Inventors

Thematic Unit:
Grade 2
Ellie Swanson
Education 385

Table of Contents
Lesson

Page Number(s)

Parent Letter

4-5

Physical Science Lesson #1

6-9

Physical Science Lesson #2

10-13

Life Science Lesson #1

14-16

Life Science Lesson #2

17-24

Social Studies Lesson

25-28

Geometry Lesson

29-32

Literature Lesson

33-37

Visual Art Lesson

38-40

PBL Lesson

41-48

Webquest Lesson

49
2

Assessment

50-52

May 1, 2017

Dear Parents and Guardians,

May is National Inventors Month! To celebrate this unique month, the

children will be inventors as we move through our Inventors Thematic Unit.
They started discussing what they already know about inventors and how
they can positively change peoples lives.

Through hands on discoveries, your children will investigate these big ideas:
1. Motion of objects and how they can be observed and measured.
2. Plants and animals life cycles.
3. Different types of geometric shapes.
4. Impressionists and creating their own works of art.
5. Individual action and character of people who make a difference, such
as George Washington Carver and Benjamin Franklin.

By meeting these big ideas, developed from the California State and Common
Core Standards, your children will broaden their academic knowledge and
further their development as a good citizen.

The unit project will challenge the childrens creativity and knowledge.
Children will create a prototype of their own invention. All materials will be
supplied in class and at the completion of the unit we will have a Project
Night to showcase the classs inventions. The date will be announced later in
the month with a formal invitation.

Keep an eye out for some of our Inventor work to be posted outside and in
our classroom towards the middle of May. I am excited to share this fun,
thematic unit with your children. Thank you for all you do to continue to
support our second graders!

Best,
Miss Swanson

Ellie Swanson
Lets Talk About Position Science Lesson
Grade 2
Standards:
2PS1.a Physical Sciences- Students know the position of an object can be

described by locating it in relation to another object or to the background.

2IE4.g Investigation and Experimentation- Follow oral instructions for a

scientific investigation.
Objectives:
The students will learn how to describe the position of objects in relation to

other objects or to the background by conducting a short experiment.

The students will learn the language and key vocabulary by recognizing

antonyms and adding the new vocabulary to the word wall.

Assessment:

Students will be accessed by writing a short paragraph describing a

picture using position words to describe the location of each object and
person. This will be graded on a rubric and handed to the teacher serving
as the students exit ticket.

Instructional Strategies and Learning Tasks

Anticipatory Set:
o Before we start inventing we must know how to describe our future
inventions using position words.
o Activate Prior Knowledge: Students will utilize their prior
knowledge through a directed inquiry exercise.

Instruction and Modeling:

o Students will do the directed inquiry exercise explained in the
teacher edition of the science books.

o Teacher lead discussion on What is position? (Where an object

is) and analytical question, Where is the classroom door in
relation to your desk?
o Write the terms in front of and behind on the board. Discuss that
these terms are antonyms. Reminding children that antonyms are
words that have opposite meanings.

Guided Practice:
o Ask children to identify other opposites that could be used to
describe an objects position then add word pairs to classroom
word wall.

Closure:
o Share and partner talk about how an object that does not move
can help you describe position. Why can there be more than one
description of the position of an object?

Independent Practice:
o Ask children to write a short paragraph describing the given
picture (can discuss topics with partner). Rubric on pg 10 of Grade
2, California Science Book, Unit A. Have them hand in this before
the lesson ends- it is the assessment.

Differentiation Strategies:

For students with special needs, before describing the positions of the
objects in the room and after the directed inquiry the children can place a
book on their desk. Ask them to place another object, such as a ruler, to
the right of the book. Explain to children that the ruler is to the right of the
book. Repeat using other direction words.

For students who are advanced learners help them understand that
where they sit or stand in relation to an object will affect their description
of the objects position. Have a volunteer choose an object, such as his
or her desk and sit in front of it. Ask him or her to describe the position.
Then have another child move to a spot behind or to the left or right of
the object and describe the position again. Discuss with children that

when the position of something is being described, an object that does

not move is a helpful reference point.

For English learners introduce the term behind. Say the word as you
stand behind your desk: I am behind my desk. Have children stand
behind their desks and say behind. Repeat with other direction words.

Instructional Resources and Materials:

Materials: for each student: coin, cardboard, rectangular pink eraser,

crayon, paper clip, masking tape

Resources: Unit A, California Science by Scott Foresman, Grade 2

Describe the position of the kite, key, cloud, lightening, and kite string in
relation to Benjamin Franklin. Write in paragraph form on a lined piece of
paper.
9

Ellie Swanson
Inventing Fruit and Vegetable Cars Physical Science Lesson
Grade 2
Standards:

Physical Science 1. The motion of objects can be observed and

measured. As a basis for understanding this concept:
o 1.c. Students know the way to change how something is moving is
by giving it a push or pull. The size of the change is related to the
strength, or the amount of force, or the push or pull.

Investigation and Experimentation 4. Scientific progress is made by asking

meaningful questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other three
strands, students should develop their own questions and perform
investigations. Students will:
o 4.a. Make predictions based on observed patterns and not random
guessing.
o 4.c Compare and sort common objects according to two or more
physical attributes (e.g., color, shape, texture, size, weight).
o 4.d. Write or draw descriptions of a sequence of steps, events, and
observations.

Objectives:

The students will learn how to use the scientific method to compare the
amount of push or pull objects need to move by building model fruit and
vegetable cars.

Assessment:

Formative: Students will be formatively assessed between each step of

the scientific process by checking in with the teacher.

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Summative: Students will be assessed by the scientific processes written

in their science journals for the experiment. They will be graded on a
rubric.

Instructional Strategies and Learning Tasks

Anticipatory Set:
o Purpose: Today we will be inventing fruit and vegetable cars! We
will determine which factors in making our cars affect how much
pull or push it takes to move them.
o Activate Prior Knowledge: Show Bill Nye the Science Guy video to
introduce students to push and pull and objects in world around
them where this is seen. Video:
https://www.youtube.com/watch?v=8iKhLGK7HGk

Instruction and Modeling:

o Teacher introduces all the cars that will be made and with what.
Each science group is given vegetables to make their car out of
(given by teacher) and develops focus question and
hypothesis/prediction for what groups car will require the most force
to move.
o Class agrees on question and prediction. Then they draw pictures
of how they will build their car (procedure) then build their car and
show to teacher for approval.

Guided Practice:
o Students attach rubber band to car and measure how far they have
to stretch rubber band in order to make the car move (record in
journal using metric units). They will repeat this 3 times, recording
each time.

Closure:
o Class discusses the results and together makes table on board.
(The car that stretches the rubber band the most requires the most
pull/push to move).

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Independent Practice:
o Students individually write conclusion and reflection and turn in
their science notebook so the investigation can be graded.

Differentiation Strategies:

The jobs the students are given, leader, materials manager, recorder, and
chief builder, can depend on the different needs of the students. For
example, for ELL or students with special needs depending on their
strengths they can be assigned a particular job. The process is very
interactive so they will be able to participate verbally and non verbally.

Instructional Resources and Materials:

Materials:
o Rubber bands for each group, assortment of fruits and vegetables
(radishes, squash, lemons, bananas, eggplant, cucumbers,
brussels sprouts, potatoes, limes, apples, turnips, oranges, and
onions), skewers to attach the body of car to the wheels.

Resources:
o https://www.teachervision.com/tv/printables/Rev_Up_Your_Veggie
s.pdf

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Example of Fruit and Vegetable Car:

The student cars will be simpler than this.

13

Ellie Swanson
Who is George Washington Carver? Life Science Lesson
Grade 2
Standards:

Life Sciences 2. Plants and animals have predictable life cycles.

o 2.d. Students know there is variation among individuals of one kind
within a population.
o 2.f. Students know flowers and fruits are associated with
reproduction in plants.

Objective:

Students will learn the life cycle of plants and understand it is different
from the life cycle of animals by studying the inventor George Washington
Carver and drawing a picture representing the stages of a plants life.

Assessment:

Formative: Students will be assessed throughout the lesson by using a

word and picture splash.

Summative: Students will be assessed by the picture they draw for

homework and turn in the next day and its inclusion of each stage of a
plants life.

Instructional Strategies and Learning Tasks:

Anticipatory Set:
o Purpose: Today we will finish exploring the inventor George
Washington Carver and learn his connection with plants. Then we
will be scientists and examine the different parts of a plant.
o Activate prior knowledge: Finish reading book, A Weed is a Flower:
The Life of George Washington Carver by Aliki. Have class
discussion on plants he interacted with.

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Instruction and Modeling:

o Show students a flowering potted plant and ask them to name the
root, stem, leaves and flower. Then ask which part of the plant
develops into the fruit?
o Students will examine a variety of fruits that have been cut open to
see their seeds. Then discuss the different seed shapes.
o Make word and picture splash on the board with words: seed, root,
stem, leaves, and fruit. Predict what part of plant grows first.
o Show From Seed to Flower video and partner talk about order of
word and picture splash.
o Remind students of stages of human development: birth, newborn,
toddler, child, teenager, young adult, adult, elderly adult- compare
to plants.

Guided Practice:
o Have each student order the words on personal white boards and
hold up answers.

Closure:
o Class discussion to come to consensus of order of the world and
picture splash.

Independent Practice:
o For homework students draw and color a picture of plants that
correspond to each of the stages of human development. This is
graded for accuracy for the assessment.

Differentiation Strategies:

For students with special needs and ELL students, the lesson can be
modified to provide picture directions in place of words, and individual
pictures for the student to order to show understanding of the life cycle.

Instructional Materials and Resources

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Materials: One flowering potted plant, A Weed is a Flower: The Life of

George Washington Carver by Aliki, a variety of fruits, white paper, and
crayons or markers.

Resources:
http://www.pbslearningmedia.org/resource/tdc02.sci.life.colt.lp_plantcycle/
plant-life-cycles/
o Video, From Seed to Plant, link is on the website page

16

Ellie Swanson
Butterflies Invent Too! Life Science Lesson
Grade 2
Standards:

Life Sciences 2. Plants and animals have predictable life cycles. As a

basis for understanding this concept:
o 2.b. Students know the sequential stages of life cycles are different
for different animals, such as butterflies, frogs, and mice.

Investigation and Experimentation 4. Scientific progress is made by asking

meaningful questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other three
strands, students should develop their own questions and perform
investigations. Students will:
o 4.f. Use magnifiers or microscopes to observe and draw
descriptions of small objects or small features of objects.
o 4.g. Follow oral instructions for a scientific investigation.

Objective:

The student will learn the life cycle of a butterfly by filling out a worksheet
and making a mobile.

Assessment:

Formative: Students will be assessed as they complete the worksheet and

I will circulate to check for understanding.

Summative: Students will be assessed by completing the mobile and

correctly identifying stages of a butterflys life.

Instructional Strategies and Learning Tasks:

Anticipatory Set:

17

o Purpose: Humans arent the only organisms that invent things

Butterflies do too! They create different things to help make their
lives easier and safer, just like us. We are going to learn about
some of the thing butterflies do to make their life safer by studying
their life cycle.
o Activate Prior Knowledge: Write vocabulary words on the board:
metamorphosis, larva, egg, pupa, and adult. Write down predictions
students have as to the meaning of each.

Instruction and Modeling:

o

Explain a Monarch Butterfly and where they are found. Show on a

globe how they travel as far north as Canada during winter months
and as far south as Mexico City.

o Show worksheet with terms defined on document camera and

adjust the board definitions as a class.

Guided Practice:
o Students fill out blank worksheet with correct vocabulary words
showing the life cycle of a butterfly as you circulate to check for
understanding.

Closure:
o Partner talk about one thing each of you learned today.

Independent Practice:
o Give students worksheet explaining the mobile project and go
through steps with them.
o Students create mobile project.

Differentiation Strategies:

For ELL and students with special needs the worksheets can be entirely
visual or a combination of visuals with a word bank based on the needs.
For the mobile each material can be premade in order to help make the
construction more effective and the focus of the project.

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Instructional Resources and Materials

Materials: on mobile worksheet, print outs of worksheets for each student,

and a globe.

Resources:
http://www.enchantedlearning.com/crafts/butterfly/lifecyclemobile/,
http://www.enchantedlearning.com/subjects/butterfly/label/lifecycle/label.s
html,
http://www.enchantedlearning.com/subjects/butterfly/activities/printouts/lif
ecycle.shtml

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Mobile Project
Supplies:

Many colors of construction paper,

oak tag, or gift wrap
Pencil
Scissors
Yarn or string
Glue stick
A sturdy paper plate
Markers, crayons, or paint
Stapler or tape

Draw a spiral on a paper

plate. Cut along the line.

Decorate the paper plate using markers,

crayons, or paint.
Using green construction paper, draw a leaf and
cut it out. Either draw tiny butterfly eggs on it
or glue on tiny paper circles (either cut them out
or use a hole punch to make some). A cluster of
butterfly eggs are usually laid on the underside
of a leaf; the eggs are white or yellow or
greenish, and are circular to oval.

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Draw and cut out a caterpillar (the egg

hatches into a caterpillar, which spends its
entire time eating leaves). Decorate it.
Draw and cut out a pupa (the stage during which
the caterpillar makes a protective case around
itself and turns into a butterfly). Decorate it.
To make butterfly wings, fold a small piece of
paper in half, and draw half a butterfly along the
fold line.
Using dark
paper, make a
body for your
butterfly (it's
basically a long
oval with a
circular head).
Glue the body
to the wings
and decorate
your butterfly.

21

Staple or tape the stages in the butterfly's

life cycle to string and then to the paper
plate.
Attach another short length of string to the
plate; it will be used to hang the mobile up.
You now have a great buttefly life cycle
mobile.

22

23

Ellie Swanson
Inventors Make a Difference Social Studies Lesson
Grade 2
Standards:

History/Social Science Standards Grade 2- 2.1. Students differentiate

between those things that happened long ago and yesterday by:
o 3. Placing important events in their lives in the order in which they
occurred.

2.5. Students understand the importance of individual action and character

and explain how heroes from long ago and the recent past make a
difference in others lives.

Objectives:

The student will learn how to place events chronologically and the
importance of individual action and character by watching a movie and
creating a timeline.

Assessment:

Formative: The worksheets the students complete will be checked before

they can move onto making the timeline. While students are working I will
circulate the room.

Summative: Students will complete their timeline in class and as

homework and turn it into the teacher. They will be graded based on a
rubric.

Instructional Strategies and Learning Tasks:

Anticipatory Set:
o Purpose: We have studied many inventors so far, but today we are
explore other individuals that changed our lives in positive ways
with their inventions, and when these inventions were made.

25

o Activate Prior Knowledge: Students create a timeline of their life

with 5 significant events. Partner share.

Instruction and Modeling:

o Give students worksheet to fill out during movie.
o Play movie.
o Group discussion of people in film, inventions, and dates
associated.

Guided Practice:
o Ask questions comparing who was before or after who and check
for understanding by having students write and show their answers
on white board.

Closure:
o Partner talk about favorite invention in the film and how it has
helped our lives.

Independent Practice:
o Students will create a timeline of all the inventors in the film
including their invention.

Differentiation Strategies:

For students with special needs and ELL students the worksheet for the
film can be changed into ordering pictures of the inventor and invention
with the dates. Further the timeline project could be modified into having
the names typed or written out then gluing them on a timeline paper in the
correct order. Pictures could also be added if that would fulfill a students
need.

Instructional Resources and Materials:

Materials: This is America Charlie Brown: The Great Inventors movie,

paper, worksheets, and markers.

Resources: https://www.teacherspayteachers.com/Product/InventionsInventors-Timeline-Project-807360

26

Graphic Organizer for Inventions Timeline

INVENTOR

INVENTION

YEAR

27

Timeline Rubric

Ellie Swanson
Toothpicks and Marshmallows Geometry Math Lesson
Grade 2
Standards:

2.G.A.1 Recognize and draw shapes having specified attributes, such as a

given number of angles or a given number of equal faces. Identify
triangles, quadrilaterals, pentagons, hexagons, and cubes.

2.G.A.2 Partition a rectangle into rows and columns of same-size squares

and count to find the total number of them.

Objective:

The students will learn how to recognize and draw triangles,

quadrilaterals, pentagons, hexagons, and cubes by building with
toothpicks and marshmallows.

The students will learn the language and key vocabulary by recognizing
shape names and adding them to the geometry vocabulary word wall.

Assessment:

Students will be assessed by turning in a completed worksheet with

drawings of their geometric creations. This will be graded on accuracy of
drawing the given shape and handed to the teacher at the end of the
lesson.

Instructional Strategies and Learning Tasks:

Anticipatory Set:
o Today we will be continuing with geometry. You will each get to be
inventors and build shapes using marshmallows and toothpicks.
Write shapes on board- triangles, quadrilaterals, pentagons,
hexagons, and cubes.

Instruction and Modeling:

29

o Have students contribute to writing of definitions of each shape on

board. Have them draw each, one at a time, on whiteboards and
show them.

Guided Practice:
o Math groups work together to create 3 different quadrilaterals with
their groups, I will walk around and make sure groups are
understanding. Ask each group how divide quadrilaterals into
smaller pieces to show divided parts of rectangle.

Closure:
o Partner talk about how other shapes could be made with toothpicks
and marshmallows and 3D ones.

Independent Practice:
o Students fill out worksheet after making the figures with toothpicks
and marshmallows.

Differentiation Strategies:
o For students with disabilities allow them to discuss the definitions
and assist with drawing as needed. Advanced learners can have
shapes added to the worksheet to challenge them. ELL students
can have outlines of the shapes on the worksheet to help them
create the marshmallow-toothpick shape then trace it onto the
worksheet.

Instructional Resources and Materials:

o Toothpicks, small marshmallows, and worksheet.

Resources:
o https://www.teachervision.com/tv/printables/0876286910_28.pdf

30

31

Triangle

Pentagon

Cube

Quadrilateral

Hexagon

Shape of Your Choosing- Label it

32

Ellie Swanson
Who was Benjamin Franklin? Literature Lesson
Grade 2
Standards:

Reading Standards for Informational Text. 1. Ask and answer such

questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

Reading Standards for Informational Text 2. Identify the main topic of a

multiparagraph text as well as the focus of specific paragraphs within the
text.

Reading Standards for Informational Text 3. Describe the connection

between a series of historical events, scientific ideas or concepts, or steps
in technical procedures in a text.

Objectives:

The student will learn how to support their findings with textual evidence
by reading a book on Benjamin Franklin and filling out a worksheet.

Assessment:

Formative: I will circulate the classroom as table groups are reading the
book together and ask clarifying questions to check for understanding.

Summative: At the end of the lesson students will turn in their individual
worksheets.

Instructional Strategies and Learning Tasks:

Anticipatory Set:
o Purpose: Today we are going to practice our close reading skills
and learn about how a famous inventor, Benjamin Franklin,
changed our lives!

33

o Activate prior knowledge: Show a video of Benjamin Franklin first

successfully creating light in order to introduce students to one of
his inventions and build off of any information they might already
know. Video: https://www.youtube.com/watch?v=00mjkEIyE6Y

Instruction and Modeling:

o Before groups begin reading prompts will be written on the board
and predictions made about what inferences can be made from the
title of the book.

Guided Practice:
o Students in groups will read the story and respond to prompts on
the board by writing their answers on their groups poster board. I
will circulate to ensure each group is on task and responding to the
questions.

Closure:
o Each group will present their responses to the prompts.

Independent Practice:
o Students will complete attached worksheet and turn it into teacher.

Differentiation Strategies:

To support ELL students and students with special needs how the book is
read can be modified within their group. The group can read in smaller
pairs to ensure understanding or read it aloud as a group in order to meet
the needs of the students. In filling out the worksheet, poster, and
presenting they could use pictures to represent their ideas instead of
words, and give each other support in the presentation so everyone is
involved.

Instructional Resources and Materials:

Materials:

34

o Multiple copies of the book, Now and Ben by Gene Barretta, big
Post-It sticky paper (poster board size), markers, and copies of the
attached worksheet for each student.

Resources:
o https://www.teacherspayteachers.com/Product/Close-ReadingQuestioning-Slides-for-Now-and-Ben-1095012

35

Name _____________________________________
Date _________________________________

Then

Now

Prompts for Student Response:

What can you predict the story will be about from the title?

I wonder how Ben learned so much about lightening? Can you visualize
Ben watching a storm and predict what he was thinking?
o I can visualize Ben as he
o I predict Ben was thinking

What was the authors purpose for writing Now and Ben? What does the
author want us to learn?
o The authors purpose for writing this story was to
o He wants us to learn

Question for worksheet

o How do Benjamin Franklins inventions compare to inventions in
our modern world today?
!

For example, Bens wooden swim flippers and the swim

flippers used today.

37

Ellie Swanson
Is Art and Invention? Visual Arts Lesson
Grade 2
Standards:

Communication and Expression Through Original Works of Art:

o 2.3. Depict the illusion of depth (space) in a work of art, using
overlapping shapes, relative size, and placement within the picture.
o 2.4. Create a painting or drawing, using warm or cool colors
expressively.

Role and Development of the Visual Arts:

o 3.1. Explain how artists use their work to share experiences or
communicate ideas.

Objective:

The students will learn elements of Impressionists art by creating a

landscape using secondary and complementary colors.

Assessment:

Formative: At each stage I will ask clarifying questions to check for

understanding and circulate the room.

Summative: Students will be assessed on the landscape they produce by

their understanding of the use of primary colors to create secondary
colors, their ability to describe the process of creating secondary colors
verbally, and their ability to layer colors to create secondary and
complementary colors.

Instructional Strategies and Learning Tasks:

Anticipatory Set:
o Purpose: Is art considered an invention? How does it improve our
lives? Today we will study impressionist and create our own art!

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o Activate Prior Knowledge: Who are the Impressionists? Have class

discussion and see if students have prior knowledge.

Instruction and Modeling:

o Explain Impressionists were a group of Paris-based painters who
became prominent during the 1870s and 1880s. A characteristic of
their art was an attempt to capture the changing effects of light and
color. Have each group find Paris on the globe.
o Show image of Monets Sunrise (Marine), and have discussion
using VBS guiding questions: What do you see? What makes you
say that? What else can you find?
o Give background information on painting- link under resources
o Explain secondary, complementary, and primary colors using color
wheel.

Guided Practice:
o Students practice making warm and cool colors and secondary
colors using tissue paper and sharing with their table group.

Closure:
o Class discussion pointing out each type of color in Monets painting.

Independent Practice:
o Students use combinations of primary and complementary colors
tissue paper arranged next to each other. Students should
experiment to arrange their landscapessimulating rows of
mountains, waves in the ocean, or clouds in the sky. After students
have designed their landscapes, distribute the paintbrushes and
cups of glue or starch. Have students paint the glue over the
surface of the wax paper and drop the tissue paper on top.
Students will collage the layers of tissue paper into place. Add glue
over the tissue paper composition before adding successive layers
of tissue paper. The glue will make the tissue more transparent,
demonstrating the variety of secondary and complementary colors
created in this activity. After students have completed their

39

landscape, encourage them to paint a final layer of glue over the

top of their artwork. Set the landscapes aside and allow them to
dry.
Differentiation Strategies:

Students with special needs and ELL learners can have extra teacher
assistance. They can also have precut tissue paper to arrange their
landscape and have a partner assist in spreading the glue. Further they
can each be given their own copy of Monets painting to circle the types of
colors and their own color wheel to assist in understanding.

Instructional Resources and Materials:

Materials: Image of Monets painting Sunrise (Marine), colored art tissue

paper torn into long strips, liquid starch with water to the consistency of
gravy, small paper cups to hold starch, paintbrushes, wax paper, and
water for rinsing.

Resources:
http://www.getty.edu/education/teachers/classroom_resources/curricula/im
pressionism/lesson01.html

40

Ellie Swanson
Im an Inventor! Project Based Learning Lesson
Grade 2
Standards:

Writing Standard- 2nd grade: Participate in shared research and writing

projects (e.g., read a number of books on a single topic to produce a
report; record science observations).

2nd Grade- Presentation of Knowledge and Ideas: 4. Tell a story or

recount an experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences.
a. Plan and deliver a narrative presentation that: recounts a wellelaborated event, includes details, reflects a logical sequence, and
provides a conclusion.

2nd Grade- Knowledge of Language: 3. Use knowledge of language

and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.

Project:
For this project the students will make their own invention. Using the
worksheets below they will brainstorm, plan, and create a prototype of their
invention. Students can utilize books and internet sources to help with their
ideas on what to invent. There will be class and group brainstorming to think
about improvements that could be made to improve everyday life.
After the students decide on their invention and fill out the brainstorming
worksheets, which include drawing a picture, based on the resources needed the
teacher and class will collect necessary materials and the project will be done in
class. This way everyone has time to complete it, assistance from the teacher,
and it creates a more equitable environment for resources. Following the
students completing their prototype they will then present to the class their
invention, how it works, why it is important, and how it will help people. Their

41

presentations will be graded based on the attached rubric. The project will be
graded using the presentation rubric and the whether or not they completed the
worksheets.

Source: wildaboutfirsties.blogspot.com

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List ideas, pictures, or thoughts in the bubbles!

Brainstorm: Use this page to help you plan your invention.

Brainstorm and Planning

My Invention:

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My Invention
My invention is:

This is a picture of
my invention:

My invention will:

I invented it because:

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My Newest Invention
These are some things
that I would like to invent:

If I had to pick just ONE of these ideas, I would

really like to invent:

Because:

My invention will:

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My Invention
My invention is:
My invention will:

I invented it because:

This is a picture of my invention:

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My Invention
My invention is:

___________________________
My invention will:

___________________________
___________________________
I invented it because:

___________________________
___________________________
This is a picture of my invention:

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Source: organizedteaching.com

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Ellie Swanson
Invention Convention Webquest
Grade 2
Webquest:

http://questgarden.com/81/49/9/090426145934/t-index.htm

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Ellie Swanson
This is my Scientist Assessment
Grade 2
The assessment for this unit is a research project titled, This is my
Scientist. The students will be selecting an inventor, approved by the teacher. It
can be someone the class has studied throughout the unit or one they choose.
They will do biographical research and explain the invention, how it worked, why
it was important, and how it helped people. They will present the information
learned in a flipbook they create (pictured below) that looks like the inventor they
researched. Each of these elements will be recorded under a different flap.
The students will complete the project throughout a week in class. This will
be done to make sure it is equitable for everyone. Each project will get graded
based on the rubric attached.
Resources:

rainbowswithinreach.blogspot.com

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