Educators!

Transcription

Educators!

2005/06 Advisory Group
Dr. Christine M. Casey
Director of Educational Initiatives
By Kids For Kids Co.
Dr. Linda Tsantis
Coordinator of the Technology for Educators
Graduate Program
Johns Hopkins University
Dear Educator,
Welcome to the amazing world of inventing and creative thinking.
You are about to embark on an exciting journey of inventive thinking
and problem solving. This manual will provide you with a “road
map” to guide you and your students on your journey. This manual
is both a training aid and a reference guide. As a training aid it will
assist in teaching how to stimulate and inspire kids to develop ideas
through problem solving. When used as a reference guide, it
becomes a handy source of invention-management options to refer
to again and again.
Dr. Ruth Small
Dr. Marilyn Arnone
Center For Digital Literacy
Syracuse University
Dr. Paul A. Fleury
Dean of Engineering
Yale University
Dr. Ronnie Lowenstein
President
Education Technology Think Tank
Dr. Michael J. Werle
President
CT Academy of Science and Engineering
This program will explore various ways to conceive of an idea and
transform that idea into an invention. It will enable you to convey
methods that will manage and organize the inventing process in a
systematic and orderly manner.
Dr. Clare Rosen
Psychologist and Mediator
Director of Special Education
Dr. Eric J. Cooper
President & Founder
National Urban Alliance
Dr. Ernest Coleman
Inventor
International Chemical Engineering Consultant
Chris Kalish
Director
GE edgelab@UConn
Leslie Walker-Hirsch, M.Ed., FAAMR
National Consultant
Social Development and Sexuality
We are grateful to the United States Patent and Trademark Office for
allowing By Kids For Kids Co. to reprint and update this Inventive
Thinking Curriculum Project.
Sincerely,
Norman Goldstein
Founder & CEO
By Kids For Kids Co.
Sister Sharon Ann Mihm, CSC
Principal and Technology Consultant
Susan Brennan
Gordon Educational Technologies, Inc.
Dorothy (Dotti) Baier
Library Media Specialist
Chappaqua Schools, NY
This Toolkit is based on the inspirational efforts of a great number of individuals who
contributed generously of their energy and talents to the continued development of
Project XL educational outreach initiative at the U.S. Patent & Trademark Office.
Jeanne Lauer
Susan Paley
Academy of Information Technology
and Engineering
Pattie Wade Dozier
Consultant and Implementation Expert
No Child Left Behind Act
2
We particularly wish to recognize the seminal work by:
Donald J. Quigg, Commissioner of Patents & Trademarks, 1985-1989;
Don Kelly
Marion Canédo
Ruth Nyblod
H. Anne Kelly
| TEACHER’S GUIDE | 2005/06 INVENTIVE THINKING TOOLKIT
bkfk.com
Table of Contents
Suggested Activities
Welcome Educators ................................................ 3
Invention Concepts
1 Introducing Inventive Thinking........................... 5
2 Practicing the Creative Part of
Inventive Thinking............................................... 6
3 Developing an Invention Idea by
Brainstorming for Creative Solutions ................ 7
4 Practicing the Critical Parts of Inventive
Thinking and Completing the Invention ............. 8
5 A Patent, Trademark and Copyright Primer ...... 9
6 Naming the Invention and Marketing Activities ..10
7 Parent Involvement and Invention
Convention Day ................................................ 11
8 Great Thinkers .................................................. 12
Favorites/Grandparent Timeline .......................... 13
More Than One Answer/Deconstruction .............. 14
How Many Patents Can You Find/
Simulation Soap..................................................... 15
Sponges/Women Inventors .................................... 16
Copymasters
Letter to Parents .................................................... 17
Young Inventors Log.............................................. 18
Invention Idea Survey ............................................ 19
Planning and Decision-Making Framework ........ 20
Match the Patent/Invent-O-Rama ......................... 21
Hand Soap Formula .............................................. 22
Protecting Intellectual Property............................ 23
National Standards Matrix...................... back cover
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The Inventive Thinking Toolkit and complete teaching resources
can be found on the By Kids For Kids web site:
www.bkfk.com/toolkit.
Welcome to the next generation Project XL Curriculum, a key
component in the By Kids For Kids/Xerox Inventive Thinking
Toolkit. By Kids For Kids Co. is a revolutionary company that
helps children understand the inventive process by studying
the history of past inventions by children and learning how to
create inventions. The Xerox Corporation has a long history
of innovation in research and development, and is proud to
be a sponsor of this joint project.
The Inventive Thinking Toolkit, found on www.bkfk.com,
provides comprehensive resources related to inventing and
inventors. The web site is designed for use by students,
teachers, activity leaders, and parents, and offers a continually updated source of new articles to supplement the
Project XL Curriculum.
The inspiration for By Kids For Kids Co. is the number of
significant inventions children have created. The Inventive
Thinking Toolkit is grounded in a constructivist approach
that uses collaborative and problem-based learning to integrate and support cross-curriculum content. After using
the Inventive Thinking Toolkit, your students will have
the opportunity to submit their inventions online for patent.
The potential to secure a patent makes the Inventive Thinking Toolkit unlike any other educational offering.
bkfk.com
2005/06 INVENTIVE THINKING TOOLKIT |
TEACHER’S GUIDE | 3
RULES FOR AUTHENTIC
JOURNAL KEEPING
(Use with your students!)
• Use the journal
provided in the kit or
online or get a bound
notebook. Try not to
use a spiral one whose
pages tear out.
• Use ink and don’t
erase or white out
anything. If something
is wrong, just put a
line through it.
• Make notes every day.
Write down all the
brilliant thoughts you
have…one of your
ideas may turn into
an invention.
• Keep an eye out for
problems. Watch when
people struggle, and
think about how something you could invent
could help them!
• Record all your ideas
for inventions.
• Make sketches and
drawings so your idea
can be seen.
• List all parts needed to
make your invention.
Make notes about
where they come from
and the cost of these
materials.
• Explain how you make
your model. You may
only be able to draw
a picture to explain
your invention. Some
models are difficult to
build.
• Find an “inventor
coach” if you can. This
person will help you
think about different
ways to solve the problem. He or she may be
able to help you build
the invention.
• After you write in the
book, sign and date
your entry. Make sure
you have someone
witness your entry
and sign next to your
name.
Inventive thinking has been identified as an essential twenty-first-century skill by the U.S. Patent and Trademark
Office (PTO) and the North Central Regional Educational Laboratory (NCREL), among other organizations.
Recent developments in technology and innovation have brought renewed interest to invention. The world has
dramatically changed during the twenty years since the XL Curriculum was first developed. Since 1985, cell
phones, e-mail, and the Internet provide dynamic access to unlimited communication and information. Recent
trends in education such as the federal No Child Left Behind Act emphasize the need for accountability relative to student achievement in core content areas. The goals of the BKFK program complement and strengthen
classroom instruction consistent with the directives of standards-based assessment.
When a student is asked to “invent” a solution to a problem, the student must draw upon previous knowledge,
skills, and experience. The student also identifies areas where new learnings must be acquired in order to understand or address the problem. This information must then be applied, analyzed, synthesized, and evaluated.
Through critical and creative thinking and problem solving, ideas become reality as children create inventive
solutions, illustrate their ideas, and make models of their inventions. The By Kids For Kids/Xerox Inventive
Thinking Toolkit provides children with opportunities to develop and practice higher-order thinking skills.
America has a rich history of inventors and the economic benefit they provide through products such as the light
bulb and the automobile. Now, economists also look to invention and new applications of technology to bring
prosperity in our digital age.
While inventive thinking is valuable across the curriculum, it is critical to the STEM (Science, Technology,
Engineering, and Math) disciplines. The teaching of inventive thinking is experiencing new attention and
renewed interest. The process of inventing involves a complex set of skills and application of prior knowledge.
By identifying a problem and finding a solution through inventing a unique product or adaptation of an existing
product, students integrate a number of important skills in real-world project-based activity.
A critical issue facing the country is the achievement gap between urban minority students and those in better-resourced (often suburban) schools. Math and science scores have been especially troubling in underserved areas.
Educators struggle to find ways to motivate students to take the more challenging coursework needed to create
a pipeline of skilled minority and women professionals.
The jobs of the future will require creativity, innovative thinking, and the ability to design solutions. This curriculum, valuable in the 1980s, is now critical.
Project XL—PTOʼs nationwide educational outreach program founded in 1985—proves that there is an inventor
in everyone. Due to the interdisciplinary nature of inventing, this updated version of the Project XL Curriculum
is aligned with standards across the curriculum. Additional theories and insights from recent research appear in
this version as well. Many new activities are provided to assist with sparking creative juices and guiding the
process of inventing. Use this curriculum with this accompanying teacherʼs guide book, the student journals,
and the enclosed DVD.
Answer Key for Scavenger Hunt (Student Journal, page 3)
Who was the first woman to receive a patent? Mary Dixon Kies, from Killingly CT, for a process of weaving straw with silk or
thread. What image is most reproduced in the world? Mickey Mouse—7,500 items have his likeness on them. What did Luis
Alvarez invent? In 1949, Luis Alvarez invented a radio distance and direction indicator, important radar systems that were used
during World War II to locate and land aircraft (patent #2,480,208). In addition, he collaborated on an invention that changed nuclear
theories: a hydrogen bubble chamber used to detect subatomic particles. Alvarez, a famous Hispanic inventor, was born in San
Francisco and was awarded the Nobel Prize in Physics in 1968. In 1978 he was inducted into the National Inventorsʼ Hall of Fame.
Who invented Google? Larry Paige and Sergey Brin invented Google in 1998 when they were only in their late twenties. Their
mission was to make all the information in the world accessible and useful. They started it in their dorm room at Stanford University.
Now Google is recognized as the worldʼs largest search engine. What did Lonnie G. Johnson invent? Johnson, a famous African
American, invented the Supersoaker, a water gun with pressurized water delivery that flies a great distance with great accuracy.
Since 1990, over 40 million of these toys have been sold. Who invented the Personal Computer (PC)? In 1976, Steve Jobs and
Steve Wozniak produced a homemade microprocessor computer board in Steve Jobsʼ parentsʼ garage and called it Apple I.
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Invention Concept One
Introducing Inventive Thinking
Invention Concept Overview
Students will be introduced to the creative- and critical-thinking aspects of the invention process.
Student Guide
Scavenger Hunt pg. 3
Suggested Activity
To reinforce Invention
Concept One, turn to page
13 of this Guide to complete
the “Favorites” activity with
the class.
Copymaster
Copy the “Letter to Parents”
reproducible on page 17 of
this Guide, distribute it to
the class, and send it home
with students to invite family members to participate
in their child’s inventivethinking process.
Introducing the Invention Concept
Ask students if they know the names of any inventors; ask them to conduct research by reading books
about inventors, invention, and creativity that they find in the school or local library, in order to confirm
their answers.
Discussion Points
Start by asking students, “How do you think inventors get their ideas? How do you think they make their
ideas become real?” Ask the students to look at all the different objects in the classroom. Explain that
every object they see has been invented by someone, and that all the inventions in the classroom have
what is called a “patent.” The government gives patents to people who invent new discoveries, and every
patent has a patent number.
Ask students to list all the inventions they discover by looking around. Guide students to consider these
objects as creative innovations, as well as functional objects. Can they draw any conclusions about the
function of the items on their list? How did they arrive at these conclusions?
Coaching Tips
“Imagination is more important than knowledge, for imagination
embraces the world.”
—Albert Einstein
Extension
Invite a local inventor to speak to the class. To locate an inventor:
DVD Connection
Please refer to your
Inventive Thinking DVD
for great inspirations.
•
Check online at the U.S. Patent and Trademark Office web site, at
www.uspto.gov/patft/index.html, by conducting a search for “Inventor City”
•
Check with your local intellectual property law association
•
Your community may also have a Patent and Trademark Depository Library or
an inventorsʼ society
•
United Inventors Association – find local chapters at www.uiausa.com/
Internet Connection
For more great class activities and inventive thinking
resources, check online at
bkfk.com
Invention Concept Two
Practicing the Creative Part of Inventive Thinking
Student Guide
Everyday Genius pg. 4
Eureka in the Bathtub! pg. 5
Suggested Activity
Concept Two, turn to page
the Grandparent Timeline
activity with the class.
Students will learn a number of methods to help them embark on the inventive process, to get them to
start thinking creatively and critically.
Explain to students that, just like riding a bike or learning to draw, thinking inventively takes practice.
When practicing inventive thinking, there are many tools you can use to jumpstart your ideas.
Discussion Points
Explain to students that one way to think inventively comes in four steps. Walk them through the steps,
one at a time. (1) FLUENCY; (2) FLEXIBILITY; (3) ORIGINALITY; and (4) ELABORATION.
Once your students have become familiar with the above processes, introduce them to the
SCAMPER technique. When you have finished reviewing this technique with students, ask them to
use it to find many new uses for a familiar object (such as a paper plate).
Substitute What else instead? Other material?
Copymaster
Copy the “Young Inventor’s
Log” copymaster on page 18
of this Guide, and distribute
it to the class.
Combine How about a blend of two ideas or purposes?
Adapt What else is like this? What could I copy?
Minify Order, form, shape? Make it smaller? Miniature? Parts reduced?
Magnify Greater frequency? Higher? Longer? Thicker? What to add? More time?
Put to other uses New ways to use as is? Other places to use?
Eliminate What to subtract? Condense?
Reverse Interchange components?
DVD Connection
Rearrange Turn it backward? Turn it upside-down?
Coaching Tips
This part of the creative process may take some time. Encourage students to be reflective about their
creative thinking process and talk about how ideas come to them. Looking at the DVD and seeing how
other kids came up with their ideas may stimulate a discussion.
Internet Connection
Extension
Let the students make their own list of objects. Once they combine several of them, ask them to illustrate
the new product and explain why it might be useful.
Print Resources
Paul Torrance, The Search
for Satori and Creativity
(1979). (For additional print
resources, see inside
back cover.)
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Invention Concept Three
Developing an Invention Idea by Brainstorming for Creative Solutions
Student Guide
A Tornado of Ideas pg. 6
Now that your students have had an introduction to the inventive process, it is time for them to find a problem
and brainstorm invention ideas to solve it.
Tell students that they are one step closer to becoming an inventor! The next step involves learning how to
brainstorm to develop an invention idea even further.
Suggested Activity
Concept Three, turn to
page 14 of this Guide to
complete the “More Than
One Answer” activity with
the class.
Copymaster
Copy the “Invention Idea
Survey” copymaster on
page 19 of this Guide, and
distribute it to the class.
DVD Connection
Discussion Points
Explain to students that brainstorming is a process of creative thinking used by an individual or by a
group of people to generate numerous ideas. Brainstorming is the most important element in each of the
stages of inventive thinking. Brainstorming comes with a number of rules; be sure to review them with
your students. Visit www.bkfk.com/toolkit for brainstorming rules and additional teaching resources.
Before your students begin to find their own problems and create unique inventions or innovations to
solve them, you can assist them by taking them through some of the steps as a group.
Finding the Problem
Let the class list problems that need solving. Select one problem for the class to solve using the steps
below. Use the brainstorming technique and focus on capturing lots of ideas.
a.
b.
c.
d.
Find several problems. Select one to work on.
Analyze the situation.
Think of many, varied, and unusual ways of solving the problem.
List the possibilities. Be sure to allow even the silliest possible solution.
Creative thinking must have a positive, accepting environment in order to flourish.
Finding a Solution
a. Select one or more possible solutions to work on.
b. Improve and refine the idea(s).
c. Share the class or individual solution(s)/invention(s) for solving the class problem.
Coaching Tips
Resist the temptation to comment on ideas when in “brainstorming mode.” Just get juices flowing to
produce a quantity of ideas and then cull quality from the list.
Internet Connection
Extension
Solving a “class” problem and creating a “class” invention will help students learn the process and make
it easier for them to work on their own invention projects.
Print Resources
Alex Osborn, Applied
Imagination (For additional
print resources, see inside
back cover.)
bkfk.com
Invention Concept Four
Practicing the Critical Parts of Inventive Thinking and
Completing the Invention
Student Guide
Are You a Solution Seeker?
pg. 7
Suggested Activity
Concept Four, turn to page
the “Deconstruction”
Copymaster
Copy the “Planning and
Decision-Making Framework” copymaster on page
20 of this Guide, and
Students begin to focus on and develop an invention idea of their own, as they move from the creativethinking phase into the critical-thinking phase of the invention process.
Explain to students that now that they have had an introduction to the inventive process, it is time for
them to find a problem and create their own invention to solve it.
Discussion Points
Begin by asking your students to conduct a survey. Tell them to interview everyone they can think of to
find out what problems need solutions. Ask the students to list the problems that need to be solved.
Next comes the decision-making process. Ask students to think of which problems would be possible
for them to work on, by listing the pros and cons for each possibility, and by attempting to predict the
outcome or possible solution(s) for each problem. Make a decision by selecting one or two problems that
provide the best options for an inventive solution.
Coaching Tips
To illustrate why record-keeping is important, read to students the following story about Daniel
Drawbaugh:
Long before Alexander Graham Bell filed a patent application in 1875, Daniel Drawbaugh claimed
to have invented the telephone. But since he had no journal or record, the Supreme Court rejected his
claims by four votes to three. Alexander Graham Bell had excellent records and was awarded the patent
for the telephone.
Extension
DVD Connection
Begin an Inventorʼs Log or Journal. A record of your ideas and work will help you develop your invention and protect it when completed.
Internet Connection
Sample
Journal entry
8
bkfk.com
Invention Concept Five
A Patent, Trademark, and Copyright Primer
Student Guide
Patently Perfect pg. 8
On April 10, 1790, President George Washington signed a bill that laid the foundations of the modern
American patent system. Since that time, the patent system has protected inventors by giving them an
opportunity to profit from their labors.
Suggested Activity
Concept Five, turn to page
the “How Many Patent
Numbers Can You Find?”
Explain to students that a patent is a grant issued by the U.S. Government making it illegal for anyone
to violate any of the rights provided to the owners of the intellectual property by patents, trademarks,
and copyrights.
Discussion Points
There are three kinds of patents:
Utility patents, granted to the inventor or discoverer of any new and useful process, machine, manufacture, composition of matter, or any new and useful improvement. Utility patents end twenty years from
the date the patent application was first filed.
Plant patents, granted on any distinct and new variety of asexually reproduced plant; and
Copymaster
Copy the “Match the
Patent” copymaster on
Design patents, granted on any new, original, and ornamental design for an article of manufacture.
Design patents are granted for a term of fourteen years from the date of the grant.
Refer to www.bkfk.com/toolkit for complete details on how to proceed with filing a patent and for more
details on other kinds of intellectual property protection.
Coaching Tips
Invite an inventor to the class to tell the students about the actual process of filing for a patent.
DVD Connection
Internet Connection
bkfk.com
Invention Concept Six
Naming the Invention and Marketing Activities
Each student should generate names for his or her own invention.
Student Guide
To Market, to Market pg. 9
Students can be very prolific when it comes to listing ingenious names of products out on the market.
Discussion Points
Suggested Activity
Concept Six, turn to page
the “Simulation Soap”
Copymaster
Copy the “Hand Soap
Formula” copymaster on
Explain to students that an invention can be named in one of the following ways. Ask students to
consider the following ways of naming their invention.
1. Name it for what it does. HINT: Play with the words until you find a catchy way to put them
together. Examples: hairbrush, toaster oven, earmuffs.
2. Name it for its parts. HINT: Play with the words until you find a way to put them together to make
a two- or three-word name. Examples: windshield wipers, liquid soap.
3. Name it after yourself. Examples: Ford (for Henry Ford), Braille (for Louis Braille), Leviʼs® (for
Levi Strauss).
4. Name it with fun or repeating sounds. Examples: Hula Hoop®, Lotto, Kleenex®, XEROX®,
Mattel®.
5. Name it with initials. HINT: Try out some initials—yours or ones that use the words you have
written about the invention. Examples: IBM, IKEA, GE, BKFK.
In their invention logs, ask students to summarize their invention process by writing down responses to
the following:
DVD Connection
1.
2.
3.
4.
Identify the problem and possible solution. Give your invention a name.
List the materials needed to illustrate your invention and to make a model of it.
List, in order, the steps for completing your invention.
Think of the possible problems that might occur. How would you solve them?
Encourage students to generate a timeline for completing their inventions. Have them ask their parents
and teachers for help in finishing the model.
Internet Connection
Also see “Inventions
and Patents” workbook
(http://wipo.int/
freepublications/en/
patents/925/wipo_pub_
925.pdf)
for a global resource.
Coaching Tips
Collect product labels and then have the kids find these in print media to see other logos and jingles.
Extension
Students create an advertisement, a jingle, or a radio promo for their invention, then perform it for the
class. Students create a collage of logos cut from magazines and then add their own.
10 | TEACHER’S GUIDE | 2005/06 INVENTIVE THINKING TOOLKIT
bkfk.com
Invention Concept Seven
Parent Involvement and Invention Convention Day
Student Guide
Yes, But Will It Work? pg. 10
Once the children have developed their own, original ideas, they should discuss them with their parents.
Together, they can work to make the childʼs idea come to life, and recognize successes along the way.
Tell students that many inventions became successful because the inventor had the support of a coach.
Discussion Points
Suggested Activity
Concept Seven, turn to page
the “Sponges” activity with
the class.
Encourage students to think of people around them who might be a good coach to help them finish their
invention. You can involve parents by simply sending a letter home with students to explain the project
and let them know how they can participate. One of their parents may have invented something that they
can share with the class. (See sample parent letter on page 17.)
Copymaster
The Certificate of
Recognition is available
online at
Included in this manual are sample certificates that can be copied and given to all children who participate and use their inventive thinking skills to create an invention or innovation. These certificates can be
found on the By Kids For Kids web site (www.bkfk.com/toolkit).
Plan an “Invention Convention Day” to recognize your students for their inventive thinking. This day
should provide opportunities for the children to display their inventions and tell the story of how they got
their idea and how it works. They can share with other students, their parents, and others. When a child
successfully completes a task, it is important that he or she be recognized for the effort. All children who
participate in the Inventive Thinking Curriculum Project are winners.
Coaching Tips
Some states have “Invention Conventions,” with local or regional competitions leading to a statewide
convention. For examples of statewide invention conventions, see:
www.ctinventionconvention.org
www.just-think-inc.com
www.crd.ge.com/invent
DVD Connection
Internet Connection
bkfk.com
Invention Concept Eight
Great Thinkers
Student Guide
A Chance to Change the
World, pg. 11
Inventors are ordinary people who follow through with their creative ideas to make their dreams a reality.
As students read about inventorsʼ lives, they will also realize that inventors are male, female, old, young,
and come from diverse backgrounds. Many great innovators had disabilities that did not prevent them
from becoming successful inventors.
Suggested Activity
Concept Eight, turn to page
the “Women Inventors”
The following stories about great thinkers and inventors will help to motivate your students and enhance
their appreciation of the contributions of inventors to the American way of life.
Discussion Points
Great Thinkers and their Inventions
• Earmuffs
• Band-Aid®
• Life-Savers® Candy
• Frisbee®
Young Inventors
Copymaster
Copy the “Invent-O-Rama”
copymaster on page 21 of
this Guide, and distribute
it to the class.
At age 14, one schoolboy invented a rotary brush device to remove husks from wheat in the flour mill
run by his friendʼs father. What was the young inventorʼs name?
At 16, another of our junior achievers set his mind on developing a commercially viable aluminum refining process. Who received a patent on his revolutionary electrolytic process by age 25?
While only 19 years old, this person designed and built his first helicopter, which nearly flew in 1909.
Years later, he changed aviation history. Who was it? HINT: He was inducted into the National Inventors Hall of Fame in 1987.
Great Women Inventors
DVD Connection
•
•
•
•
Margaret Knight
Sarah Breedlove Walker
Bette Graham
Ann Moore
•
•
•
•
Stephanie Kwolek
Madam C. J. Walker
Ellen Ochoa
Miriam E. Benjamin
•
•
•
•
Gertrude B. Elion
Dr. Patricia E. Bath
Virginia Apgar
Josephine Garis Cochran
•
•
•
•
George Washington Carver
Lewis Latimer
Otis Boykin
Pedro Flores
•
•
•
•
Narciso Monturiol
Jan Ernst Matzeliger
Lonnie G. Johnson
Bernardo Houssay
Great Minority Inventors
Internet Connection
See www.blackinventions101.com/pages/699282.
For more great class activities
and inventive thinking
•
•
•
•
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Elijah McCoy
Benjamin Banneker
Granville Woods
Garrett Morgan
Clatonia Joaquin Dorticus
Coaching Tips
The accomplishments of women and minority inventors are especially important to focus on, as they
have been underrepresented in history. Most important, make sure the inventors you focus on reflect the
background of the children. In that way, they can better picture themselves as inventors.
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Favorites
Activity Objective
Time Required
One 45-minute period
Students practice creative and critical thinking by combining different traits or aspects of familiar items
to generate a new invention or discovery.
What To Do
Materials Needed
o Paper
o Crayons and/or
pencils
Hand a piece of paper to each student, then ask students to close their eyes and imagine four of their
favorite things: their favorite toy or object, their favorite place, their favorite food, and their favorite
color. Then have them write those four favorites down, by describing in words or by drawing each of
these items on the sheet.
Ask students to look at their sheet and think about how they could combine their favorites creatively.
For example, if their favorite toy is a video game and their favorite place is the beach, they might
invent a similar game that uses the beach as a location and their favorite color as the color on the video
screen. Students should be allowed to be as original as possible, and they should be encouraged to think
creatively. Watch for any language or behavior that diminishes or censors.
Have the students turn over their page and begin inventing a new object. Ask them to draw their invention on the back of the paper. Have them write down a name for their new idea and explain how they
combined their favorites and what the invention does.
Grandparent Timeline
Activity Objective
Time Required
One or more class periods,
depending on the number of
speakers
Materials Needed
o Video or tape recorder
To interview primary sources in order to see how the pace of change has affected lives and culture in
a single lifetime; to understand the cultural, social, economic, and psychological shifts associated with
technological change. Be sure to have the students get permission to do these interviews.
What To Do
A great way to introduce this activity is to have a guest speaker who can talk about his or her personal
response to technology over a lifetime. If this is not possible, have a student interview a teacher (over 50
years old works best) on the topic. Then homework sheets should be distributed. Record the conversations (on tape or video) to archive for future use.
After the interviews, students should be able to discuss the impact of inventions or innovation on society
and individuals.
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More Than One Answer
Activity Objective
Time Required
To challenge students to come up with more than one answer to a question; students will be able to
answer questions by using several interpretations of words and meaning.
What To Do
Materials Needed
o Question list
o Pencil
Hand out a list of questions and instruct students to answer them in more than one way. Tell them to be
creative and that there are no wrong or right answers. Use the example: “How do you keep a fish from
smelling?” Possible answers: throw it back in the water; cook it as soon as you catch it; eat hamburger;
wrap it in plastic; hold its nose. Next, have students write their answers and present the one they like the
best for you to write on the board.
Extension
Find more silly jokes and riddles that use words two ways and post them around the room.
Deconstruction
Activity Objective
Time Required
Two 45-minute class
periods
Materials Needed
o Tools: two sets of
o
o
o
o
screwdrivers (various
sizes), pliers, hammer,
magnifying glass,
tape, ruler
Two small mechanical
devices such as windup clocks or toys (avoid
electrical appliances
with blades, sharp
components or
capacitors)
Goggles and work
gloves
Several zipper-closure
freezer plastic bags
(large and small sizes)
Larger boxes to keep
loose parts that will
be left over—these
will come in handy
once you get to the
model-making phase
Students demonstrate journal-entry specificity, practice writing and following a sequence of instructions.
Students practice taking things apart and putting them back together.
What To Do
Two teams of students should sit in groups, each with a toolkit and a mechanical device. Tell students
that they will spend this period taking turns dismantling the item they have in front of them. If you have
safety goggles, ask students to put them on. Remind the students never to touch anything sharp or any
wires. If they have difficulty removing a part, they should move to another part. Remind the students that
violations of these rules or any unsafe behavior will remove them from the activity.
Day 1: While one student is dismantling, another is carefully writing up what is happening. Explain
to students that when they invent, they need to be very specific in writing about what they do, so that
someone else can easily follow the steps they took. They need to be very careful about the little pieces
and screws, which should go into the zipper-closure bags. Remind them that they can make a picture
of a part that doesnʼt have a name. They should also measure the screws and tell whether they are Phillips or flathead. When the period is almost over, hand out boxes to each team to put their item and parts
in—their worksheet goes in the box, too. They should label the box with their names and store it in an
out-of-the-way place.
Day 2: Tell students that they have finished with deconstruction, and will now follow their notes in
reverse to reconstruct the item. Circulate around to the teams, checking progress and offering assistance.
At the end of this period, debrief. Ask students how they did, and how they felt during the reconstruction
process. Take notes on the board, and try to elicit the need for exact instructions.
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How Many Patent Numbers Can You Find?
Activity Objective
Time Required
To demonstrate that patent numbers can be found on objects and to stimulate discussion about patents.
Students will be able to locate inventions and find patent numbers. Students will visit the U.S. Patent
Office web site to become familiar with the resources on the site (www.uspto.gov).
What To Do
Materials Needed
o Internet access
Find an object in the room with a patent number and point it out to the students. Then explain what a
patent is and have the students work in teams of two to go around the classroom finding inventions with
patent numbers. See which team can find the most items.
Have students access the U.S. Patent & Trademark Office site on the computer (www.uspto.gov). There
is a wealth of information on this site available for kids. Just hit the kidsʼ pages link at the bottom of the
home page. Once there, kids can play games to learn more about patents and famous and not-so-famous
inventors. They can then search the site to locate inventions similar to their own.
Extension
Assign the corresponding copymaster (on page 21 of this guide) or student activity (on page 8 of the
Student Guide) for homework.
Simulation Soap
Activity Objective
Time Required
Four 45-minute class
periods
Each student team will produce a liquid soap product that cleans and moisturizes hands. They will make
a first batch of product, test it, analyze data, and refine the product accordingly. They will “launch” a final
product, and explore packaging, branding, and marketing ideas.
What To Do
Materials Needed
o A variety of liquid soaps
o Soap formula on pg. 22.
o Several existing
abrasive cleaners
o Paper, magic markers,
glue, computer with
graphic program
o Access to public place
to wash hands and
plenty of paper towels
o Plastic bowls and
containers or empty
recyclable bottles
o Store-bought funnels
or funnels taped from
rolled manila folders
o Measuring cups for dry
and wet measurement,
or medicine cups with
ounce measures
Day 1: Divide the class into groups of four, and hand out several soap samples. Students should develop
a survey or chart to track all characteristics they observe from the samples. Explain to students that this
survey/chart will help them figure out what characteristics they will promote in their own soap formula,
and how their soap will be different from competing brands.
Homework: Encourage students to visit a soap shop, to experience products for themselves.
Day 2: Following the recipe on page 22, students mix their soap formulas. When students are finished mixing, have them scoop out a sample for the class to test. Each group should use the survey/chart from Day 1
to evaluate each class sample. When “field testing” is complete, students will refine their formula to arrive
at a final product.
Homework: Students research magazines and cut out soap ads, then analyze them for content and strategy.
Day 3: Have class review the homework assignment, looking for common messages and branding. Groups
should use the ads to investigate packaging, branding, and marketing ideas for their own soap formula, then
execute their ideas on paper.
Homework: Tell students that in the next class period, they will present a “product launch” to the class,
including a soap demo and any packaging, branding, and marketing ideas they have agreed on.
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Sponges
Activity Objective
Time Required
Students practice listening for important concepts and retaining them. Students practice inventive thinking and clarify ideas for their inventions.
What To Do
o
o
o
o
Materials Needed
4 Sponges
Newsprint
Colored markers
Masking tape
Divide class into teams of three. In groups, students take turns discussing the inventions they are working on,
and explain one problem they have encountered. Students should give each other feedback and constructive
criticism (review the difference between constructive and negative feedback).
Meanwhile, quietly take a group of three aside when the class is engaged. Hand the students a sponge, and tell
them that they will act as “sponges”: their job is to listen and soak up information, which they will later share
with the class. In about 20 minutes, the sponges should have circled around to all the groups. Assemble the
class, and ask the “sponges” come to the front of the room. Ask a student to write “sponge thoughts” on the
newsprint. Elicit their observations then ask the groups if they captured the essence of what was discussed.
Extension
Ask groups (including sponges) to take notes, keeping track of who said what. Have students practice being
sponges in other activities. Whenever you want students to listen for key concepts, say “Letʼs be sponges!”
Women Inventors
Activity Objective
Time Required
Three 45 -minute periods
In groups of three, students will research information on women inventors, identifying barriers and challenges
faced by them. Students choose one inventor and using the information theyʼve researched, draft a script to
use to mock-interview their inventor. Student then assign roles and present the interview for the class.
What To Do
The weekend before Day 1 of this activity, ask students to conduct their research on women inventors.
Materials Needed
o Resource Books
o Internet Access
Day 1: Ask students to come up to the board three at a time and write the names of the inventors they
found. If their inventorʼs name is already there, they can put a check mark next to it. Next to the name,
they should write the invention. Explain that they will go to the library or computer lab to use the Internet (or stay in the class with books you provide) to research one woman inventor as a group. Explain that
the groups will use their research to draft an interview script which they will then use to mock-interview
their chosen inventor. Interviews will be presented in front of the class.
Homework: Students finish their research and bring all notes to class.
Day 2: Students assemble their research as a group, and begin to draft their interview script. Circulate
around the room, assisting groups in the production of the script and articles. Before the end of class,
have each group assign roles: Who will introduce and conclude the interview? Who will be the interviewer? Who will play the inventor?
Homework: Any incomplete scripts should be finished, and interviews should be rehearsed.
Day 3: Students should make their presentations to the class. All of the materials produced should be
bound into a “women inventors” book or newsletter to share with other classes.
Extension
Presentations could be videotaped. Students could research the time frame and come ready with appropriate dress and props for a mock TV show.
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From Idea to Reality Copymaster #1
Letter to Parents
Introduction/Instructions
Just like playing basketball or singing in the chorus, your invention project will be even more successful
with a coach to help and encourage you! Bring this letter home and show it to your parents or another
adult who can guide you along the invention process.
To: The Parent(s) of _____________________________
From: ________________________________________
Subject: Creativity and Imagination
You are invited to share a grand national adventure—a learning experience parents and
their children are embarking upon throughout America.
The By Kids For Kids/Xerox Inventive Thinking Toolkit is an educational activity that
promotes analytical and creative thinking and problem solving. Parents can enjoy this
project at home with their children by encouraging creative ideas, letting them share ideas
with the family, and assisting them with making models of their inventive ideas.
Our students will be asked to survey you, their friends, and other family members to
discover a problem that needs solving. Perhaps the cap is always left off of the toothpaste or your child is always losing sneakers, pencils or mittens. Once the children find
challenging problems, they will begin thinking of many ideas that might solve those problems. When they do this, they will be combining and applying many of the skills learned
in science, social studies, language, writing, art, library, math, and other subjects.
Each student participating in the By Kids For Kids/Xerox Inventive Thinking Toolkit will
receive a certificate of recognition and will share the invention with other students at our
school “Invention Convention.”
Thank you for your support in this special and imaginative adventure in learning. You will
be receiving more information during the school year.
Teacher _______________________________________
Principal ______________________________________
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Young Inventors Log
Name
Date
A log is a diary and a record of your inventive thinking. It should include everything that is related to
your project. Every time you write in the log, you should initial and date your entry and also have it
signed by a witness. A witness can be anyone who knows what you are working on that day--mom, dad,
friend, brother, sister, etc. The list below includes some of the items that might be recorded in your log.
You will think of others. Remember, every time you work on your project or just “think” about your idea,
you should record it in your inventorʼs log or notebook.
o Ideas for inventions
o Problems
o Possible solutions
o Plans
1. What am I going to invent?
2. What steps will I need to take?
3. What materials will I need?
4. What will the materials cost?
5. What problems might occur?
6. How will I present my project?
o Resources
1. Books
2. Other references
3. People
o Drawings of possible solutions
o Results of interviews
o Results of surveys
o Can you think of others?
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Invention Idea Survey
Name
Date
One of the best ways to collect ideas for developing an innovation or invention is to take a survey. Make
sure to survey a variety of people of all different ages and occupations. The more people you talk to, the
more ideas you will get. The following list of questions may help you:
1. What does not work as well as you would like it to work?
2. What task(s) would you like to see made easier?
3. What problem(s) would you like to see solved?
4. If you could invent something to make your life easier, what would you invent?
5. What is the most annoying problem:
at home?
at school?
at work?
at the airport?
on the road?
at the supermarket?
at the bank?
at the shopping center?
other
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Planning and Decision-Making Framework
Name
Date
Now that you have had an introduction to inventive thinking, it is time for you to find a problem and
create your own invention to solve it. Use this sheet to help you outline your invention challenge.
o PROBLEM—What is the problem?
o ALTERNATIVES—Generate a list of possibilities.
o PROS & CONS—What reasons support and do not support the possibilities?
PROS:
CONS:
o CRITERIA—List the criteria for judging the alternatives.
o SPECIAL EQUIPMENT—List all items such as a tape recorder, construction
materials, etc., that may be required.
o SOURCES OF INFORMATION—List the primary and secondary sources of
information (people, books, films, places, etc.):
o FINAL PRODUCT—What form will it take? How will the results be communicated?
o DECISION—What is the final decision? Why?
o RESULTS—How did the plan work? What modifications, if any, took place?
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Match the Patent/Invent-O-Rama
Name
Date
What can you tell from a drawing? Match the patent drawings below to the invention they represent.
Then write down one thing you can tell about the invention by observing the drawing.
a.
______ Knee Implant Prosthesis
b.
______ Compact Hand-Held Video Game System
c.
______ Flying Machine
1. Who invented earmuffs?
2. If Bette Graham and Spencer Silver had invented in the same era, they might have
been excellent friends. Why?
3. Who invented LIFE-SAVERS® candies?
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Hand Soap Formula
Name
Date
This sheet is to be filled in as you complete the Simulation Soap activity. Use the recipe below to make
your first batch of hand soap, test it, then refine it. Donʼt forget to take detailed notes! Good luck!
Suggested Hand Soap Base Formula
o
o
o
o
o
7 oz. powdered pumice
o 1 oz. baking soda
5 oz. powdered soap
o 1 oz. glycerin
1 oz. Borax
o 13 oz. water
essential oils for smell—also consider vanilla and flavorings from kitchen
cornmeal for abrasion—start with 1 oz.
Mix together and package.
Play with varying quantities, but keep track of exact formula.
Our Formula:
Amount
Ingredient
Comments
How we mixed it:
Witnessed by
Date
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Protecting Intellectual Property
The U.S. Patent and Trademark Office is one of the most unusual branches of the U.S. Government.
The examining staff of about 4,000 is trained in all branches of science and examines thoroughly every
application to determine whether a patent may be granted--a task, in these days, involving the most exhaustive research. Not only must the examiners search United States and foreign patents to learn if a similar patent has been issued, but they must study scientific books and publications to discover whether the idea has
ever been described. Previous publications, invention, or use prevents a patent from being issued. In addition
to issuing patents, the Patent and Trademark Office has, since 1870, been in charge of registering trademarks,
the business communityʼs most valuable asset. More than 1,600,000 trademarks have been issued.
In its earlier days, the U.S. Patent and Trademark Office had on various occasions the responsibility for
administering copyright matters, a task that since 1870 has been administered by the Library of Congress;
collecting and publishing agricultural information; and even collecting meteorological data. For some years,
it was the custodian not only of the famous old Patent Office models—the delight of visitors to Washington
for many years—but of the Declaration of Independence and other historical documents and relics.
By publishing and distributing copies of every U.S. patent, the U.S. Patent and Trademark Office has made
available to the public the worldʼs greatest scientific and mechanical library.
Patents in Brief
If you plan to file an application, you or your representative should make a search of patents previously
granted to make sure that your idea has not already been patented. You may do this at the Public Search
Facility of the Patent and Trademark Office, Madison East – 1st Floor, 600 Dulaney St., Alexandria,
Virginia. Hours are 8:00 a.m. to 8:00 p.m., Monday through Friday except holidays. More limited searches
may be made at Patent and Trademark Depository Libraries located throughout the country. The patent application process can be complex, and the Patent and Trademark Office cannot assist in the preparation of
application papers. The U.S. Patent and Trademark Office strongly advises prospective applicants to engage
the services of a patent attorney or agent. Although the USPTO cannot recommend any particular attorney or
agent and does not control their fees, the Office maintains a roster of approximately 31,000 patent attorneys
and agents registered to practice before the U.S. Patent and Trademark Office. This roster is available for
inspection at Patent and Trademark Depository Libraries, for sale by the Superintendent of Documents at the
Government Printing Office, or may be accessed on the web (www.uspto.gov).
For complete patent information, visit the web site www.uspto.gov, call 800-786-9199 or 703-308- 4357
Print Resources
Carrow, Robert S. Put a Fan In Your Hat: Inventions, Contraptions, and Gadgets Kids Can Build.
New York: Learning Triangle Press, 1997.
Carrow, Robert S. Turn On the Lights—From Bed: Inventions, Contraptions, and Gadgets Kids Can Build.
New York: Learning Triangle Press, 1997.
Erlbach, Arlene. The Kidsʼ Invention Book. New York: Lerner Publications, 1997.
Hauser, Jill Frankel. Gizmos & Gadgets: Creating Science Contraptions That Work & Knowing Why.
New York: Williamson Publishers, 1999.
Murphy, Jim. Weird and Wacky Inventions. New York: Crown Publishers. 1978.
St. George, Judith, and David Small. So You Want to Be an Inventor? New York: Penguin Putnam, 2002.
Thimmesh, Catherine. Girls Think of Everything—Stories of Ingenious Inventions by Women.
Boston: Houghton Mifflin, 2000.
Tomecek, Stephen M. What a Great Idea! Inventions That Changed the World. New York: Scholastic, 2003.
For more print resources go to www.bkfk.com/toolkit/print_resources
BKFK and By Kids For Kids are registered trademarks of the By Kids For Kids Company and XEROX is a registered
trademark of the Xerox Corporation. SCHOLASTIC and associated logos are trademarks and/or registered trademarks of
Scholastic Inc. All rights reserved.
bkfk.com
National Standards Matrix
Inventive thinking has been identified as an essential Twenty-first Century Skill by the U.S. Patent Office (PTO), by the
North Central Regional Educational Laboratory (NCREL), and by others. By identifying a problem and finding a solution
through inventing a unique product or by adapting an existing product, students integrate a number of important skills in
real-world, project-based, multi-disciplinary activities.
ENGLISH LANGUAGE ARTS
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5
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7
8
NCTE—National Council of Teachers of English and IRA-International Reading Association/Standards for the English Language Arts
www.ncte.org
Standard 1.
Standard 3.
Standard 4.
Standard 5.
Standard 6.
Standard 7.
Standard 8.
Standard 11.
Standard 12.
Reading for Perspective
Evaluation Strategies
Communication Skills
Communication Strategies
Applying Knowledge
Evaluating Data
Developing Research Skills
Participating in Society
Applying Language Skills
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TECHNOLOGY
NETS—National Educational Technology Standards for Students Technology Foundation Standards
www.cnets.iste.org
Standard 1.
Standard 2.
Standard 3.
Standard 4.
Standard 5.
Standard 6.
Basic Operations and Concepts
Social, Ethical and Human Issues
Technology Productivity Tools
Technology Communications Tools
Technology Research Tools
Technology Problem-Solving/
Decision-Making Tools
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SCIENCE
NSTA—National Science Teachers Association National Science Education Standards
www.nap.edu/books
Content Standard A: Science as Inquiry
Content Standard B: Physical Science
Content Standard E: Science and Technology
Content Standard F: Science in Personal and
Social Perspectives
Content Standard G: History and Nature of Science
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SOCIAL SCIENCE: ECONOMICS
NCEE—National Council on Economic Education, National Standards for Economics Education
www.ncee.net/ea/standards/
Standard 8.
Standard 9.
Standard 14.
Standard 15.
Standard 16.
Role of Price in Market System
Role of Competition
Profit and the Entrepreneur
Growth
Role of Government
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FINE ARTS: VISUAL ARTS
Consortium of National Arts Education Associations. National Standards for Arts Education
educationworld.com/standards/national/arts/index.shtml
Standard 1. Understanding and Applying Media,
Techniques, and Processes
Standard 2. Using Knowledge of Structures
and Functions
Standard 3. Choosing and Evaluating a Range of
Subject Matter, Symbols, and Ideas
Standard 5. Reflecting Upon and Assessing the
Characteristics and Merits of Their Work
and the Work of Others
Standard 6. Making Connections Between Visual
Arts and Other Disciplines
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Educators!

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