Science Lesson Plan – Mrs.

Faulkner’s 3rd Grade Class

Changing the World through Invention
Ellie Stemple
12 April 2018

READINESS
I. Goals/Objectives/Standard(s)
a. Goal: Students will think creatively and critically, working together to come up
with a helpful solution to a given problem.
b. Objective:
i. Using the supplies given, groups of students will construct a reasonable
solution to a global problem in our world today by creating their own
mini-invention.
ii. By working with a group to create their own helpful invention, students
will gain confidence in themselves as creative innovators and effective
world-changers.
c. Standard:
i. 3-5.E.2 Construct and compare multiple plausible solutions to a problem
based on how well each is likely to meet the criteria and constraints of the
problem.

II. Materials
a. PowerPoint with pictures of inventions and inventors
b. Slips of paper with problems on it
c. Toilet paper
d. Cardboard/Cardboard rolls
e. Markers
f. Scissors
g. Glue
h. Duck tape
i. Tissue paper
j. Netting
k. Popsicle sticks
l. Toothpicks

III. Anticipatory Set:

For my anticipatory set, I am going to have a little trivia game for my students. On the
screen, I will show a few different inventions that classic inventors created to help the
world become a better place. I will show the picture and if they still can’t get it, I will
give them a brief description of the invention and the inventor, using easy clues that the
students would recognize. If they are still unable to figure out who the inventor is, I will
then tell them who it is. I will have 5 different inventions and inventors. These inventions
and inventors will be the ones I discuss in my lesson presentation.

IV. Purpose Statement

 Today we are going to work with our groups to create our own inventions that will help
us solve problems.

PLAN FOR INSTRUCTION

V. Adaptation to Diverse Students
a. Student with severe ADHD: I have created a lesson that is primarily hands-on
particularly for my students who have trouble sitting still and staying focused for
long periods of time. I will also probably have him sitting up front for the
majority of the lesson presentation and directions.
b. Behavior Issues: For those students that will not listen or will throw fits, I will
calmly speak to them and try to calm them down so that they can participate in the
lesson. If they refuse to listen, they will not be allowed to complete the activity
until they can prove that they will handle it properly.

VI. Lesson Presentation

 Input: Inventors who changed the world
o For my lesson presentation, I will be discussing each of the 5 inventors and
addressing how they worked hard to create a solution to a real-world problem.
 Benjamin Franklin – electricity (heat, Franklin stove)
 Johannes Gutenberg – printing press (spreading news)
 Samuel Morse – telegraph (transmission of messages, Morse code)
 Thomas Edison – lightbulb (indoor lighting)
 Wilbur & Orville Wright – airplane (travel)
o I will also talk about their backgrounds and the amount of times they each had to
fail before they were able to achieve their goal and actually create something
helpful for the world.
 Output: Creating an invention
o First, I will divide the class up into 5 different groups, with 4-5 students in each
group.
o I will then give each group a slip of paper that has a major problem in our world
today.
 1. Handicap Accessibility – Invent a way for someone using crutches or a
wheelchair to carry all their stuff
 2. Homelessness – Invent a sturdy shelter that is easy to move
 3. Pollution/Littering – Invent a device to pick up the trash
 4. Car accidents – Invent a car with more protection
 5. Lack of clean water – Invent a machine that purifies unclean water as it
goes through
o I will talk about how each of these issues are major issues in our world today and
the president of the United States needs our help to solve some of the issues. I will
remind them that most of the successful inventors did not know where to start and
failed time and time again. But because they were persistent and strong, they were
able to keep working at their idea until it became reality. This will hopefully
inspire students to not give up, even when they are stuck.
 o Next, I will give each student a bag full of “supplies” such as toilet paper,
cardboard, cardboard rolls, markers, scissors, glue, duck tape, tissue paper,
netting, popsicle sticks, and toothpicks
o Students will then be given 30 minutes to invent something to help solve the
problem that is on their slip of paper.
o Though students might be stuck at times, I will allow them freedom to create
whatever they want to create with very little restrictions. I will allow them time to
brainstorm and think and will do my best to not overtake their creative process.
o Once the 30 minutes are up, I will have each of them clean up and take their
invention to the front where I will have tables to show off all the inventions.
o My closure will allow the students to present and show off their creative
inventions to the rest of the class and explain how their invention will change the
world.
o
VII. Check for Understanding
 I will display the inventions in the back of the room after each group has presented theirs.
This will allow me to look at them more closely and see how effectively their invention
would solve the problem
 I will observe the amount of effort students put into their invention as they created their
inventions. I will also look to see if the group utilized their materials well to create their
invention and if it correlates directly to the problem they were given.
 During the closure, I will also observe of the presentation of their inventions to see how
excited and confident they feel about their inventions. This will allow me to see if they
obtained one of the learning objective.

VIII. Closure
For closure, I will have each group come up one at a time to the front of the classroom to
present their invention. They will start by sharing the problem that they had. They will
then explain their invention by showing the class, explaining what it does, and explaining
how they as a group believe it is going to help the world. They will also give a reason
why their invention is the most important.

PLAN FOR ASSESSMENT

Formative: For my formative assessment, I will carefully observe my students’
knowledge of the inventors and inventions I am going over in my anticipatory set/lesson
presentation. This will give me a good idea of whether the students are familiar with this
concept. I will also be observing them as they create inventions. I will look to see which group
members are the leaders, who does most of the creative imagining, who takes charge, who has
most of the ideas, who is the one to construct, etc. This will show me which students need an
extra push to help them get involved in the lesson.
Summative: For my summative assessment, I will simply be collecting and displaying
the inventions they created. This will show me if they achieved the learning objectives and
whether they understood the point of innovative and creative ideas and inventions. I will also do
summative assessment when I watch their performances. This is a performance-based assessment
which will be purely expressed through student performance and verbal communication. I will
take notes as I listen and observe.
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. How could I better conduct my lesson presentation in a classroom that does not do well
with whole-group teaching?
8. What should I change in my anticipatory set and closure that would better bookend my
lesson?