Ohio Standards Connections:

Science Standards:

Standard:

Science & Technology

Grades:

6-8

Benchmark:

A – Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.

Indicator:

Grade Six

1. Explain how technology influences the quality of life.

2. Explain how decisions about the use of products and systems can result in desirable or undesirable consequences (e.g., social and environmental).

Standard:

Scientific Ways of Knowing

Grades:

6-8

Benchmark:

C – Give examples of how thinking scientifically is helpful in daily life.

Indicators:

5. Research how men and women of all countries and cultures have contributed to the development of science.

Technology Standards:

Standard:

Nature of Technology

Grades:

6-8

Benchmark:

C – Analyze the relationships among technologies and explore the connections between technologies and other fields of study.

Indicators:

Grade six: Identify technology systems that interrelate (e.g., the engine and transmission of an automobile).

Standard:

Technology and Society Interaction

Grades:

6-8

Benchmark:

C – Analyze technology responsible citizenship.

Indicators:

Grade six.

1. Describe how the use of technology affects citizens in various ways, including their safety, comfort, choices and attitudes, about technology’s development and use.

Standard:

Technology and Society Interaction

Grades:

6-8

Benchmark:

D – Articulate intellectual property issues related to technology and demonstrate appropriate, ethical, and legal use of technology.

Indicators:

1. Understand the concept of intellectual property (e.g. , author’s ownership of work).

Standard: Technology and Communication Applications

Grades:

6-8

Benchmark:

B – Develop, publish and present information in a format that is appropriate for content and audience.

Indicators:

Grade six

1. Create and publish information in printed form (e.g., use software to produce homework assignments, reports, flyers, newsletters).

Technology Standards:

Standard:

Technology and Information

Literacy

Grades:

6-8

Benchmark:

A – Evaluate the accuracy, authority, objectivity, currency, coverage and relevance of information and data sources.

Indicators

Grade six -

1. Identify main ideas and supporting facts to select relevant information to answer questions.

Standard:

Technology and Information

Literacy

Grades:

6-8

Benchmark:

B – Use technology to conduct research and follow a research process model which includes the following: develop essential question; identify resources; select, use and analyze information; synthesize and generate a product; and evaluate both process and product.

Indicators

Grade six -

1. Generate questions to be answered or a position to be supported when given a topic.

3. Use a variety of technology resources for curriculum needs and personal information needs: library catalog, online encyclopedia, Web sites.

4. Examine information in different types of subscription resources (fee-based, pay-to-use) to locate information for a curricular need: magazine database, picture archive, online encyclopedia.

5. Identify relevant facts, check facts for accuracy, record appropriate information and create an information product to share with others.

6. List information used in a district-adopted or teachers prescribed format (e.g., MLA, APA).

7. Review how the information found for the project was used and discuss the quality of the product.

Library Guidelines:

Standard:

Grades:

6-8

Benchmark:

E – Conduct research and follow a research process model which includes the following: develop essential question; identify resources; select, use and analyze information; synthesize and generate a product; and evaluate both process and product.

Indicators:

Grade six -

2. Brainstorm potential resources and identify possible keywords to use as search terms.

5. Understand how to access electronic resources at school and from home.

Explore variety of resources such as school, public or community resources.

8. Take notes, organize information into logical sequence and create draft product (e.g., report, research paper, presentation).

9. List information sources in district-adopted or teacher prescribed format (e.g., MLA, APA).

10. Communicate findings orally, visually, or in writing and draw conclusions about findings.

11. Review how information found for the project was used and discuss the quality of the project.

Sondra Carey & Deb Logan

Scientist in a Sack Lesson Summary:

Students generate lists of inventions that they use in their daily lives. The inventors of the inventions are identified and each student researches an inventor. Research focuses on the people, why and how they invented, and the impact of the invention. Students create a set of materials like faux documents to present their information using a decorated sack to reveal and share facts about their scientists. The presentation will feature the invention and its impact.

• Students will connect the concepts of invention and every day resources and technologies to scientific processes and endeavors. Students will understand that scientists innovate technological advances.
• Students will use information skills to investigate and take notes about inventions and scientific inventors.
• Students will look at the impact of the invention.
• Students will document the sources used for research.
• Students will communicate their information through a presentation project.
• Students will create and evaluate rough drafts during the project-making process.
  
  

Estimated Duration:

Five days, using a block schedule with 90 minute class times.

Commentary:

Pre-Assessment:

The class brainstorms a list of ways that science is a part of their daily lives. The class discusses the pros and cons of each item. Do the inventions have a positive impact environmentally and socially? The list of scientific inventions with pros and cons is saved and revisited after a post-assessment discussion.

Scoring Guidelines:

The teachers evaluate and discuss the students’ observations. If necessary modify the lesson to reflect student level of understanding of content.

Ongoing Teacher Assessment and Student Self Assessment: Student work is monitored throughout the research process. Assistance is provided as needed to correct problems and reinforce positive process. Students are given a check sheet with the project requirements and a copy of the project rubric with assessment criteria to assist with ongoing self assessment. If projects are created during class time, the teacher provides informal feedback as needed. Students and teachers will evaluate rough drafts during the construction of the projects.

Post-Assessment:

• Student presentation projects and bibliographies are evaluated/graded using rubrics.
• Students provide peer reviews as part of the presentation process.
• A second list of list of scientific “every day life” inventions with pros and cons is generated and compared with the pre-assessment list. Changes in perception are discussed. The teachers evaluate the changes in perceptions and reinforce concepts as necessary.

Scoring Guidelines:

Students are assessed on:

Project requirements

Mechanics (grammar, spelling, etc.)

Presentation requirements

Research process

Citing sources

Content

Instructional Procedures:

• The project is introduced with a discussion of science in our everyday lives.
• The pre-assessment discussion to generate a list of inventions and thoughts on how the inventions impact every day life.
• Is science a part of your life?
• How is it a part of your life?
• What kinds of inventions do you use every day?
• Why do people invent things?
• What kinds of impact do inventions have?
• The assignment is introduced with the teachers giving a sample presentation (or showing tapes of past presentations). Project expectations and assessment are discussed at this time.
• A list of inventors of daily life objects is created by either students or teachers. (Teachers can create the list if there are time constraints.)
• Each student signs up for an inventor to research.
• As part of a scaffolded notetaking process, students are given or help to generate a notetaking sheet. The notetaking sheet prompts student to research specific types of information about the inventor and invention. The group looks at the types of information to be found. How to take notes is reviewed prior to research.
• The librarian/media specialist leads a brainstorming session in which students determine possible sources of information. Pointers on how to use the sources are discussed.
• Discuss print sources.
• Discuss online resources (free Web and InfOhio databases)
• Citing information sources is reviewed.
• Citing images is reviewed.
• Students are assisted with finding and using information as needed.
• Projects may be worked on in class as time permits and finished at home.
• Students and teachers evaluate rough drafts and planning materials prior to the construction of final projects.
• Prior to presentations, the concept of constructive feedback is discussed. Students use listening skills in order to provide feedback and record interesting facts during the presentation phase of the project.
• Post assessment consists of a follow-up brainstorming session. Students answer the same questions asked in the pre-assessment brainstorming session. Responses are compared and discussed.

Differentiated Instructional Support

Some possible ways to modify and differentiate instruction as needed:

• Teachers create list of inventors instead of students creating list.
• Teachers guide choices of inventors to be researched.
• Teachers assign inventors with special needs in mind.
• Teachers create notetaking sheet instead of involving students in the creation process.
• Reading or notetaking partners are made available as needed.
• For students with visual, motor, processing or other disabilities photocopy or print out information. (Enlarge, if needed.) With student, underline significant portions of text. Then have student take notes or dictate notes to a notetaker or tape recorder.
• Vary requirements for the number and type of items to be included in the sack according to student ability and instructional needs.
• The Scientist in a Sack approach to the project allows students to make decisions about how to show information. Students may:
• include objects;
• use a computer to generate faux documents;
• use clipart;
• print out (and credit) primary source images; and/or
• create images/objects (draw, paint, sew, etc.).

Extension

Have students Celebrate their Scientist with a presentation reception. Students use the peer and teacher feedback to improve and possibly revise the project. A special event and menu is planned. Students then share their projects with the guests.

Homework Options and Home Connections

The research and/or project portions can be worked on in school and/or at home.

Use information sheets and/or phone calls to keep parents/guardians informed and involved.

Interdisciplinary Connections

Social Studies:

While the six grade social studies focus is on Ancient cultures, scientific inventions, manufacturing, and goods, are featured in the History, Geography, and Economics indicators.

Additional connections are found under the sixth grade Social Studies Skills and Methods benchmark, 1, 2, 3, and 5.

English:

• Reading Process- Grade Six Indicators: # 1, 4, 6, 7, & 8.
• Reading Applications: Informational, Technical and Persuasive Text- Grade Six Indicators: # 1, 2, 3, 5, & 8.
• Research - Grade Six Indicators: # 1, 2, 4, 5, 7, & 8.
• Communication: Oral and Visual- Grade Six Indicators: # 1, 2, 5, & 8( a- e).

Art:

Art is involved in decorating the bags. Designing and creating the objects connects to art.

Math:

Historically, many scientists and inventors have also been mathematicians. Some students will find the math and science connection. Mathematical Process Standard 5-7 Benchmark G. Relate mathematical ideas to one another and to content areas…

Materials and Resources:

For teachers	Chart paper, chart markers, transparencies, overhead,
For students	Print and electronic resources, folders (to contain and organize materials), notetaking sheets, bibliography forms, image credit sheets, project check sheets, paper bags, art supplies, online pathfinder, etc.

Key Vocabulary

Scientist

Invention

Inventor

Environment

Society

Technology

Bibliography

Database

Ethics

Technology Connections

• Students use technology to find information.
• Students use technology to create objects and faux documents for their presentations using clipart.
• Students use a graphic organizer program to help with planning.
• Extend the project by creating a class inventor timeline with a timeline project.

Research Connections

Studies by Keith Curry Lance and other have shown that collaborative integrated instructional classroom and school library projects have a positive impact on student achievement. The same studies indicate that the availability of print and electronic resources also positively impacts achievement.

General Tips

If needed, include a mini lesson on using a productivity program like to help students create presentation materials.

Attachments

Notetaking sheet

Image credit sheet

Bibliography form

Project check sheet

Rubric