Innovative Inventors

First Grade
Social Studies & Science
Sierra Gentry
Graphic Organizer
 Standards
TEKS:
Social Studies TEKS 1.2. History. The student understands how historical figures, patriots, and good citizens
helped shape the community, state, and nation. The student is expected to: (B) identify historical figures such
as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who
have exhibited individualism and inventiveness
Social Studies TEKS 1.17. Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology. The student is expected
to: (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols,
electronic media, maps, literature, and artifacts
Social Studies TEKS 1.18. Social studies skills. The student communicates in oral, visual, and written forms.
The student is expected to: (A) express ideas orally based on knowledge and experiences; and (B) create and
interpret visual and written material.
Social Studies TEKS 1.16. Science, technology, and society. The student understands how technology affects
daily life, past and present. The student is expected to: (A) describe how technology changes the ways families
live; (B) describe how technology changes communication, transportation, and recreation; and (C) describe
how technology changes the way people work.
Science TEKS 1.6. Force, motion, and energy. The student knows that force, motion, and energy are related
and are a part of everyday life. The student is expected to: (A) identify and discuss how different forms of
energy such as light, heat, and sound are important to everyday life; (B) predict and describe how a magnet
can be used to push or pull an object;
Social Studies TEKS 1.19. Social studies skills. The student uses problem-solving and decision-making skills,
working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-
solving process to identify a problem, gather information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

CCRS:
ELA.II.A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the
information within and across texts of varying lengths. 2. Use text features and graphics to form an overview of
informational texts and to determine where to locate information. 4. Draw and support complex inferences from
text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions.
ELA.II.B. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.
1. Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.B. Develop effective speaking styles for both group and one-on-one situations. 1. Participate actively
and effectively in one-on-one oral communication situations. 2. Participate actively and effectively in group
discussions. 3. Plan and deliver focused and coherent presentations that convey clear and distinct
perspectives and demonstrate solid reasoning.
ELA.IV.A. Apply listening skills as an individual and as a member of a group in a variety of settings (e.g.,
lectures, discussions, conversations, team projects, presentations, interviews). 2. Interpret a speaker’s
message; identify the position taken and the evidence in support of that position.
ELA.IV.B. Listen effectively in informal and formal situations. 1. Listen critically and respond appropriately to
presentations. 2. Listen actively and effectively in one-on-one communication situations. 3. Listen actively and
effectively in group discussions.
ELA.V.B. Select information from a variety of sources. 3. Synthesize and organize information effectively
ELA.V.C. Produce and design a document. 1. Design and present an effective product.
Science.I.A. Cognitive skills in science 2. Use creativity and insight to recognize and describe patterns in
natural phenomena.
Science.III.B. Scientific reading 3. Recognize scientific and technical vocabulary in the field of study and use
this vocabulary to enhance clarity of communication.
Science.IV.A. Interactions between innovations and science 1. Recognize how scientific discoveries are
connected to technological innovations.
Social Studies.IV.A. Critical examination of texts, images, and other sources of information 1. Identify and
analyze the main idea(s) and point(s)-of-view in sources.
Social Studies.IV.B. Research and methods 3. Gather, organize, and display the results of data and research.
Social Studies.IV.C. Critical listening 1. Understand and interpret presentations (e.g., speeches, lectures,
informal presentations) critically.
Cross-Disciplinary.I.C. Problem solving 1. Analyze a situation to identify a problem to be solved.
Cross-Disciplinary.I.D. Academic behaviors 1. Self-monitor learning needs and seek assistance when needed.
Cross-Disciplinary.I.E. Work habits 2. Work collaboratively
Cross-Disciplinary.II.A. Reading across the curriculum 4. Identify the key information and supporting details. 6.
Annotate, summarize, paraphrase, and outline texts when appropriate.
Cross-Disciplinary.II.B. Writing across the curriculum 1. Write clearly and coherently using standard writing
conventions.
Cross-Disciplinary.II.C. Research across the curriculum 1. Understand which topics or questions are to be
investigated. 2. Explore a research topic. 5. Synthesize and organize information effectively 6. Design and
present an effective product. 7. Integrate source material. 8. Present final product.
Cross-Disciplinary.II.E. Technology 1. Use technology to gather information. 4. Use technology appropriately.

ELPS:
C.2. Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including
teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired
language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage
of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations
across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English
language proficiency. The student is expected to: (B) recognize elements of the English sound system in
newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; (C) learn new
language structures, expressions, and basic and academic vocabulary heard during classroom instruction and
interactions; (D) monitor understanding of spoken language during classroom instruction and interactions and
seek clarification as needed; (E) use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language; (G) understand the general meaning,
main points, and important details of spoken language ranging from situations in which topics, language, and
contexts are familiar to unfamiliar; (I) demonstrate listening comprehension of increasingly complex spoken
English by following directions, retelling or summarizing spoken messages, responding to questions and
requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
C.3. Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a
variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with
increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning,
intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the
ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction
delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is expected to: (A)
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and
consonant clusters to pronounce English words in a manner that is increasingly comprehensible; (B) expand
and internalize initial English vocabulary by learning and using high-frequency English words necessary for
identifying and describing people, places, and objects, by retelling simple stories and basic information
represented or supported by pictures, and by learning and using routine language needed for classroom
communication; (C) speak using a variety of grammatical structures, sentence lengths, sentence types, and
connecting words with increasing accuracy and ease as more English is acquired; (D) speak using grade-level
content area vocabulary in context to internalize new English words and build academic language proficiency;
(E) share information in cooperative learning interactions; (F) ask and give information ranging from using a
very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions
needed for basic communication in academic and social contexts, to using abstract and content-based
vocabulary during extended speaking assignments; (G) express opinions, ideas, and feelings ranging from
communicating single words and short phrases to participating in extended discussions on a variety of social
and grade-appropriate academic topics; (H) narrate, describe, and explain with increasing specificity and
detail as more English is acquired;
C.4. Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of
purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning,
intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the
ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction
delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain
of these student expectations apply to text read aloud for students not yet at the stage of decoding written text.
The student is expected to: (A) learn relationships between sounds and letters of the English language and
decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and
identifying cognates, affixes, roots, and base words; (B) recognize directionality of English reading such as left
to right and top to bottom; (C) develop basic sight vocabulary, derive meaning of environmental print, and
comprehend English vocabulary and language structures used routinely in written classroom materials; (E)
read linguistically accommodated content area material with a decreasing need for linguistic accommodations
as more English is learned; (F) use visual and contextual support and support from peers and teachers to read
grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of
language structures, and background knowledge needed to comprehend increasingly challenging language;
(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling
or summarizing material, responding to questions, and taking notes commensurate with content area and
grade level needs; (I) demonstrate English comprehension and expand reading skills by employing basic
reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources,
summarizing text, and distinguishing main ideas from details commensurate with content area needs;
C.5. Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing
accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order
for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all
instruction delivered in English must be linguistically accommodated (communicated, sequenced, and
scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and
Grade 1, certain of these student expectations do not apply until the student has reached the stage of
generating original written text using a standard writing system. The student is expected to: (A) learn
relationships between sounds and letters of the English language to represent sounds when writing in English;
(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; (C) spell familiar
English words with increasing accuracy, and employ English spelling patterns and rules with increasing
accuracy as more English is acquired; (E) employ increasingly complex grammatical structures in content area
writing commensurate with grade-level expectations, such as: (i) using correct verbs, tenses, and
pronouns/antecedents; (ii) using possessive case (apostrophe s) correctly; and (iii) using negatives and
contractions correctly; (F) write using a variety of grade-appropriate sentence lengths, patterns, and
connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English
is acquired; and (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area
writing needs as more English is acquired.

Technology TEKS:
B.1. Creativity and innovation. The student uses creative thinking and innovative processes to construct
knowledge and develop digital products. The student is expected to: (A) apply prior knowledge to develop new
ideas, products, and processes; (B) create original products using a variety of resources;
B.2. Communication and collaboration. The student collaborates and communicates both locally and globally
using digital tools and resources to reinforce and promote learning. The student is expected to: (C) format
digital information, including font attributes, color, white space, graphics, and animation, for a defined audience
and communication medium; and (D) select, store, and deliver products using a variety of media, formats,
devices, and virtual environments.
B.5. Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using digital
tools and resources. The student is expected to: (A) adhere to acceptable use policies reflecting appropriate
behavior in a digital environment; (B) comply with acceptable digital safety rules, fair use guidelines, and
copyright laws
 Key Vocabulary
Inventor Magnetism

Invention Repel

Alexander Graham Bell Attract

Telegraph Poles

Electricity Motor

Energy Sound

Force Vibration

Power Pitch

Renewable Resources Volume

Nonrenewable Resources Waves

Thomas Edison Phonograph

Light Kinetograph

Shadow Garrett Morgan

Color Patent
 Resources
BrainPOP: Science and SS Content Book: Alexander Graham Bell by Wil Mara
https://www.brainpop.com/
PebbleGo: Science and SS Content Book: Alexander Graham Bell by Victoria
https://www.pebblego.com/ Sherrow
America’s Story: Thomas Edison Book: Scholastic Science Supergiants: Did
http://www.americaslibrary.gov/aa/edison/aa_ You Invent the Phone All Alone, Alexander
edison_subj.html Graham Bell? by Gilda and Melvin Berger

Scholastic: African American Inventors Book: Thomas Edison by Shelly Bedik

http://teacher.scholastic.com/activities/bhistor
y/inventors/index.htm
Enchanted Learning: Inventors and Book: Thomas Edison by Barbara Kramer
Inventions
http://www.enchantedlearning.com/inventors/
Houghton Mifflin History-Social Studies: Book: Scholastic Science Supergiants: What
Inventors Makes the Light Bright, Thomas Edison? By
http://www.eduplace.com/kids/socsci/ca/book Gilda and Melvin Berger
s/bkc/biographies/
Fact Monster: Inventors Book: Thomas Alva Edison by Wil Mara
https://www.factmonster.com/scientists-
applied-sciences-and-technology#inv
Ducksters: Inventors Book: The Story of Thomas Alva Edison,
http://www.ducksters.com/biography/ Inventor by Margaret Davidson
Mr. Nussbaum: Inventors Book: Always Inventing: The True Story of
http://mrnussbaum.com/inventors-and- Thomas Alva Edison by Frank Murphy
innovators/
Thomas Edison Facts YouTube Video: Book: Five Notable Inventors by Wade
Thomas Edison Hudson
https://www.youtube.com/watch?v=mYIxKW_
fYiM
Alexander Graham Bell NatGeo YouTube Book: Garrett Morgan by Sarah L. Shuette
Video: Alexander Graham Bell
https://www.youtube.com/watch?v=EJAxRYC
jm2U
GabGab the Vocab Crab YouTube Read- Book: Listen Up!: Alexander Graham Bell’s
Aloud: Inventors and Inventions Talking Machine by Monica Kulling
https://www.youtube.com/watch?v=b0C_85w
mxgc
The First Telephone YouTube Video: Book: Thomas Edison: A Brilliant Inventor by
Alexander Graham Bell Lisa DeMauro
https://www.youtube.com/watch?v=gIJfbwMm
B00&t=1s
Black Scientists and Inventors YouTube Book: Young Thomas Edison by Michael
Video: African American Inventors Dooling
https://www.youtube.com/watch?v=glZpu0xM
SuM
Kid President YouTube Video: How to Be an Story Bots Great Innovators YouTube
Inventor Playlist: Inventors and Inventions
https://www.youtube.com/watch?v=75okexRz https://www.youtube.com/playlist?list=PLPph
WMk PHIzdSQPU0cHxE4NrSPBTVpfyiTfm
Electricity, Electricity YouTube Video: What is Sound? YouTube Video: Sound
Electricity and Motors Energy
https://www.youtube.com/watch?v=CLuPNTh https://www.youtube.com/watch?v=3-
w0RE xKZKxXuu0
Dr. Binocs YouTube Channel: Science and Properties of Light YouTube Video: Light
SS Content Energy
https://www.youtube.com/user/Peekaboo/feat https://www.youtube.com/watch?v=uDBracHk
ured cUU

Materials
Day 1:  Mad scientist outfit (i.e. gloves, apron, goggles, etc.)
 Mentor text to introduce the subject
 Research materials (books, websites, etc.)
 Paper
 Pencils
 Colors (markers, crayons, etc.)
 iPhone with Plicker (and Plicker cards)
 iPad with HP Reveal application
 Inventor/Invention/Fact Matching Game (optional)
Day 2:  Any materials from activities from day 1
 Whiteboards with markers OR paper with pencils
 Social Studies journal
Day 3:  Research materials (books, websites, etc.)
 Graphic organizers
 Notecards
 Pencils
 Various presentation materials

Day 4:  Paper
 Pencils
 Staples (or some other way to bind the book)
 iPads with Doodle Buddy

Day 5:  All projects from the unit

 iPhone with Plicker (and Plicker cards)
 Prior Knowledge Stated
After exiting kindergarten, students should have a general understanding about the different kinds of
energy without knowing that it’s called energy. Students will have explored magnets before, as well. In this unit,
the teacher will introduce these ideas as types of energy and provide more knowledge to address the
appropriate science TEKS.

In terms of social studies, students have learned about good citizens and their contributions to society
but not anything about inventors. By having them learn about inventors and their inventions specifically,
students can make connections to things that they use or see every day like stoplights, lightbulbs, music
players, etc. They will have also learned about some technology in social studies, using sources to gather
information, expressing complex ideas, and problem-solving but not to the extent required of them for this unit.
The unit, ideally, should strengthen those skills while developing their new, underdeveloped skills.

Goal and Objectives

Goal: I will learn about famous inventors, including what they did and how they contributed to
society, and use my own knowledge to become an inventor of an item that I could benefit
from in my own life.

Objectives:
1. Sum up the achievements and inventions of Alexander Graham Bell, Thomas Edison, and Garrett
Morgan on informative posters. (Bloom’s Level: Comprehension)
2. Explore the importance of the inventions created by Alexander Graham Bell, Thomas Edison, and
Garrett Morgan through small group discussions. (Bloom’s Level: Analysis)
3. Describe the processes and components of sound energy, light energy, electrical energy, and
magnetism using a graphic organizer. (Bloom’s Level: Comprehension)
4. Consider how energy and magnetism were involved in the inventions made by Alexander Graham
Bell, Thomas Edison, and Garrett Morgan and present the information in small group presentations.
(Bloom’s Level: Evaluation)
5. Create an invention to help everyday life to be placed in a class invention book. (Bloom’s Level:
Synthesis)

Narrative:
This unit is a means for students to learn research skills over an interesting subject that they may not be
experienced in but can easily connect with their lives. The unit provides opportunities to apply their discoveries
to everyday life allowing them to make connections to prior knowledge. For example, Thomas Edison’s
gramophone paved the way for record players which led to other forms of music players that are used today.
Because it is about inventors, students will also be getting science content regarding various types of energy
intertwined with the social studies content. Objective build on each other in terms of Bloom’s Taxonomy and
are reworded so a first grader can understand. The final objective and product combines the science and
social studies standards to produce a relevant product that could be used as an authentic portfolio
assessment.
The unit includes many opportunities to apply ELAR knowledge and skills and cooperative collaboration with
classmates in the various formative assessments. These assessments will include small group research
projects, short presentations to the class, informative posters using pictures and words, and a class-made
book including the student invention proposals.
In this unit, students are encouraged to make choices based on their interests and ask questions and research
based on what they want to know. The three inventors listed will be required for those without any other ideas,
but other inventors may be chosen if students show an interest and if resources are available.

Assessment Plan
Overview: This assessment plan outlines the assessments used to measure student
knowledge and skills related throughout the unit. Assessments are aligned with the learning
goal and objectives and consist of a variety of authentic tasks along with standard quizzes.
The pre-assessment will determine students’ prior learning about all the unit knowledge and
skills from each objective. The same assessment will be used in the post-assessment to track
the growth of student knowledge and skills at the end of the unit. Formative assessments will
occur throughout the unit to guide the teacher’s instruction while the summative assessment
will be used to determine how well the students apply their knowledge to the inventing
process. The results of the formative assessments will show the teacher what needs to be
retaught, emphasized, reviewed, etc. Checks for understanding will occur throughout
instruction every 5-7 minutes by using student questioning and the Thumbs Up/Thumbs Down
strategy. This strategy is easy for students to use and a teacher to observe. After a student
answers a question aloud, the rest of the class evaluates their answer by putting a thumb up if
they agree or a thumb down if they disagree. The teacher can use this information to
determine who is understanding the content and what content will need to be explained
further.

Goal & Objective Assessments:

Learning Goal: Learn about famous inventors, including what they did and why they are important, and
become an inventor of something that I could benefit from.
Pre-Assessment: Students will work individually to complete a quiz using Plickers that will determine students’
prior knowledge on the unit. The questions on the quiz will address the learning goal and objectives to be
accomplished. The quiz will be self-paced and not counted as a grade. The questions that were most missed
will get extra attention in instructional time while questions that are widely known may not use as much
instructional time as planned.
Post-Assessment: Students will take the same quiz as the pre-assessment at the end of the unit to measure
how much they learned. Again, the quiz is self-paced, but the post-assessment will be counted as a
percentage grade for this six weeks. If students still struggle with certain topics or ideas from the unit,
reteachings can occur throughout other related units or lessons.
Objective 1: Sum up the achievements and inventions of Alexander Graham Bell, Thomas Edison, and
Garrett Morgan on informative posters.
Check for Understanding Questions:

 What is an inventor?

 What is an invention?

 What did Alexander Graham Bell invent?

 What did Thomas Edison invent?

 What did Garrett Morgan invent?

  Can you think of any other inventors? Who? What did they invent?
Formative Assessment: Throughout the learning process, the teacher will ask the questions above to check for
understanding and use the Thumbs Up/Thumbs Down strategy to indicate their understanding of the content.
After students create their team posters over their assigned inventor, each student will use the HP Reveal
application to record a voiceover narrating their teams’ poster. The voiceover should answer these questions:
1. Who is your inventor?
2. When were they born? AND/OR Where are they from?
3. What is the invention they are most known for?
4. What is another fun fact about your inventor?
Objective 2: Explore the importance of the inventions created by Alexander Graham Bell, Thomas
Edison, and Garrett Morgan through small group discussions.
Check for Understanding Questions:

 Why are inventors important?

 Why are inventions important?

 Why is the telephone important? When/how often do we use it?

 Why is the lightbulb important? When/how often do we use it?

 Why is the stoplight important? When/how often do we use it?

Formative Assessment: Throughout the learning process, the teacher will ask the questions above to check for
understanding and use the Thumbs Up/Thumbs Down strategy to indicate their understanding of the content.
Although students will engage in small group discussions using the check for understanding questions, after
the discussion they will write a short journal entry explaining the importance of one invention that they learned
about. The journal entry will be graded on two criteria: the inclusion of an invention and the importance of that
invention.
Objective 3: Describe the processes and components of sound energy, light energy, electrical energy,
and magnetism using a graphic organizer.
Check for Understanding Questions:

 What is energy?

 How does sound travel?

 What are some words that are related to sound energy?

 How does light travel?

 What are some words that are related to light energy?

 What are some words that are related to electrical energy?

 What are some words that are related to magnetism?

Formative Assessment: Throughout the learning process, the teacher will ask the questions above to check for
understanding and use the Thumbs Up/Thumbs Down strategy to indicate their understanding of the content.
Students will create a graphic organizer with information regarding the different kinds of energy involved in
inventions. Students will address each of the four energies in the graphic organizer and include as much
information as time allows and be able to describe their words/phrases/pictures.
Objective 4: Consider how energy and magnetism were involved in the inventions made by Alexander
Graham Bell, Thomas Edison, and Garrett Morgan and present the information in small group
presentations.
Check for Understanding Questions:

 What kind of energy/force is involved in the telephone?

 What kind of energy/force is involved in the lightbulb?

 What kind of energy/force is involved in the stoplight?

 What would happen if the energy/force were not available in the invention?
Formative Assessment: Throughout the learning process, the teacher will ask the questions above to check for
understanding and use the Thumbs Up/Thumbs Down strategy to indicate their understanding of the content.
Following student presentations, each student will fill out a 3-2-1 exit slip with things that they learned from
their own projects and their peers’ presentations. It will include three things that they learned, two things that
they want to learn more about, and one question that they have. Students must have all 6 items on their
notecard. These exit slips can be shared and discussed with the whole class to review content and clear up
any misconceptions students may have.
Objective 5: Create an invention to help everyday life to be placed in a class invention book.
Summative Assessment: After the unit, students will apply their knowledge of inventors and inventions to
create a book page that includes a picture of their invention and a short explanation as to why they would
make it, what they could use it for, etc. Explanation will need to include science content that incorporates
information that they learned throughout the unit. The book page criteria will align with a rubric that will be used
to grade the students’ work that will contribute to their six weeks grades (see below).

Rubric Made Using:

RubiStar ( http://rubistar.4teachers.org )

Our Creative Inventions Book Page

Teacher Name: Gentry

Student Name: ________________________________________

Writing: Invention Na Writing: Includes Scie

CATEGORY Invention Idea Picture me Writing: The "Why?" nce
Amazing Invention is The drawing of the Writing includes the
Writing explains what Writing mentions that
something that is not invention is neat and invention's name. The
the invention does science is involved in
yet real or is a better matches the writing. name is unique to the
AND why the student the invention. Specific
version of something invention. would want to make energy/force is
that is real. it. These ideas are mentioned.
OK Invention is already The drawing is either Writing includes the Writing explains what Writing mentions that
real and common in not neat or does not invention's name. The the invention does OR science is involved in
real life. match the writing. name is a common why the student the invention.Specific
name of another would want to make examples are not
invention. it. The idea is clear to included
Missing No invention is The drawing is not The invention name is Writing does not Science is not
included on the book neat, does not match not written. explain what the mentioned in the
page. the writing, and/or is invention does, why writing.
not included. the student would
want to make it, or is

Date Created: April 08, 2018

Assessment Plan Table
Learning Assessments Format of ESL Strategies Accommodations Modifications
Goal/Objectives Assessments

Learning Goal Pre-Assessment Plicker Quiz  Simplify quiz General General

questions for ELLs considerations for considerations for
Learn about famous Post Assessment accommodations modifications include:
inventors, including  Ask questions and include: 504 plans, IEPs, English
what they did and list answers in the English language language proficiency,
why they are ELL’s native proficiency, and and learning styles
important, and language learning styles
become an inventor Other modifications
of something that I  Provide ELLs with Other may include:
could benefit from. translations of accommodations may
important unit include:  Provide students
vocabulary with teacher
 Peer partners notes/note sheet
Objective 1 Formative Active Questioning  Place ELLs in
Assessment heterogenous  Large print reading  Allow shorter
Sum up the groups with one sources (or responses to
achievements and other ELL that magnification tools) prompts
inventions of Thumbs Up/Thumbs
speaks the same
Alexander Graham Down
language  Extended time  Reword prompts
Bell, Thomas Edison,
and Garrett Morgan  Allow ELLs to code  Providing examples  Test question type
on informative switch in their alterations
HP Reveal Voiceover  Frequent brain
posters. narration
breaks  Use of technology
 Provide the ELLs for writing
 Reading of written
with sentence stems
prompts by
 Provide ELLs with teachers
translations of
 Oral responses
important unit
vocabulary and
 Pacing instructions
definition
for final project
Objective 2 Formative Active Questioning  Place ELLs in
Assessment heterogenous
Explore the groups with one
importance of the other ELL that
inventions created by Thumbs Up/Thumbs
speaks the same
Alexander Graham Down
language
Bell, Thomas Edison,
and Garrett Morgan  Allow ELLs to
through small group communicate their
Journal Entry
discussions. ideas using pictures
with their writing

 Allow ELLs to code

switch in their
writing

 Provide the ELLs

with sentence stems

 Allow shorter
entries, keyword
responses, etc.

 Provide ELLs with

translations of
important unit
vocabulary and
definition

Objective 3 Formative Active Questioning  Allow ELLs to draw

Assessment pictures or paste
 Describe the pictures in their
processes and graphic organizer
components of sound Thumbs Up/Thumbs
energy, light energy, Down  Allow ELLs to code
electrical energy, and switch in their
magnetism using a writing
graphic organizer.
Graphic organizer  Provide ELLs with
translations of
important unit
vocabulary and
definition

Objective 4 Formative Active Questioning  Place ELLs in

Assessment heterogenous
Consider how energy groups with one
and magnetism were other ELL that
involved in the Thumbs Up/Thumbs
speaks the same
inventions made by Down
language
Alexander Graham
Bell, Thomas Edison,  Allow ELLs to code
and Garrett Morgan switch in their
3-2-1 Exit Slip
and present the writing
information in small
group presentations.  Provide the ELLs
with sentence stems

 Provide ELLs with

translations of
important unit
vocabulary and
definition

Objective 5 Summative Book Page  Give ELLs access

Assessment to a text translating
Create an invention to program
help everyday life to
be placed in a class  Provide the ELLs
invention book. with sentence stems

 Provide ELLs with a

peer buddy to help
them revise and edit

 Provide ELLs with

translations of
important unit
vocabulary and
definition

Unit Technology Plan

Throughout this unit, there are frequent opportunities for students and the teacher to use technology. The
Plicker quiz from day 1 and 5 involves the teacher using an iPhone app to collect data from the students and
display the results for students to analyze and reflect upon. The use of the HP Reveal application allows
students an opportunity to experiment with an augmented reality application that can be used as a presentation
method. Day 3 allows students to present material using whichever presentation means that they like. This
experience allows freedom of choice for the students to experiment and use whichever presentation mode that
they would like, including applications and websites. Day 4 involves the use of the application Doodle Buddy
which gives students experience in drawing digitally. Most of the technology in these lessons would be used by
students, and they would be able to experiment with them and use them more in the future.
 Design for Instruction
Unit Overview Table:
Goal: Objective 1: Objective 2: Objective 3: Objective 4: Objective 5:
Learn about Sum up the Explore the Describe the Consider how Create an invention
famous achievements and importance of processes and energy and to help everyday
inventors, inventions of the inventions components of magnetism were life to be placed in
including what Alexander created by sound energy, involved in the a class invention
they did and why Graham Bell, Alexander light energy, inventions made book.
they are Thomas Edison, Graham Bell, electrical energy, by Alexander
important, and and Garrett Thomas and magnetism Graham Bell,
become an Morgan on Edison, and using a graphic Thomas Edison,
inventor of informative Garrett Morgan organizer. and Garrett
something that I posters. through small Morgan and
could benefit group present the
from. discussions. information in
small group
presentations.
Topic Inventors & What do inventors Why are What is energy? Why is science Let’s Make
Energy do? inventors and important to Inventions!
inventions inventors?
important?
Learning Read aloud Collaborative Small group Collaborative Collaborative Whole class
Experiences (using mentor research (using Roundtable research (using research and discussion (using
text); Large unit books and discussion unit books and discussion (using unit books and
group discussion websites); (using prior websites); Small prior knowledge websites and class-
(using prior Informative knowledge and group and unit books made products);
knowledge) posters using unit books and presentations and websites); Read aloud
pictures and resources); Small group
words; gallery Numbered presentations
walk Heads
Together
Assessment Pre-Assessment: Formative Formative Formative Formative Summative
Plicker Quiz Assessment: Assessment: - Assessment: - Assessment: Assessment:
- Active Active Active - Active Class Book Page
Post- Questioning Questioning Questioning Questioning
Assessment: - Thumbs - Thumbs - Thumbs - Thumbs
Plicker Quiz Up/Thumbs Down Up/Thumbs Up/Thumbs Up/Thumbs Down
- Voiceover of Down Down - 3-2-1 Exit Slip
poster - Journal entry - Graphic
Organizer

Day 1 Lesson: Inventors & Energy: What Do Inventors Do?

Specific Goals and Objectives: Goal (Pre-Assessment) & Objective 1
Learning Experiences: Mentor Text Read-Aloud, Large Group Discussion, Small Group
Research and Presentations (using texts and websites from Unit Resources)
Explanation of Lesson: Following the pre-assessment of material, a read aloud of a mentor text and large group
discussion will occur to further assess student prior knowledge and establish key vocabulary for the unit. The
next few learning experiences work together in having students research and share their findings of a group
selected inventor. Students will use technology and books (see unit resources) to research an inventor, create an
informative poster with necessary information (including using words and pictures), perform a short voiceover to
narrate their posters, and participate in a gallery walk to learn about other inventors. Through this research, the
students will be teaching themselves and each other the content relating to their inventors. Active questioning
will occur throughout the learning experiences.
The purpose of this learning experience is to allow students the opportunity to learn from and teach each other.

Alignment with Goals and Objectives: The lesson for day 1 of the unit addresses the unit goal and the first objective
because they both address what inventors did. Through the students’ research, they will be able to answer the question,
“What did their inventor do?” and their poster and voiceover will share their knowledge visually and verbally with their
peers.

Materials/Technology:

 Mentor text to introduce the subject

  Research materials (books, websites, etc.)
 Paper
 Pencils
 Colors (markers, crayons, etc.)
 iPhone with Plicker (and Plicker cards)
o These materials will be used for the pre-assessment. The pre-assessment will include questions used to
check for understanding of concepts. The quiz will be multiple choice and requires both the student and
the teacher to use technology.
 iPad with HP Reveal application
o The HP Reveal application will allow students to use technology to record audio, take pictures, and
interact in an augmented reality environment.

Day 2 Lesson: Why Are Inventors and Inventions Important?

Specific Goals and Objectives: Objective 1 & 2

Learning Experiences: Simultaneous Round Table & Numbered Heads Together (using texts
and websites from Unit Resources)
Explanation of Lesson: At the start of day 2 of this unit, students will wrap up and review what they learned on
day 1. This should provide an easier transition to learning the new material. The main learning experience for day
2 is a Simultaneous Round Table about why inventors and inventions are important. Students will share out
using the Numbered Heads Together strategy and use the Thumbs Up/Thumbs Down strategy to agree or
disagree with the student responses. During these discussions, books and other resources (see unit resources)
used in the first day’s activities will be available for student use. Following these activities, students will reflect
on what they learned about through the discussions in their journals.
The purpose of this learning experience is to have students use their knowledge from the previous day and from prior
knowledge to make connections to their own lives.

Alignment with Goals and Objectives: Day 2 involves expanding on prior knowledge learned from day 1 and making real
life connections. The content from this day of activities aligns with the second criteria of the learning goal and second
objective that addresses why inventors and their inventions are important.

Materials/Technology:

 Any materials from activities from day 1

 Whiteboards with markers OR paper with pencils
 Social Studies journal

Day 3 Lesson: What is Energy, and Why is Science Important for Inventors?
Specific Goals and Objectives: Objective 3 & 4

Learning Experiences: Small Group Research and Presentations (using texts and websites
from Unit Resources)
Explanation of Lesson: The activities on day 3 of the unit address the science part of inventions. In these
learning experiences, student small groups will research one type of energy (using the websites from the unit
resources section) that is directly linked to one of their inventions from day 1 to share out to the class in
whatever way they deem appropriate. This allows students to apply their own learning styles to their
presentations and teach their classmates. During the presentations, students will record their learning, including
vocabulary words, on graphic organizers that they can refer to at any point. The students then will apply their
newly acquired knowledge of energy to make a direct connection to their invention from day 1 using research
(see unit resources) and discussion. They will share this out from their same small groups using whatever
method they deem appropriate. Following the presentation, students will complete a 3-2-1 exit slip regarding the
presentations they just heard about. Active questioning will occur throughout the learning experiences.
The purpose of this learning experience is to have students teach themselves and each other while making connections to
their own lives.
Alignment with Goals and Objectives: The activities for day 3 mainly focuses on the science component of inventions
which brings in more interdisciplinary learning. This lesson aligns back with the first criteria of the learning goal that
addresses what inventors did but focuses more on the science aspect and objective 4 that deals with making connections
between science and social studies content.

Materials/Technology:

 Research materials (books, websites, etc.)

 Graphic organizers
 Notecards
 Pencils
 Various presentation materials
o Because the students get to choose how to present their material in both main activities, a variety of
presentation materials should be made available. This can include typical paper and pencil presentation
methods or technological methods, such as Google slides, Prezi, etc. The use of these programs can
give students experience in making multimedia presentations.

Day 4 Lesson: Let’s Make Inventions!

Specific Goals and Objectives: Objective 5
Learning Experiences: Whole Class Discussion (using prior knowledge) and Self-Made Book
Read-Aloud
Explanation of Lesson: The last learning experience starts out with a whole class discussion about inventions we
couldn’t live without. Students will use their prior knowledge and new, learned knowledge to participate in this
discussion. This discussion will allow students to ponder just how much inventions make a difference in
everyday life and spark some ideas of possible inventions that they could “invent”. After the short discussion,
students will work on their last project of the unit by creating a book page for a class book of creative, new
inventions. Students will draw and invention using technology, name it, and write a short description about how
it works and what it’s used for. Each book page will be graded using a rubric and placed in a book for the class
library. A read aloud of the book can occur on this day or may be saved until the last day of the unit.
The purpose of this learning experience is to allow students to connect and apply their knowledge of inventors and
energy.

Alignment with Goals and Objectives: The last lesson incorporates all objectives but focuses mainly on the outcome of the
last criteria of the learning goal and objective 5 that involves students creating their own inventors using everything that
they learned about inventors and energy.

Materials/Technology:

o Paper
o Pencils
o Staples (or some other way to bind the book)
o iPads with Doodle Buddy
 A way to expedite drawing the inventions is to use technology to draw. It eliminates the messy
eraser lines of pencil and the restarting that occurs when students are using crayons, markers,
etc. The Doodle Buddy application is easy to use, and students can send their completed pictures
to be printed and pasted on their book pages. This gives the students experiences with drawing
technology and allows for a sleeker finished product.
Day 5 Lesson: Review and Assess
Specific Goals and Objectives: All Objectives & Goal (Post-Assessment)
Learning Experiences: Review of all unit materials (using texts and websites from Unit
Resources along with products from each lesson)
Explanation of Lesson: A review of all learned content will be shared in a large group setting. This will include
viewing the posters from day 1 and graphic organizers from day 3 and reading journal entries from day 2, 3-2-1
slips from day 3, and the class book from day 4. This will be another great opportunity to discuss any other
misconceptions and review material that students struggled with using all the materials from previous days.
Following this review, students will complete their Plicker quiz post-assessment (same as day 1) to show how
much improvement that have made.
The purpose of this learning experience is to allow students to review all content and projects from the unit prior to their
post-assessment.

Alignment with Goals and Objectives: The last day lesson will be used to wrap up the unit. By reviewing the content
questions and revisiting unit projects, students can better recall their knowledge before taking the post-assessment to
show progress.

Materials/Technology:

o All projects from the unit

o iPhone with Plicker (and Plicker cards)
 These materials will be used for the post-assessment. The post-assessment will include
questions used during checks for understanding. The quiz will be multiple choice and requires
both the student and the teacher to use technology.
 Day 1 Lesson Plan
Objective of the Lesson: Sum up the achievements and inventions of Alexander Graham Bell, Thomas
Edison, and Garrett Morgan on informative posters.
TEKS Addressed:
Social Studies TEKS 1.2; 1.17; 1.18
CCRS Addressed:
ELA.II.A.2 & 4; B.1
ELA.V.B.3.
Social Studies.IV.A.1; B.3; C.1
Cross-Disciplinary.I.D.1; E.2
Cross-Disciplinary.II.A.4 & 6; C.2, 5-8; E.1 & 4
ELPS Addressed:
C.2.B-E, G & I
C.3.A-H
C.4.A-C, E-G & I
C.5.A-C & G
Technology Application (taken from the TEKS):
B.5.A-B
B.2.D

Materials and Resources Needed

 Mad scientist outfit (i.e. gloves, apron, goggles, etc.)

 Mentor text to introduce the subject
 Research materials (books, websites, etc.)
 Paper
 Pencils
 Colors (markers, crayons, etc.)
 iPhone with Plicker (and Plicker cards)
 iPad with HP Reveal application
 Inventor/Invention/Fact Matching Game (optional)

Lesson Cycle Component Estimated Checks for understanding, questioning,

Time monitoring, adjusting, Assessing
Focus: Mad Scientist Read-Aloud 5 minutes  Students predict why the teacher is
dressed like she is.
The teacher comes to the class in a “mad  Throughout the read-aloud, the teacher
scientist” outfit with a lightbulb. She will try will ask the following questions to check
and convince the students that she invented for understanding:
the lightbulb before introducing the unit by o What is an inventor?
performing an interactive read-aloud with the o What is an invention?
mentor text. o What did Alexander Graham Bell
invent?
Students will interact with the teacher and o What did Thomas Edison invent?
answer questions. o What did Garrett Morgan invent?
o Can you think of any other
inventors? Who? What did they
invent?
Explanation and Check for Understanding: 10 minutes  Students will be randomly selected to
Anchor Chart About Inventors find a detail about the inventor that is
important by using the book/website.
The teacher will guide students through  Students will double check their peers’
creating a class anchor chart over an inventor work using the Thumbs Up/Thumbs
Down strategy.
as an example for guided practice. She will Titles of each item of the anchor chart (i.e.
do this using a book and/or website and name, inventions, etc.) can be added for
performing a think-aloud for students. clarity when needed.

Students will help the teacher create the

anchor chart by telling her details to include.
Details should include, but are not limited to:
o Picture of the inventor
o Their name
o When and/or where they were born
o What they made
o A fun fact about the inventor or
invention

Guided Practice and Check for Mastery: 10 minutes  Students who may choose to draw
About Our Inventor Posters (Small Groups) pictures instead of using words should
be able to explain their picture choices.
Students will work in small groups to create a  Short phrases or sentences are
poster like the anchor chart about their acceptable for written responses.
chosen inventor. They will use text and digital  All words and pictures must have a
resources to collect information. purpose to the overall product.

The poster content will be assessed by

The teacher will monitor the small groups and
their ability to answer these questions:
check in to ensure students are on task and
o Who is your inventor?
productive.
o What did they look like?
o When were they born? AND/OR
Where are they from?
o What is the invention they are
most known for?
o What is another fun fact about
your inventor?
Independent Practice and Monitor: HP Varies  Teacher will monitor understanding
Reveal Voiceover (occurs when recording each student. She will
sporadically) prompt with the questions when needed.
Students will each individually narrate their The questions are the same as above.
team’s poster using the HP Reveal app to
record a video of them discussing their Students will be assessed individually on
poster. (This video will be played when the their ability to explain all the elements on
the poster effectively.
student scans the poster.)

The teacher will assist in the recording of the

video and scanning process. One student per
inventor will be sorted into another small
group where they will view each other’s
videos.
Extension (as needed): Inventor Paragraphs 15 minutes  Students should be able to read and
(Varies, use explain their paragraph.
Students will compose a short paragraph when
about their inventor using their resources, needed) Students’ paragraphs can be assessed
poster, and sentence frames (when needed). using the same questions from the
Students can also draw a picture to guided practice activity.
accompany their paragraph.
Sentence frames can be based off the
questions from the guided practice activity.
Intervention (as needed): Inventor Matching 10 minutes  The sets that are missed most
(Varies, use frequently can be reviewed more in
Students will play a game where they match when depth in the future to ensure content is
the inventors with their inventions and fun needed) being mastered.
facts.
Student mastery can be determined by
the number of matching sets.

Closure: Gallery Walk 10 minutes o After students watch their peers’ videos,
they will share what they learned in
Students will participate in a gallery walk in small groups.
which they will view their second small o A review of questions asked at the start
group’s posters using the HP Reveal app on of the lesson can be revisited to sum up
their iPads. Following the gallery walk, the lesson with some new questions.
These questions are:
students will discuss with their inventor
o What is an inventor?
groups what they learned. One person from
o What is an invention?
each group will share out something that they
learned at the end of the lesson. Students will o What did Alexander Graham Bell
then answer review questions from the day. invent?
o What did Thomas Edison invent?
The teacher will question students about o What did Garrett Morgan invent?
what they are learning and monitor students o What is your favorite invention?
throughout the process. At the end of the Why?
lesson, she will prompt students to share o Do you have a favorite inventor?
something that they learned with the class Why did you say that person?
and review the content from the day by
Anecdotal notes can be used to assess
asking questions.
students’ understanding of content
throughout the review.
 Day 2 Lesson Plan
Objective of the Lesson: Explore the importance of the inventions created by Alexander Graham Bell,
Thomas Edison, and Garrett Morgan through small group discussions.
TEKS Addressed:
Social Studies TEKS 1.2.B; 1.16.A-C; 1.17.B
CCRS Addressed:
ELA.II.A.4.
ELA.III.B.2-3
ELA.IV.B.3
ELA.V.B.3
Science.IV.A.1
Social Studies.IV.B.3
Cross-Disciplinary.I.D.1; E.2
Cross-Disciplinary.II.B.1; E.1 & 4
ELPS Addressed:
C.2.D-E; G & I
C.3.B-C; E-F; H-I
C.4.A-B; E-F
C.5.A-C; E-G
Technology Application (taken from the TEKS):
B.5.A-B

Materials and Resources Needed

 Any materials from activities from day 1
 Whiteboards with markers OR paper with pencils
 Social Studies journal

Lesson Cycle Component Estimated Checks for understanding, questioning,

Time monitoring, adjusting, Assessing

Focus: Review of Posters 5 minutes  Students will be randomly called upon to

share something that they learned from
The teacher will review the posters’ content the day before. After they share, their
from the first lesson with the students by answers will be checked by the whole
asking the what they remember from the day class by looking at the posters.
before and showing the posters.  Whatever students don’t mention the
teacher will discuss with the students in
Students will review their prior knowledge by
more detail.
recalling what they learned on the first day’s
lesson.

Explanation and Check for Understanding: 8 minutes  The teacher will prompt students with
Large Group Turn and Talk the following questions:
o Why are inventors important?
The teacher will ask the students questions o Why are inventions important?
about why inventors and inventions are
 The teacher will listen while the students
important.
discuss with their shoulder buddies to
Students will discuss and answer questions monitor understanding. She may ask
with their shoulder buddies. They may also some pairs to share out their ideas.
share their ideas with the whole class.  This activity sets up students to be
successful in identifying the importance
of specific inventions next.
Guided Practice and Check for Mastery: 10 minutes  The teacher will prompt the students
Roundtable with the following questions:
Students will participate in a whiteboard- o Why is the telephone important?
writing Roundtable about why specific When/how often do we use it?
inventors and inventions are important. o Why is the lightbulb important?
Students will have access to books and When/how often do we use it?
website materials from day 1 to refer to. o Why is the stoplight important?
The teacher will give prompts for the When/how often do we use it?
Roundtable to the students in their teams. o (Add more questions based on
She will monitor what is being written within which inventors were researched
the teams. the previous day.)
 The teacher will walk around to monitor
the students’ responses to check for
understanding using the Thumbs
Up/Thumbs Down strategy.

Students with no prior knowledge of the

invention can be provided with pictures of
the items and make inferences.
Independent Practice and Monitor: Journal 10 minutes  Students will write a short paragraph (3-
Writing 4 sentences) about one of the
inventions from the Roundtable activity.
Students will write in their social studies  The teacher will use the writing samples
journals about what they learned during the to monitor and adjust instruction.
Roundtable.
Students will be assessed on two
The teacher will monitor and check the
criteria: the inclusion of an invention and
students’ writing. the importance of that invention.
Extension (as needed): Substitution Quicklist 5 minutes  Students must be able to explain the
(Varies, use items in their list.
Students choose an invention and think about  These quicklists, if written, can be used
when
possible “inventions” that can do the same to spark ideas for the final unit project
needed)
job or substitute the invention. Inventions where students create their own
generated can be existing inventions or “invention”.
fictitious.
Intervention (as needed): How We Use 15 minutes  Students will perform for each other
Inventions Skits (Varies, use short “skits” about how they can use
when inventions in everyday life.
Students will use actual inventions as props
needed)
to act out the various ways the invention is The teacher can assess the students by
used. identifying specific functions of
inventions and evaluating how well the
students address that function. For
example, if a lightbulb is the prop and
the main function is to use as a light,
students should demonstrate how they
use lights specifically.
Closure: My Favorite Invention Sharing 8 minutes The teacher can use this to assess if
students can grasp the content of the
Students share with the class what their importance of inventions.
favorite invention is and what they use it for.

The teacher will ask the students to share

and identify importance of inventions in their
own lives.
 Day 3 Lesson Plan
Objective(s) of the Lesson: Describe the processes and components of sound energy, light energy, electrical
energy, and magnetism using a graphic organizer.
Consider how energy and magnetism were involved in the inventions made by Alexander Graham Bell,
Thomas Edison, and Garrett Morgan and present the information in small group presentations.
TEKS Addressed:
Science TEKS 1.6.A-B
Social Studies TEKS 1.17.B
CCRS Addressed:
ELA.II.B.1
ELA.III.B.3
ELA.IV.A.2; B.1 & 3
ELA.V.B.3
Science.I.A.2
Science.III.B.3
Science.IV.A.1
Social Studies.IV.C.1
Cross-Disciplinary.I.D.1; E.2
Cross-Disciplinary.II.C. 1-2 & 5-8; E.1 & 4
ELPS Addressed:
C.2.B-E, G & I
C.3.A-F & H
C.4.A, E-G & I
C.5.A-C & G
Technology Application (taken from the TEKS):
B.2.C-D
B.5.A-B

Materials and Resources Needed

 Research materials (books, websites, etc.)
 Graphic organizers
 Notecards
 Pencils
 Various presentation materials

Lesson Cycle Component Estimated Checks for understanding, questioning,

Time monitoring, adjusting, Assessing

Focus: Magic or Science? 5 minutes  Students will demonstrate their basic

understanding that science is involved
The teacher will bring up inventions from the in inventions by using hand signals to
previous day’s lesson and lead a short answer one question about multiple
discussion on whether students believe that inventions: Does this invention work
magic or science is the reason the invention because of magic or science?
works. o Holding up 3 fingers
communicates magic while
Students will determine whether inventions holding up a fist
work due to magic or science to clear any communicates science.
misconceptions students have about the way
things work and introduce the science  The teacher will use students answers
content. to facilitate conversation to clarify any
misconceptions students may have and
adapt instruction.
Explanation and Check for Understanding: 30 minutes  The teacher will assign a type of energy
Small Group Research based on the invention from the student
groups on the first day of the unit (i.e.
Students will research one type of energy the group with the telephone gets to
(assigned by the teacher) with the websites research sound energy).
from the unit resources and present it through  The graphic organizer can be a digital or
a means decided on by them (i.e. poster, paper graphic organizer.
PowerPoint, Popplet, etc.) Throughout the  Students will use the Thumbs
presentations, students will take notes on a Up/Thumbs Down strategy to check for
graphic organizer about each of the types of understanding throughout
energy. Following presentations, students will presentations.
make predictions as to which inventions
involve their type of energy. Through their presentations, students
should be able to answer the following
The teacher will monitor the research and types of questions that they will be
guide students through the process of assessed on:
teaching their type of energy adding more o What is energy?
information as they go along. Before o How does sound travel?
transitioning to the guided practice, the o What are some words that are
teacher will prompt students to make related to sound energy?
connections between their energy and o How does light travel?
inventions. o What are some words that are
related to light energy?
o What are some words that are
related to electrical energy?
o What are some words that are
related to magnetism?

If students are having trouble gathering

ideas to put on their graphic organizer, the
teacher can add a list of important details
on her own graphic organizer and hint to
students through a think-aloud that those
details are important.
Guided Practice and Check for Mastery: How 20 minutes  Students can use their own team’s
It Works graphic organizers (and the teacher’s, if
applicable) to make connections to
Students will hold a short discussion about previously learned content (i.e. their
how their energy is involved in their invention invention).
and present it to the class. They will be  Students will use the Thumbs
encouraged to use unit resources from Up/Thumbs Down strategy to check for
previous lessons (i.e. books and websites). understanding during the presentations.
The teacher will monitor the research and Student groups will present the ideas
guide students through the process of and be assessed on their ability to make
determining how their type of energy is connections.
involved in their invention.
If students are having difficulties making
connections, intervention can occur to
reteach.
Independent Practice and Monitor: Let’s 8 minutes  Students will write the following on their
Write 3-2-1’s! slips:
o 3 things that they learned
Students will write their 3-2-1 exit slips about from this lesson.
what they learned throughout the lesson. o 2 things that they would like
to learn more about.
The teacher will assist when needed and use
o 1 question that they would
exit slips to adjust instruction. These slips will like answered about what we
be used to review content at the end of the learned today.
unit.
The teacher will assess student
knowledge based on their “3” and
consider the “2”s for adapting
instruction.
Extension (as needed): Energy Quick Draw 5 minutes  Students will choose a type of energy to
(Varies, “draw”. They will draw (and write) things
Students will do a quick draw of what they that they associate with that type of
when
learned about regarding the different kinds of energy including, but not limited to:
needed)
energy. o Components
o Inventions using that type of
energy
o Associated inventors and
scientists
o Symbols, etc.

The teacher can assess the students

based on how many details and
associations they include and can
explain in their drawings.
Intervention (as needed): Acting Out Energy 10 minutes  Students will learn different signals for
(Varies, each type of energy. For example,
Students will “act out” the different kinds of sound energy can be represented by
when
energy and match them to all the small group having the students wiggle their ears.
needed)
inventions. Students may respond verbally to  When given a prompt, students will
justify their responses. show the proper signal for the types of
energy.
The teacher will model and explain each of
o Start out prompting just with
the energy signals and prompt students to the type of energy (i.e.
“act them out” when appropriate. sound energy)
o Then prompt using clues (i.e.
shakes our eardrums)
o Lastly prompt with inventions
(i.e. gramophone)

The teacher can assess students by

watching and recording their physical
and verbal responses.
Closure: Review of 3-2-1s 10 minutes  The teacher will go through each of the
3-2-1 slips to point out helpful
The teacher will go over and review content information in the “3” section that could
for the day using their students’ 3-2-1 slips, help the whole class and answer the
answering questions and sharing details questions from the “1” section.
when appropriate.
Students will be listening and responding to
the teacher when appropriate.
 Resources
CCRS081009FINALUTRevisions.pdf [PDF]. (2009). Austin: Educational Policy Improvement Center. Retrieved
March 7, 2018, from http://www.thecb.state.tx.us/files/dmfile/CCRS081009FINALUTRevisions.pdf
Texas Education Agency. Texas Essential Knowledge and Skills. (n.d.). Retrieved March 7, 2018, from
https://tea.texas.gov/curriculum/teks/