________ (not apply) for the same kinds of
jobs.
6. In five years’ time, machines _________________________ (help) us at the
supermarket.

C. DIRECTIONS: Write 4-5 sentences explaining what you think you will be doing in
the year 2050 and what you will be seeing around you.

advanced compete develop electric engine

evolve fuel generate influenced (by) modern
practical replace transform transmit upgrade

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4.8 – CHANGES IN JOBS (LISTENING)
Goal: Describe how new jobs have been invented because of new technology.

PART I – BEFORE LISTENING

DIRECTIONS: Answer the following questions and share with a partner.
1. What job would you like to have when you are older? _________________
2. What do you think is the chance that job will change in the next 20 years? _____%
3. What kinds of changes do you think you might see in that job in the future? Do you think
a robot could do that job? _________________________________________________
______________________________________________________________________

PART II – WHILE LISTENING

A. DIRECTIONS: Write what you think each job does in the chart below. Then, listen
once and check your predictions.
Speaker 1:
Speaker 4:
Social-Networking
Virtual Lawyer
Counsellor
Speaker 2: Speaker 5:
Robotics Engineer Vertical Farmer

Speaker 3:
Spaceship Pilot

B. DIRECTIONS: Listen to the speakers again and answer the questions.

Speaker 1 Speaker 3
1. What is one downside to the work of 3. Who does the speaker predict will go to
social networking counsellors? space?
a) Cases of cyber-bullying will a) Everyone
increase. b) Only the very rich
b) They can’t use the same skills as c) Only business people
before. d) Only airline pilots
c) It isn’t easy to contact counselors
online. Speaker 4
d) Counsellors may have to change the 4. What is NOT a benefit of virtual
hours that they work. lawyers from the listening?
a) Lawyers have to be more honest.
Speaker 2
b) It is more affordable.
2. The speaker believes that ____.
c) Lawyers won’t pay for office space.
a) all surgery will be done by robots d) Lawyers can offer more services.
b) operations will get more expensive
over time Speaker 5
c) patients will be able to get many 5. Vertical farming is different from regular
operations more easily farming because ____.
d) robots are not good at skilled work
a) food will take a day to get to the
supermarket
b) people don’t expect it to be fresh
c) there is no pollution or pesticides
d) the farms are not in cities
PART III – AFTER LISTENING
A. DIRECTIONS: Complete the sentences about jobs in the future. Use “will”, “may”,
“might”, or “could” depending on how sure you are.
In the year 2050...
1. ... social networking counselors _______________________ (work) longer hours than
counselors today.
2. ... robotics engineers _______________________ (provide) much cheaper services
than today.
3. ... spaceship pilots _______________________ (spend) a lot of time getting new
qualifications.
4. ... virtual lawyers _______________________ (help) many different people.
5. ... vertical farmers _______________________ (give) fast and high-quality service.

B. DIRECTIONS: Answer the questions below.

1. Choose two jobs from the listening. What kinds of technology changed the way that they
did their jobs? Take notes in the boxes below.

2. Which jobs do you think will disappear or change drastically because of technology in
the future? Give at least two examples and explain your choices. Write 4-5 sentences.
Use the words in the box to help you and circle the future forms that you use.
advanced depend on develop electric engine
evolve fuel generate influenced (by) modern
practical replace transform transmit upgrade
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4.9 – TIMELINE (FORMATIVE)
Goal: Demonstrate an understanding of the week’s essential question.

You will construct a visual in order to answer this week’s essential question. You may use the
graphic organizer on page136 of this booklet to help you.

How do inventions and innovations change over time?

Your project must include the following:
● A TITLE: For example, if you are writing about the development of a communication
technology, your title might be “The History of the Cell Phone.”
● 1 INVENTION AND 2 INNOVATIONS: The dates each happened must be written. A
1-2 sentence description must be included for each invention/innovation.
● A DESCRIPTION: Between each innovation, add a description of how the technology
developed. For example: Did it become wireless? Is that technology now capable of
sending e-mails? Is it smaller now? Does it use a new type of engine?
● A FUTURE DESIGN: Draw a future design for the invention.

A. DIRECTIONS: Write notes in the box below about your technology at THREE
different time periods. Make sure that you include information about
how that invention developed over those time periods.

Date: __________ Date: __________ Date: __________

Invention Innovation Innovation

What will this technology be like in the future? Write and/or diagram the differences.

B. DIRECTIONS: Work in pairs. Create a visual on A4 paper. The visual must include
the information below. The task must be finished during class.
 WEEK 5 - ESSENTIAL QUESTION
What responsibility do inventors and innovators have to
nature and society?

Week 5 – Vocabulary List

● cause/effect ● consider ● poison ● responsibility
● clean up ● controversy ● pollution ● search (for)
● conceive of ● debris ● possible ● warn
● consequence ● ensure ● prevent ● wasteful

DIRECTIONS: As we move through the lessons this week, fill in the graphic
organizer below with some examples of responsible and
irresponsible inventions and inventors.

Image Source:
https://www.freepik.com/free-vector/scientists-working-concept_7409853.htm#query=inventor&position=14&from_view=search&track=sp
h
5.1 – BOYAN SLAT: OCEAN CLEANUP (READING)
Goal: Describe how an invention can be used to help the environment.

PART I – THE GREAT PACIFIC GARBAGE PATCH

DIRECTIONS: Watch the video. Write at least THREE statistics about the Great
Pacific Garbage Patch in the box below.

PART II – READING
DIRECTIONS: Read the article from Green Entrepreneur Magazine about Boyan Slat
once. Number the paragraphs (1, 2, 3) while you read and underline
main ideas.

The Ocean Cleanup

Read about how a 16-year old from the Netherlands discovered an innovative
solution for trash in our oceans.
Some environmentalists claim there are around five trillion pieces of plastic floating in
the waters around the globe, enough plastic pollution to fill nearly 600 typical jumbo jets!
This trash is caused by everything from individuals littering, to discarded nets from fishing
and garbage dumped off the side of cruise ships.
Boyan Slat is a 29-year-old from the Netherlands who has found a way to clean up this
mess. The program Slat has created is sometimes referred to as “The Largest Cleanup In
History”. This system is trying to ensure that debris floating in oceans around the world
will no longer be a danger to sea life and human beings. Slat first conceived of the idea of
cleaning the Pacific Ocean while he was diving off the coast of Greece when he was just
16 years old. He soon became determined to prevent this environmental catastrophe from
causing any more damage.
The wind and wave powered Ocean Cleanup system “001” was launched in August
2018 in San Francisco Bay. Early results in the Pacific Ocean weren't too promising: The
net was being pushed in the current along with the plastic it was supposed to be collecting.
Then, rough seas broke an 80m section of the net free, and the apparatus was towed back
to port to be patched up.According to The Ocean Cleanup website, a system the size of
“002” could theoretically clean up the garbage patch, but that it would be "impossibly
expensive".
Talking with Wired Magazine, Slat stated that, “It is our responsibility to search for
and find new and innovative solutions. Taking care of the world's ocean garbage problem
is the only way that we can make up for our wasteful habits as human beings. Not only
will this clean up contribute to cleaner waters and coasts, but it is also an important step
towards our end goal of cleaning up the Great Pacific Garbage Patch.”
PART III - AFTER READING
A. DIRECTIONS: The following photographs were originally printed with the article.
Use the captions to infer the meaning of the underlined vocabulary
words from the text. Write the meanings beside each word.

caused: _______________________________________
clean up: ______________________________________
conceived of: ___________________________________
debris: ________________________________________
ensure: ________________________________________
pollution: _____________________________________
prevent: _______________________________________
search for: _____________________________________
wasteful: ______________________________________

B. DIRECTIONS: Answer the Wh- questions about Boyan Slat with short answers.
Underline or highlight where you found the answers in the text and
write the paragraph number.
1. Who is Boyan Slat? (Paragraph: _____)
____________________________________________________________________
2. When and where did he come up with his idea? (Paragraph: _____)
____________________________________________________________________
3. What does his machine do? (Paragraph: _____)
____________________________________________________________________
4. How does the machine work? (Paragraph: _____)
____________________________________________________________________
5. When did he first launch his project? (Paragraph: _____)
____________________________________________________________________
6. Why does he think cleaning up the ocean is important? (Paragraph: _____)
___________________________________________________________________
Image sources: https://pixabay.com/tr/photos/%C5%9Fi%C5%9Fe-plastik-segregasyon-i%C5%9Fleme-5128607/;
https://commons.wikimedia.org/wiki/File:How_TOC_works.png;
https://commons.wikimedia.org/wiki/File:Boyan_Slat,_February_23,_2015.jpg;
https://pixabay.com/tr/photos/turtle-kaplumba%C4%9Fa-deniz-dald%C4%B1rma-2250720/
5.2 – BOYAN SAID THAT (USE OF ENGLISH)
Goal: Report what someone has said about technology and the environment.

PART I – BEFORE LISTENING

DIRECTIONS: Mark if each statement is true or false FOR YOU with a tick (✔).
1. “Debris in our oceans is a big problem.” True ____ False ____

2. “I learned about Boyan Slat this week.” True ____ False ____

3. “I have participated in a garbage clean up before.” True ____ False ____

4. “I had never thought much about wasteful habits before.” True ____ False ____

5. “I can prevent harm to the environment if I try.” True ____ False ____

6. “The world will be cleaner if we consider our use of plastic.” True ____ False ____

PART II – DURING/AFTER LISTENING

A. DIRECTIONS: Watch the short video about Boyan Slat talking about his cleanup
system.
B. DIRECTIONS: Read some things that Boyan Slat has said about his journey. Then
report what he said in the boxes. Take notes about the change that
you make.

Boyan said that... Notes on Changes

A.

B.

C.

D.

E.

F.

G.
PART III – AFTER LISTENING
A. DIRECTIONS: Ask the questions to two classmates and take notes on their
answers.

Questions ________________ ________________

1. Did you understand Boyan’s

warnings?

2. Have you ever prevented someone

from littering?

3. Do you think it’s possible to clean up

the planet?

4. How can you ensure that you waste

less?

5. Will you consider the amount of

plastic that you use?

6. Are you thinking about the

consequences of plastic
consumption on our environment?

7. Can we solve our waste problem

together?

8. What have you done to be more

environmentally responsible?

B. DIRECTIONS: Write TWO sentences using “told me that” and TWO sentences using
“said that” reporting your classmates’ answers.
Example: Mert said that he had seen someone litter in the past year.
1. ______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________

Example: Elif told me that she always recycles plastic.

1. ______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
Image source: Image from Frreepik
 5.3 – RESPONSIBLE INNOVATION (WRITING)
Goal: Report what people have said about the responsibility of their own inventions.

PART I – VOCABULARY
DIRECTIONS: Read the following sentences and choose the correct definition
based on the context in the sentence

1. There are many controversial products these days, such as plastic straws.
The word “controversial” means...

a) people disagree about it

b) people think it gets rid of wrinkles

2. Many terrifying consequences will surely happen if we don’t invent responsibly.

The word “consequence” means...

a) negative results
b) positive results

3. It is possible to invent responsibly, but everyone has to commit to a better future.

The word “possible” means...

a) something that doesn’t exist
b) able to be done or achieved

4. Pollution is poison to many animal species, as well as human beings.

The word “poison” means...

a) something that can cause illness, disease, or death
b) a medicine or pill to cure diseases

5. Many scientists are warning people about the possible dangers of plastic
pollution on sea life.

The word “warn” means...

a) to tell someone in advance about a danger or problem
b) the opposite of “cold”

6. Einstein hadn’t considered the potential consequences of the atomic bomb.

The word “consider” means...

a) to see something as positive
b) to think carefully about something before making a decision

7. We all have a responsibility to help keep the environment and other people safe.

The word “responsibility” means...

a) having a duty to deal with something
b) having to answer someone’s questions
PART II – USE OF ENGLISH
A. DIRECTIONS: Watch the video about an invention. Report what the inventor said
about his invention.

INVENTOR /
WHAT HE SAID
INVENTION
1. John Sylvan said that he didn’t use his own invention.

2.

John Sylvan,
The K-cup 3.

4.

B. DIRECTIONS: Work in a group. Your partners will report to you some statements
from famous inventors. Complete the chart below with the reported
statements.

INVENTOR /
WHAT THEY SAID
INVENTION

1.

2.

1.

2.

1.

2.

1.

2.

C. DIRECTIONS: Go to the graphic organizer at the beginning of the week to write a

summary of at least ONE of the inventors’ work from this lesson.
5.4 – THE GREAT STEPHEN HAWKING (USE OF ENGLISH)
Goal: Report key information about human responsibility for future technologies.

PART I – BEFORE LISTENING

DIRECTIONS: Discuss the questions below with a partner.
1. In which ways do we use AI? Think of as many examples as you can.
2. Why are scientists developing AI? What are the advantages of AI?

PART II – WHILE LISTENING

DIRECTIONS: Listen to the passage and fill in the gaps with the correct words.

FAMOUS SCIENTIST SAYS A.I. COULD DESTROY US

What are the potential consequences of A.I.? Scientist Stephen Hawking asks
us to consider what could happen if we give too much power to machines.
The famous science professor Stephen Hawking passed away in 2018, but before he did,
we had the opportunity to speak with him about some of the controversies around artificial
intelligence. Hawking 1) _____________ robots with artificial intelligence could one day
have serious consequences. He 2) _____________, "the development of full artificial
intelligence (AI) could cause the end of the human race." Hawking suffered from motor
neuron disease (also known as ALS) so special technology was developed to help him to
talk. A special AI application learned about his previous conversations, so it could use
those conversations to predict the words he wanted to say.
Hawking 3) _____________ AI has helped many people. He said it
will become more powerful and is completely irresponsible. He said,
"It 4) _____________ on its own". He said humans
5) _____________ with AI. In April 2014, he warned how technology
could take over one day as it is improved and developed further. He
said it 6) _____________ our financial markets, invent things human
researchers could not even conceive of, be smarter than human
leaders, and develop new weapons.

PART III – AFTER LISTENING

A. DIRECTIONS: Write appropriate questions for the underlined part of the given
answers.
1. Q. ___________________________________________________________________?
A. Stephen Hawking was a famous science professor.
2. Q. ___________________________________________________________________?
A. Stephen Hawking suffered from motor neuron disease.
3. Q. ___________________________________________________________________?
A. According to Stephen Hawking, AI might take over the world.

Image Source: https://commons.wikimedia.org/wiki/File:Stephen_hawking_2008_nasa.jpg

B. DIRECTIONS: Report the following sentences.
1. “I feel worried about the future of AI.”
Professor Hawking said __________________________________________________.
2. “I'm not going to build an AI robot because they can be dangerous.”
Professor Hawking said __________________________________________________.
3. “I saw a new robot at the university today that is smarter than humans.”
Professor Hawking said __________________________________________________.
4. “I've written a book about the history of time, but it doesn’t include information about AI.”
Professor Hawking said __________________________________________________.
5. “Robots can take over the world tomorrow if they want to.”
Professor Hawking said __________________________________________________.
PART IV - CAUSE AND EFFECT
A. DIRECTIONS: Use the Stephen Hawking text to identify some effects that Hawking
points out relating to Artificial Intelligence. Underline the parts of the
text where you found the information.

Cause Effects

An increase in the use of

artificial intelligence

B. DIRECTIONS: Now, write sentences showing the cause and effect relationships
that you found in the text. Use the words in the brackets.
1. (if) __________________________________________________________________
_____________________________________________________________________
2. (unless) _____________________________________________________________
_____________________________________________________________________
3. (since) ______________________________________________________________
_____________________________________________________________________
4. (due to) ______________________________________________________________
_____________________________________________________________________

C. DIRECTIONS: Go to the graphic organizer at the beginning of the week and write
a summary of artificial intelligence and whether or not it is
responsible.
5.5 – REPORTING VERBS (USE OF ENGLISH)
Goal: Recognize the form and use of reporting verbs.

PART I – VOCABULARY
DIRECTIONS: Match the following vocabulary words to their definitions using the
information on the slides.
a. to tell somebody that you will definitely do or not do
1. agree _____
something
2. hope _____ b. to want or wish for something to happen
c. to have the same opinion as someone; to say ‘yes’ to
3. promise ____
someone
4. claim _____ d. to stop something from being done, especially by law
5. deny _____ e. to retell something, either in writing or speaking
6. admit _____ f. to give information without evidence or proof
7. suggest ____ g. to say that you have done something wrong or illegal
h. to say that something is not true, or to refuse to admit
8. report _____
something
i. to think about different possibilities available, and choose
9. decide _____
one
10. prohibit _____ j. to put an idea forward for others to consider as possible

PART II – LISTENING
A. DIRECTIONS: Listen to the recording about an irresponsible invention. Fill in the
gaps with the correct word or words.

AN IRRESPONSIBLE INVENTION
Snuggies have become a controversial product as users have (1) ______________ short of
breath and have been experiencing a dry cough.
A team from TRTerakki (2) ______________ some independent researchers to inspect the
material and they have reported finding asbestos fibers, which have serious consequences for
human health such as lung cancer in people with extended exposure. Additionally, sources
(3) ______________ experiencing Human-Lizard syndrome – developing what appear to be
horns, split tongues, and scaly skin. Of course, the government (4) ______________ asbestos
in any products.
Thus far, no one from the company (5) ______________ on the record and the company has
done everything to ensure no employee talks with the media. However, some sources have
(6) ______________ to reduce costs, as Comfort Inc. has been in serious financial trouble.
Another thing to consider is that various NGOs have claimed that the company is using child
labor in several of its factories in other countries. They (7) ______________ any unfair labor
practices.
For now, TRTerakki (8) ______________ this product with caution, if at all. We
(9) ______________ more information and (10) ______________ you updated with any new
information.
B. DIRECTIONS: Answer the following questions about the text using short answers.
1. What is the name of the invention in the article? ______________________________
2. What have been some health problems caused by the invention?
____________________________________________________________________
3. What have been some social problems caused by the invention?
____________________________________________________________________
4. What did TRTerakki suggest based on this information?
____________________________________________________________________

C. DIRECTIONS: Look at the action words (verbs) in the blanks from the passage.
Sort them into groups based on the pattern of the verb in the blank.

Followed by verb + ing Followed by to + verb

1. reported feeling_____________ 1. decided to let_______________

2. __________________________ 2. __________________________

3. __________________________ 3. __________________________

4. __________________________ 4. __________________________

5. __________________________ 5. __________________________

D. DIRECTIONS: Rewrite each quote below using one of the words from the box and
the correct form of the reporting verb.

claim hope promise report suggest

“We have our fingers crossed that we They hoped to clean up the
Ex. hope
will clean up the waste in the water.” waste in the water.

“How about you consider visiting our

1.
factory?”

“Our company avoids pollution as

2.
much as possible.”

“You can count on us. We will ensure

3. that your order is shipped out
tomorrow.”

“Our team has observed some

4.
negative consequences from the tests.”
PART III – REVIEW
A. DIRECTIONS: Use this week’s vocabulary words to fill in the crossword below.

B. DIRECTIONS: Report the following statements using the reporting verbs in the
brackets.
1. (agree) “Let’s go to the inventor’s conference this week.”
____________________________________________________________________
2. (deny) “I didn’t steal his invention idea!”
____________________________________________________________________
3. (suggest) “We should celebrate our success with dinner.”
____________________________________________________________________
4. (report) “The invention didn’t work for the fifth time.”
____________________________________________________________________
5. (claim) “People said that the battery had a lot of problems.”
_______________________________________________________________
5.6 – INVESTIGATIVE REPORTING (WRITING)
Goal: Report on an invention that has caused problems.

PART I – PRODUCT DESIGN

A. DIRECTIONS: Think of an idea for an invention that matches the criteria on the
slide. Answer the questions about the invention on the lines
provided.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________

B. DIRECTIONS: Now, quickly draw a sketch of the design for your invention. Label
the parts of your diagram.
PART II – COMPLAINTS
DIRECTIONS: Trade your invention with another person. Read about the new
product that you have received. Imagine five problems that you have
experienced with that product. Write them below using direct speech
(“x”).
Example: “The product gave me a stomach-ache and I couldn’t go to work.”
1. ____________________________________________________________________

2. ____________________________________________________________________

3. ____________________________________________________________________

4. ____________________________________________________________________

5. ____________________________________________________________________

PART III – RESPONDING TO COMPLAINTS

DIRECTIONS: Read the complaints about your product. Respond to the claims
that users have reported using reported speech and defending
your company and your product.

admit agree claim decide deny

hope prohibit promise report suggest

Examples:
● People claimed that our product had given them a stomach-ache, but we deny those
claims.
● We suggest reading the instructional manual before using our product.

1. ____________________________________________________________________

____________________________________________________________________

2. ____________________________________________________________________

____________________________________________________________________

3. ____________________________________________________________________
____________________________________________________________________
4. ____________________________________________________________________
____________________________________________________________________
5. ____________________________________________________________________
____________________________________________________________________
6. ____________________________________________________________________
____________________________________________________________________
 WEEK 6 - ESSENTIAL QUESTION
How can we create an invention that is useful,
responsible, successful, and improves daily life?

Week 6 – Vocabulary List

● approve ● opportunity ● quality ● successful
● brilliant ● ordinary ● quantity ● terrific
● compared with ● original ● reasonably-priced ● unforgettable
● powerful ● valuable

6.1 – SUCCESSFUL INVENTIONS (WRITING)

Goal: Demonstrate understanding of a variety of words used to talk about successful
inventions.

PART I - VOCABULARY
DIRECTIONS: Take notes about the vocabulary from the slides in the box below.

VOCABULARY DEFINITION WORD FORMS

1. brilliant (adj.)

2. compare (v.)

3. crucial (adj.)

4. ordinary (adj.)

5. original (adj.)

6. powerful (adj.)

7. quality (n.)

8. quantity (n.)

9. sensible (adj.)

10. successful (adj.)

11. terrific (adj.)

PART II - READING
DIRECTIONS: Read the facts about inventions and use what you know about
them to consider whether or not they are successful. Write about
your opinion using at least two of the vocabulary words from Part I
for each innovation.

INNOVATION DETAILS / FACTS SUCCESSFUL OR NOT?

iPhones
__________________________
● Over 1 billion have been sold.
● iPhone users are more loyal __________________________
than any other smartphone __________________________
users.
● The iPhone has completely __________________________
Successful /
changed the way we spend our __________________________
Unsuccessful
time.

Bellbottom Jeans
● “Bellbottom” jeans were very __________________________
popular during the 1960s and
__________________________
70s.
● The design was originally used __________________________
for working on boats.
__________________________
● Later, they became a symbol for
Successful / __________________________
tackiness or bad taste in
Unsuccessful
clothing.

Pencils
● The pencil was invented more __________________________
than 400 years ago; graphite
__________________________
had been discovered shortly
before. __________________________
● Around 2,500 pencils can be
Successful / __________________________
made from a single tree.
Unsuccessful ● More than 14 billion pencils are __________________________
produced every year .

Zeppelins
● The first zeppelin flight: 1910. __________________________
● They were filled with highly
__________________________
flammable hydrogen.
● They ruled the skies for 40 __________________________
years.
__________________________
Successful / ● The Hindenburg famously burst
Unsuccessful into flames, killing all 36 on __________________________
board.
 Automobile
● It was developed by Benz in __________________________
1885, before Ford’s Model T in __________________________
1908.
● There are an estimated 1.2 __________________________
billion cars in the world today. __________________________
Successful / ● In 2017, Tesla became the
Unsuccessful world’s 2nd most valuable car __________________________
company.

Eyeglasses
__________________________
● The first vision aid was invented
around 1000 AD. __________________________
● Eyeglasses were invented in __________________________
Italy in 1284.
● 50% of the world wears (or __________________________
Successful / needs to wear) something to __________________________
Unsuccessful correct their eyesight.

PART III - SPEAKING

DIRECTIONS: With a partner, develop a short, spoken advertisement for one of the
inventions in Part II. Take some notes for your presentation. Then,
present the product to a partner, speaking for ONE MINUTE.

Image sources: https://pixabay.com/tr/photos/iphone-el-ekran-ak%C4%B1ll%C4%B1-telefon-410311/;

https://commons.wikimedia.org/wiki/File:Ruth_Jacott_1993_Eurovision_suit.jpg;
https://pixabay.com/tr/photos/okul-kalem-tepe-i%C5%9Faretlendi-yazmak-93200/;
https://commons.wikimedia.org/wiki/File:USS_Los_Angeles_moored_to_USS_Patoka,_1931.jpg;
https://pixabay.com/tr/photos/t%C3%BCrkiye-istanbul-beyo%C4%9Flu-taksim-3492889/;
https://pixabay.com/tr/photos/g%C3%B6zl%C3%BCk-g%C3%B6z-ware-g%C3%B6r%C3%BC%C5%9F-optometri-5020207/
6.2 – INNOVATION FOR THE ENVIRONMENT (WRITING)
Goal: Brainstorm innovations that are good for the environment.

PART I – VOCABULARY
DIRECTIONS: Read the following sentences and choose the correct definition
based on the context in the sentence.
1. Hearing Elon Musk’s speech was an unforgettable experience. The word
“unforgettable” means...
a) impossible to forget
b) easy to forget

2. We will have an opportunity to show our invention on television.

The word “opportunity” means...
a) when you don’t want to do something
b) a chance to do something

3. My new cell phone is the most expensive and useful thing that I own. It is my
most valuable possession.
The word “valuable” means...
a) worth a lot of money or of great use
b) a gadget with a lot of useless features

4. That technology isn’t too expensive. It’s quite a reasonably-priced product.

The word “reasonably-priced” means...
a) the cost is good or affordable for most people
b) a part of the cost goes towards helping the poor

5. I don’t approve of the amount of fossil fuels this innovation uses.

The word “approve” means...
a) to accept or see as appropriate
b) to show that something is true

PART II - INVENTING
A. DIRECTIONS: Think of your own innovations that could help the environment and
meet people’s needs. Write your ideas in the chart below. Use some
of the words from Part I in your notes.
Problem it solves /
Invention / Innovation How it helps the environment
Needs it meets
B. DIRECTIONS: Choose one of your inventions from above and draw a diagram of it.
Label the parts of your diagram.

C. DIRECTIONS: Use the words from the box below to tell a partner how one of your
innovations from Part A will affect people’s lives. Put a tick (✔) next
to the words that you will use in your explanation.
WORDS
access brilliant discover necessary portable quantity successful
achievement communication efficient opportunity powerful reasonably- terrific
affordable compare electricity ordinary protect priced transportation
approve design innovate original prototype responsible unforgettable
breakthrough develop invent pollution quality safe valuable
PHRASES
as you can see… is a better way to… it is essential to… it will allow people to…
it will change the way people… just think of all the ways… many people in developing countries…

D. DIRECTIONS: Write FIVE questions to ask your partner about their invention using
some of the words from Part C.
1. ___________________________________________________________________?
2. ___________________________________________________________________?
3. ___________________________________________________________________?
4. ___________________________________________________________________?
5. ___________________________________________________________________?

E. DIRECTIONS: Write 50-70 words summarizing your conversation with your partner
about your invention.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
 UNIT 2 - VOCABULARY LIST
Week 1 A2 B1 B2 C1
improve (v.) achieve (v.) adjust (v.) gadget (n.)
What are
afford (v.) inspire (v.) innovate (n.)
inventions ambition (n.) military (n.)
and basic [need] (adj.) prototype (n.)
innovations by accident (adj.)
and how are create (v.)
curious (adj.)
they
design (v.)
created? discover (v.)
invent (n.)
produce (v.)
solve [problem] (v.)
space (n.)

Week 2 A2 B1 B2 C1
ability (n.) breakthrough (n.)
How have
access (n.) difficulties (n.)
inventions change (v.) (n.) rural (adj.)
and convenient (adj.)
innovations daily life (n.)
changed our decrease (v.)
directions (n.)
daily lives?
essential (adj.)
increase (v.)
location (n.)
protect (v.)
reduce (v.)
route (n.)

Week 3 A2 B1 B2 C1
useful (adj.) advert (n.) device (n.) logic (n.)
What criteria
efficient (adj.) feature (n.) portable (adj.)
can we use intend (v.)
to determine necessary (adj.)
if an novel (adj.)
invention or obvious (adj.)
purpose (n.)
innovation is
simple (adj.)
useful? spectacular (adj.)
throw out (v.)
unexpected (adj.)
used (for) (v.)
useless (adj.)

ADDITIONAL VOCABULARY:
_________________________________________________________________________________

_________________________________________________________________________________
Week 4 A2 B1 B2 C1
electric (adj.) advanced (adj.) generate (adj.) evolve (v.)
How have
engine (n.) communication (n.) practical (adj.) transmit (v.)
scientific and compete (v.) transform (v.)
technological depend on (v.) upgrade (v.)
inventions develop (v.)
advanced fuel (n.)
influenced [by] (v.)
over time?
modern (adj.)
replace (v.)
transportation (n.)

Week 5 A2 B1 B2 C1
clean up (v.) consider (v.) cause (n.) controversy (n.)
What
effect (n.) consequence (n.) debris (n.)
responsibility pollution (n.) ensure (v.)
do inventors possible (adj.) poison (n.)
and prevent (v.) C2
innovators responsibility (n.) conceive of (v.)
search [for] (v.)
have to
wasteful (adj.)
nature and
society?

Week 6 A2 B1 B2 C1
brilliant (adj.) approve (v.) crucial (adj.)
How can we compare (v.)
create an opportunity (n.)
invention ordinary (adj.)
that is original (adj.)
useful, powerful (adj.)
quality (n.)
responsible, quantity (n.)
successful, reasonably-priced
and (adj.)
improves sensible (adj.)
successful (adj.)
daily life?
terrific (adj.)
unforgettable (adj.)
valuable (adj.)

ADDITIONAL VOCABULARY:
_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________