PARSIPPANY-TROY HILLS TOWNSHIP PUBLIC SCHOOL DISTRICT

GIFTED REACH OUT PROGRAM (GRO) GRADE 3

Authored by: Stephanie Dasti and Laura Long

Reviewed by: Annamarie AltomonteSupervisor of K-5 STEAM, BSI, GRO

Dr. Tali AxelrodAssistant Superintendent for Curriculum and Instruction

Approval Date: August 21, 2018Revised: July 2021

Members of the Board of Education:Frank Neglia, President

Tim BerriosGeorge BlairAndy Choffo

Joseph CistaroAlison Cogan

Matthew DeVittoSusy Golderer

Judy Mayer

Superintendent: Dr. Barbara Sargent

Parsippany-Troy Hills Township Public Schools292 Parsippany Road Parsippany, NJ 07054

www.pthsd.netI. OVERVIEW

The purpose of the Gifted Reach Out Program (GRO) is to develop the problem solving,critical and creative thinking abilities of students identified as gifted. GRO is dedicated todeveloping the unique talents of second through fifth grade students building on theenriched activities in the kindergarten curriculum. The GRO curriculum is designed tocreate a collaborative environment where students become effective questioners andproducers of knowledge. Separately, we assess students to gauge progress and informinstruction. Project based learning assessments for students in grades 2 through 5 areadministered for each topic of study. Students will study topics related to Architecture andInvention concepts. Each topic of study is designed to be a half year course.

II. RATIONALE

The GRO Program serves the identified population of gifted students in grades two throughfive. This enrichment pullout program offers students the chance to interact with peers ofsimilar ability, while remaining a part of the regular classroom setting. The interdisciplinary,differentiated curriculum for the students in GRO is intended to be high interest, while at thesame time enhancing the present core curriculum. Issues arising from the units are relevantto our times, expose students to new subjects and broaden student interests. Activities areadjusted in pace and depth to meet the needs of the children in each group. GROencourages independent learning, research, and individual product development. Creativeproblem solving and critical thinking skills are stressed. Students are challenged to becomeconsumers and producers of knowledge.

III. STUDENT OUTCOMES (Link to New Jersey Student Learning Standards)

In accordance with district policy as mandated by the New Jersey Administrative Code andthe New Student Learning Standards, the following are proficiencies required for thesuccessful completion of the above named course.

Students will:

1. Demonstrate growth in personal competence and dispositions for exceptional academicand creative productivity. These include self-awareness, self-advocacy, self-efficacy,confidence, motivation, resilience, independence, curiosity, and risk taking.

2. Interpret and apply evidence of mastery of the big ideas within a subject area: what theylook like, and why they matter.

3. Generate new ideas, solve problems, and make decisions.

4. Apply a variety of thinking skills including, but not limited to, associative, metacognitive,abstract, and inferential thinking and deductive reasoning.

5. Create and present information in a variety of methods (oral, visual, written andtechnological) in order to share thoughts and ideas with others.

6. Translate a variety of concepts learned in the classroom into innovative outcomes.

7. Engage in self-reflection/assessment with respect to their interests, strengths, identities,leadership, and academic domains.

8. Develop the ability to sense a problem exists, define and analyze the problem, thendetermine, assess and evaluate possible solutions.

9. Exhibit self-reliance when working independently and respond effectively tounexpected experiences and challenges.

10. Utilize digital tools to access, manage, evaluate, and synthesize information in order tosolve problems individually and collaboratively to create communication and knowledge.

11. Apply knowledge of disciplines to produce work that reflects individuality and creativityat a more advanced level than their grade-level peers.

12. Develop products and outcomes that communicate expertise in multiple fields anddisciplines (including technology) that may be presented to a variety of authenticaudiences.

13. Display competence in interpersonal and technical communication skills: promoteadvanced oral and written skills, and creative expression; display fluency withtechnologies that support effective communication.

14. Demonstrate the importance of cooperation and individual acceptance within a groupsetting.

Links to NEW JERSEY STUDENT LEARNING STANDARDS

● Visual and Performing Arts● English Language Arts● Mathematics● Science● Social Studies● Career Readiness, Life Literacies, and Key Skills● Computer Science and Design Thinking

Modifications/Differentiation and Adaptations:For guidelines on how to modify and adapt curricula to best meet the needs of all students,instructional staff should refer to the following link -https://goo.gl/an7Zab .Instructionalstaff of students with Individualized Education Plans (IEPs) must adhere to therecommended modifications outlined in each individual plan.

IV. ESSENTIAL QUESTIONS AND CONTENT

Overarching Essential Questions:

a) Architecturea. What are the components of structures in architecture?b. What contributions do architects make to the field of architecture?c. How do structures represent different forms of architecture? (PBL Essential

Question)

b) Inventionsa. Why invent?b. Who were important inventors and what were their inventions?c. What attributes are necessary for an invention to be successful?d. How might future inventions affect our lives? (PBL Essential Question)

Content:

A. Architecture● What is architecture and civil engineering? Who are architects?● What are various architectural structures?● What are vocabulary terminology that are associated with architecture?● How do architects contribute to architecture?● What are the effects of tension and compression?

B, Inventions● Why do inventions occur?● Why are inventions important?● How can inventions occur by mistake?● How does an inventor create an invention using an ordered system?● How can you analyze and discuss extremely complex inventions from multiple perspectives?● What are some major inventions?/ Who are some famous inventors?

V. STRATEGIES

● Project Based Learning● Direct Instruction● Differentiation● Student projects● Class/Group discussion● Individual conferencing● Presentations● Thinkers

VI. EVALUATION

Formative:

Class Participation: 25% - Participation in group discussions, attempting thinkers (Do NowProblem Solving Challenges), cooperative groups, presentations, being prepared for class.

In Class Activities: 25% - Journal entries, projects, quizzes, experiments, activity sheets

Summative:Unit Project: 50% - Project Based Learning Assessment (See Below)

(Proposed timeline. Timeline may vary depending on school schedules.)

Architecture Project Based Learning AssessmentEssential Question: How do structures represent different forms of architecture?

Architecture PBL: Linked Here

Career Readiness, Life Literacies, and Key Skills Standards:

9.4.5.IML.6: Use appropriate sources of information from diverse sources,contexts, disciplines, and cultures to answer questions

9.4.5.TL.1: Compare the common uses of at least two different digital tools and identify theadvantages and disadvantages of using each.

9.4.5.TL.3: Format a document using a word processing application to enhance text, changepage formatting, and include appropriate images, graphics, or symbols.

Invention Project Based Learning Assessment

Plan and schedule: After students spent time during the unit to learn about whatarchitecture is, the components, the various styles, etc, students will have 2 weeks toresearch different styles of architecture from all over the world. Students will have 3 weeksto apply their knowledge of architecture to design and create an architectural structurespecific to the area/region they have chosen. For example, if the student selectedSwitzerland, he/she would need to design or create a model of an architectural structurethat would be appropriate for that area. Students will have 1 week to provide a write up ofthe structure explaining its purpose, inspiration, etc. Students will have 1 week to prepare apresentation to present their structure to the class. Finally, students will present theirstructure.

Monitor progress: Students need to check with the teacher no later than the end of eachcheckpoint to prove progress. Notes, sketches, brainstorming should be provided asnecessary.

Assess: Rubric: Linked Here

Evaluate: Peer Assessment: Linked Here & Self Assessment: Linked Here

Invention Project Based Learning AssessmentEssential Question: How might future inventions affect our lives?

Invention PBL: Linked Here

Career Readiness, Life Literacies, and Key Skills Standards:

9.4.5.CI.2: Investigate a persistent local or global issue, such as climate change,and collaborate with individuals with diverse perspectives to improve upon current actionsdesigned to address the issue

9.4.5.CI.3: Participate in a brainstorming session with individuals with diverse perspectives toexpand one’s thinking about a topic of curiosity

9.4.5.CI.4: Research the development process of a product and identify the role of failure as apart of the creative process

9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

9.4.5.CT.2: Identify a problem and list the types of individuals and resources (e.g., school,community agencies, governmental, online) that can aid in solving the problem

9.4.5.CT.3: Describe how digital tools and technology may be used to solve problems.

9.4.5.CT.4: Apply critical thinking and problem-solving strategies to different types ofproblems such as personal, academic, community and global

9.4.5.IML.2: Create a visual representation to organize information about a problem or issue

9.4.5.IML.3: Represent the same data in multiple visual formats in order to tell a story aboutthe data

Plan and schedule: After students have learned why we invent and what attributes arenecessary for an invention, it’s time for the students to create a unique invention/innovationby following the Steps for Inventing (Linked Here). Students will have 1-2 weeks to collectideas of problems that need to be solved by interviewing and surveying for different ideas, aswell as reading about similar things. Students will have 2-3 weeks to start a plan, log andwrite about the invention/innovation (Explanation page linked here). Students will have 1week to sketch the invention. Students will have 2-3 weeks to make a model, test theinvention, and name it. Students will have 1-2 weeks to prepare a write up about theinvention. Students will have 1 week to prepare a presentation. Finally, students will presenttheir inventions.

Monitor progress: Students need to check with the teacher no later than the end of eachcheckpoint to prove progress. Notes, sketches, brainstorming should be provided as

necessary.

Assess: Rubric: Linked Here

Evaluate: Peer Assessment: Linked Here & Self Assessment: Linked Here

Alternative Assessments:Research-based projects, writing, and presentationsPerformance-based assessmentsHands-on projectsResearch simulation tasksOral Presentations and DebatesShared Inquiry

Benchmark Assessments:Journal AssessmentsOpen-Ended ResponsesWritten Assessments

VII. CORE RESOURCEShttps://www.state.nj.us/education/aps/cccs/gandt/New Jersey Department of Education Gifted and Talented Homepage

http://www.nagc.org/resources-publications/resourcesNational Association for Gifted and Talented resources

https://www.nsgt.org/educational-resources/National Society for Gifted and Talented resources

VIII. SUPPLEMENTAL RESOURCES

A. Architecture

D’Alelio, Jane. (1989). I know that building! Washington, D.C.: National Trust for HistoricPreservation.

Thorne-Thomsen, Kathleen. (1994). Frank Lloyd Wright for kids. Chicago, : Chicago ReviewPress.

Van Der Meer, Ron and Sudjic, Deyan. (!997) The architecture pack. New York: Alfred A.Knopf.

http://www.greatbuildings.com/types.htmlSearch structures by name of building, architect, or place.

http://www.beverlyhistory.org/houses/balchfam.htmlChanges in a structure over time.

http://www.pbs.org/wgbh/buildingbig/bridge/index.htmlBuilding Big

http://www.biography.com/people/groups/architects/allFamous Architects

http://www.ettc.net/njarts/details.cfm?ID=254Glenmont Estate

http://www.smallblueprinter.com/floorplan/floorplan.htmlCreating online floor plan

http://espliego.wordpress.com/2008/03/14/worlds-most-famous-buildings/World’s Most Famous Buildings

B, Inventions

Blackburn, Ken and Lammers, Jeff. (1996). Kids’ paper airplane book. New York: WorkmanPublishing.

Blackburn, Ken and Lammers, Jeff.(1994). The world record paper airplane book. New York:Workman Publishing.

Harper, Charise. (2001). Imaginative inventions. New York: Little, Brown and Company.

Hauser, Jill and Kline, Michael. (1999). Gizmos & Gadgets: Creating Science Contraptions thatWork. Charlotte, VT: Williamson Publishing.

Jeffries, Michael and Lewis, Gary. (1992). Inventors and inventions. New York: SmithmarkPublishers.

McCarthy, Meghan. (2010). Pop! The Invention of Bubble Gum. New York: Simon andSchuster Books.

http://www.thaitechnics.com/fly/principle.htmlForces acting on an airplane

http://42explore.com/flight.htm The basics of flight http://www.rubegoldberg.com/Rube Goldberg Cartoons

http://science.howstuffworks.com/innovation/scientific-experiments/9-things invented ordiscovered byaccident.htm#page=2

How Stuff Works – Inventions

www.uspto.govPatent Office Website

IX. SCOPE AND SEQUENCE

Third Grade Unit Planner/Pacing Guide Linked Here

A, Architecture (September-January)

1. Define architecture, an architect, civil engineering, and interior designer.Standards Covered:

Science

ETS1-2 ETS1-2. Develop a simple sketch, drawing, or physical model to illustratehow the shape of an object helps it function as needed to solve a given

problem.

ETS1-1. Ask questions, make observations, and gather information about asituation people want to change to define a simple problem that can besolved through the development of a new or improved object or tool.

Science andEngineering

Practices

● Analyzing and Interpreting Data:○ Record information (observations, thoughts, and ideas).

● Planning and Carrying Out Investigations:○ Plan and conduct an investigation collaboratively toproduce data to serve as the basis for evidence to answer a

question with peers.

Language Arts

L.4.2d Spell grade-appropriate words correctly, consulting references as needed.

L.4.3a Choose words and phrases to convey ideas precisely.*

L.4.4 Determine or clarify the meaning of unknown and multiple-meaningwords and phrases based on grade 4 reading and content, choosing

flexibly from a range of strategies.

L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clueto the meaning of a word or phrase.

L.4.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses),both print and digital, to find the pronunciation and determine or clarify

the precise meaning of key words and phrases.

Social Studies

6.1.4.C.1 Apply opportunity cost (i.e., choices and tradeoffs) to evaluateindividuals’ decisions, including ones made in their communities.

6.1.4.C.2 Distinguish between needs and wants and explain how scarcity andchoice influence decisions made by individuals, communities, and

nations.

6.1.4.C.3 Explain why incentives vary between and among producers andconsumers.

6.1.4.C.4 Describe how supply and demand influence price and output of products.

6.1.4.C.5 Explain the role of specialization in the production and exchange ofgoods and services.

6.1.4.C.6 Describe the role and relationship among households, businesses,laborers, and governments within the economic system.

6.1.4.C.9 Compare and contrast how the availability of resources affects peopleacross the world differently

6.1.4.C.10 Explain the role of money, savings, debt, and investment in individuals’lives.

6.1.4.C.11 1 Recognize the importance of setting long-term goals when makingfinancial decisions within the community.

Career Readiness, Life Literacies, and Key Skills

9.4.5.CI.3 Participate in a brainstorming session with individuals with diverseperspectives to expand one’s thinking about a topic of curiosity

Suggested Activities:a. Use prior knowledge, dictionaries, and computers to determine a group definition of

architecture.b. Distinguish civil engineering as an important concept in architecture.c. Meet an architect in class who will explain his/her job.d. Read a variety of books explaining the field of architecture and considerations for a

career.e. Examine, explore and discuss The Architecture Pack by Van Der Meer & Sudjic.f. Distinguish, visualize, compare and contrast concepts of interior design by exploring

pictures of homes, offices, and other buildings.g. Create a collage of spatial designs, analyze a blueprint, construct a bird’s eye view of a

room, and/or experiment using three-dimensional manipulatives to create theinteriors of rooms within a school, house and/or other structure.

Teacher Notes● Interdisciplinary Connections: Science Language Arts Social Studies Technology● Define architecture to mean: the engineering of buildings and structures; engineering

is something man-made● Define Interior Designers as being allowed to change the parts of a home that do

not interfere with its actual structure.● http://chicagohome.donatellibuilders.com/Design-to-build/bid/374642/What-s-th

e-Difference-between-Architects-and-Interior-Designers● Architecture Symbols http://www.smallblueprinter.com/floorplan/floorplan.html

● Evaluation: Marzano Squares defining architecture, civil engineering and interiordesigner, write a thank you note to an architect that includes two facts learned, writean account of five important pieces of information learned, and present information.or Create a floor plan of a room using (Formative)http://www.smallblueprinter.com/floorplan/floorplan.html

2. Define a plethora of vocabulary terminology associated with architecture.Standards Covered:

Language Arts

SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher-led) with diverse partners on grade 4 topics and texts,

building on others’ ideas and expressing their own clearly.

SL.4.1a Come to discussions prepared, having read or studied required material;explicitly draw on that preparation and other information known about

the topic to explore ideas under discussion.

SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

SL.4.1c Pose and respond to specific questions to clarify or follow up oninformation, and make comments that contribute to the discussion and

link to the remarks of others.

SL.4.1d Review the key ideas expressed and explain their own ideas andunderstanding in light of the discussion

L.4.2d Spell grade-appropriate words correctly, consulting references as needed.

L.4.3a Choose words and phrases to convey ideas precisely.*

L.4.4 Determine or clarify the meaning of unknown and multiple-meaningwords and phrases based on grade 4 reading and content, choosing

flexibly from a range of strategies.

L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clueto the meaning of a word or phrase.

L.4.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses),both print and digital, to find the pronunciation and determine or clarify

the precise meaning of key words and phrases.

Suggested Activities:a. Engage in a variety of activities to understand the many components of architecture.

Bingo, word and picture matching, etc.b. Build, paint and/or make a collage of different structures labeling all components.

c. Using correct vocabulary, label the picture previously drawn of their shelter.d. Go on a walking tour to identify the various architectural terms of houses

Teacher Notes● Interdisciplinary Connections: Language Arts Speaking and listening● Vocabulary includes: tension and compression as well as components of structures:

doors, windows, roofs, shapes, materials, decorations, barriers, and paving.● Evaluation: Complete a crossword, fill-in-the blank, checklist, labeling or matching

activity identifying architectural components (Formative)

3. Discover architects’ contributions to architecture.Standards Covered:

Social Studies

6.1.4.C.12 Evaluate the impact of ideas, inventions, and other contributions ofprominent figures who lived New Jersey.

6.1.4.C.13 Examine the qualities of entrepreneurs in a capitalistic society

6.1.4.C.14 Compare different regions of New Jersey to determine the role thatgeography, natural resources, climate, transportation, technology, and/or

the labor force play in economic opportunities.

Suggested Activities:a. Identify Frank Lloyd Wright and some of his major architectural accomplishments,

i.e., Falling Waters.

Teacher Notes● Interdisciplinary Connections: Social Studies Technology● Frank Lloyd Wright for Kids by Kathleen Thorne-Thomsen● http://www.biography.com/people/g groups/architects/all● http://www.ettc.net/njarts/details.cf m?ID=254● Evaluation: Present an autobiography of an architect, write up an interview for an

architect that shows your knowledge of this person’s contributions to architecture, orreplicate an architectural piece designed by an architect. (Formative)

4. Assemble a variety of structures in order to understand their function and see the effectsof tension and compression.Standards Covered:

Science

3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based onhow well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includesspecified criteria for success and constraints on materials, time, or cost.

Science andEngineering

Practices

● Analyzing and Interpreting Data:○ Record information (observations, thoughts, and ideas).

● Planning and Carrying Out Investigations:○ Plan and conduct an investigation collaboratively to

produce data to serve as the basis for evidence to answer aquestion with peers.

● Obtaining, Evaluating, and Communicating Information○ Scientists and engineers must be able to communicate

clearly and persuasively the ideas and methods theygenerate. Critiquing and communicating ideas individuallyand in groups is a critical professional activity.

Career Readiness, Life Literacies, and Key Skills

9.4.5.CI.3 Participate in a brainstorming session with individuals with diverseperspectives to expand one’s thinking about a topic of curiosity

9.4.5.CT.1 Identify and gather relevant data that will aid in the problem-solvingprocess

Suggested Activities:a. Build structure(s) to discover tension and compression using index cards, Straws and

Connectors Creative Building set, Knex, Legos, Lincoln logs, and/or City Blocks, etc.b. Role-play an architect by accessing http://www.pbs.org/wgbh/buildingb

ig/bridge/index.html

Teacher Notes● Interdisciplinary Connections: Technology Science

http://www.pbs.org/wgbh/buildingbi g/bridge/index.html● Evaluation: Build a structure to demonstrate tension and compression. (Formative)

5. Identify a variety of architectural structures.Standards Covered:

Science

3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based onhow well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includesspecified criteria for success and constraints on materials, time, or cost.

Science andEngineeringPractices

● Analyzing and Interpreting Data:○ Record information (observations, thoughts, and ideas).

● Planning and Carrying Out Investigations:○ Plan and conduct an investigation collaboratively to

produce data to serve as the basis for evidence to answer a

question with peers.● Obtaining, Evaluating, and Communicating Information

○ Scientists and engineers must be able to communicateclearly and persuasively the ideas and methods theygenerate. Critiquing and communicating ideas individuallyand in groups is a critical professional activity.

● Constructing Explanations and Designing Solutions○ The products of science are explanations and the products

of engineering are solutions.● Engaging in Argument from Evidence

○ Below is the progression of the Science and EngineeringPractice of Engaging in Argument from Evidence, followedby Performance Expectations that make use of this Scienceand Engineering Practice.

Suggested Activities:a. Examine pictures, videos, computer clips, and visuals to identify and realize all types

of structures within the field of architecture.b. Examine and discuss I Know That Building by Jane D’Alelio.c. Compare and contrast a variety of shelters.d. Complete a city scene or mural identifying several different architectural structurese. Paint a city mural showing several structures.f. Examine pictures of styles: Victorian, Rococo, Romanesque, Art Nouveau, Art Deco,

High Tech, Country, etc. and note distinct characteristics.g. Compare two styles of architecture.h. View various styles of architecture: http://www.greatbuildings.com/type s.htmli. PBL - select a geographic location and design a structure/exterior design to address

specific concerns for the selected location (See Evaluation Section for links to PBL)

Teacher Notes● Interdisciplinary Connections: Science● http://espliego.wordpress.com/2008/ 03/14/worlds-most-famousbuildings/

http://www.greatbuildings.com/type s.html● Use Google Earth to find structures throughout the world● Evaluation: Create a unique exterior design/structure assessed by rubric (Formative)

B, Inventions (February-June)

1. Identify why inventions occur.Standards Covered:

Science

3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based onhow well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes

specified criteria for success and constraints on materials, time, or cost.

Science andEngineeringPractices

● Analyzing and Interpreting Data:○ Record information (observations, thoughts, and ideas).

● Planning and Carrying Out Investigations:○ Plan and conduct an investigation collaboratively to

produce data to serve as the basis for evidence to answer aquestion with peers.

● Obtaining, Evaluating, and Communicating Information○ Scientists and engineers must be able to communicate

clearly and persuasively the ideas and methods theygenerate. Critiquing and communicating ideas individuallyand in groups is a critical professional activity.

● Constructing Explanations and Designing Solutions○ The products of science are explanations and the products

of engineering are solutions.● Engaging in Argument from Evidence

○ Below is the progression of the Science and EngineeringPractice of Engaging in Argument from Evidence, followedby Performance Expectations that make use of this Scienceand Engineering Practice.

Social Studies

6.1.4.C.2

Distinguish between needs and wants and explain how scarcity andchoice influence decisions made by individuals, communities, and

nations.

6.1.4.C.12

Evaluate the impact of ideas, inventions, and other contributions ofprominent figures who lived New Jersey.

6.1.4.C.16

Explain how creativity and innovation resulted in scientific achievementand inventions in many cultures during different historical periods.

Math

2.MD.D.10

Draw a picture graph and a bar graph (with single-unit scale) to representa data set with up to four categories. Solve simple put-together,

take-apart, and compare problems using information presented in a bargraph.

Career Readiness, Life Literacies, and Key Skills

9.4.5.CI.1 Use appropriate communication technologies to collaborate withindividuals with diverse perspectives about a local and/or global climate

change issue and deliberate about possible solutions

9.4.5.CI.4 Research the development process of a product and identify the role offailure as a part of the creative process

Suggested Activities:a. Identify and list a variety of problems.b. Discuss commonalities among various inventions.c. Create and complete a student survey to discover what others believe was the most

important invention of all time.

Teacher Notes● Interdisciplinary Connections: Science Social Studies Mathematics● Convenience Riddle Book and So You Want to be an Inventor (J. St. George & D.

Small).● Evaluation: Identify an invention and the need or problem it solves, analyze survey

results, or create a graph to show results. (Formative)

2. Justify why an invention is important.Standards Covered:

Science

3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based onhow well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includesspecified criteria for success and constraints on materials, time, or cost.

Science andEngineering

Practices

● Analyzing and Interpreting Data:○ Record information (observations, thoughts, and ideas).

● Planning and Carrying Out Investigations:○ Plan and conduct an investigation collaboratively to

produce data to serve as the basis for evidence to answer aquestion with peers.

● Obtaining, Evaluating, and Communicating Information○ Scientists and engineers must be able to communicate

clearly and persuasively the ideas and methods theygenerate. Critiquing and communicating ideas individuallyand in groups is a critical professional activity.

● Constructing Explanations and Designing Solutions○ The products of science are explanations and the products

of engineering are solutions.● Engaging in Argument from Evidence

○ Below is the progression of the Science and EngineeringPractice of Engaging in Argument from Evidence, followedby Performance Expectations that make use of this Scienceand Engineering Practice.

Social Studies

6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and

choice influence decisions made by individuals, communities, andnations.

6.1.4.C.12 Evaluate the impact of ideas, inventions, and other contributions ofprominent figures who lived New Jersey.

6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievementand inventions in many cultures during different historical periods.

6.1.12.C.6.b Determine how supply and demand influenced price and output duringthe Industrial Revolution.

6.1.12.D.6.a Assess the impact of technological innovation and immigration on thedevelopment of agriculture, industry, and urban culture during the late19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United

States.

Math

2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to representa data set with up to four categories. Solve simple put-together,

take-apart, and compare problems using information presented in a bargraph.

Language Arts

RI.3.1 Ask and answer questions to demonstrate understanding of a text,referring explicitly to the text as the basis for the answers.

RI.3.2 Determine the main idea of a text; recount the key details and explainhow they support the main idea.

RI.3.1 Ask and answer questions to demonstrate understanding of a text,referring explicitly to the text as the basis for the answers.

RI.3.10 By the end of the year, read and comprehend informational texts,including history/social studies, science, and technical texts, at the high

end of the grades 2-3 text complexity band independently andproficiently.

Suggested Activities:a. Provide clues to help peers identify invention they are describing (Guessing

Game/Charades/What am I?).b. Identify basic machines as important inventions.c. Experiment with simple machines.

Teacher Notes● Interdisciplinary Connections: Science Social Studies Language Arts● Simple machines: Wheel/Axle Inclined plane Wedge Lever Screw Pulley● Evaluation: Present the importance/significance of inventions shared. (Invention of

the Day), participate in a Scavenger Hunt to find basic tools and simple machines,

Simple Machine Lab Sheets, or “What am I?” Tent. (Formative)

3. Discover that inventions sometimes occur by mistake.Standards Covered:

Language Arts

RI.3.1-1 Ask and answer questions to demonstrate understanding of a text,referring explicitly to the text as the basis for the answers

RI.3.1-2 Determine the main idea of a text; recount the key details and explainhow they support the main idea.

RI.3.10 By the end of the year, read and comprehend informational texts,including history/social studies, science, and technical texts, at the high

end of the grades 2-3 text complexity band independently andproficiently.

Suggested Activities:a. Read and discuss: - A Strip to Rip (Velcro invention poem). - Chocolate Chip Cookie. -

Post It™ Notes and others.

Teacher Notes● Interdisciplinary Connections Reading Technology http://science.howstuffworks

.com/innovation/scientificexperiments/9-things invented or discovered byaccident.htm#page=2

● Evaluation: Journal about an invention that occurred by mistake (Formative)

4. Analyze and discuss extremely complex inventions from multiple perspectives.Standards Covered:

Career Readiness, Life Literacies, and Key Skills

9.4.5.CI.2 Investigate a persistent local or global issue, such as climate change, andcollaborate with individuals with diverse perspectives to improve upon

current actions designed to address the issue

9.4.5.CI.3 Participate in a brainstorming session with individuals with diverseperspectives to expand one’s thinking about a topic of curiosity

9.4.5.CI.4 Research the development process of a product and identify the role offailure as a part of the creative process

9.4.5.CT.4 Apply critical thinking and problem-solving strategies to different typesof problems such as personal, academic, community and global (

Suggested Activities:a. Play Mousetrap.b. Show video of Wile E. Coyote trying to catch Road Runner.c. Critique Rube Goldberg’s cartoons and compare to Mousetrap and video.d. Create a collage in the style of a Rube Goldberg invention.

Teacher Notes● Interdisciplinary Connections: 21st Century Skills● Rube Goldberg cartoons: http://www.rubegoldberg.com/● Make available A Better Mousetrap page to help with poster/comic strip.● Evaluation: Compare Goldberg’s invention to Wile E. Coyote’s attempts and create a

poster/comic strip in the style of Rube Goldberg, or a Rube Goldberg style chainreaction machine. (Formative)

5. Explore and discover major inventors and their inventions.Standards Covered:

Social Studies

6.1.8.C.4.b Explain how major technological developments revolutionized land andwater transportation, as well as the economy, in New Jersey and the

nation.

Visual and Performing Arts

1.3.2.C.1 Portray characters when given specifics about circumstances, plot, andthematic intent, demonstrating logical story sequence and informed

character choices.

Language Arts

RI.3.1.1 Ask and answer questions to demonstrate understanding of a text,referring explicitly to the text as the basis for the answers.

W.3.2a Introduce a topic and group related information together; includeillustrations when useful to aiding comprehension.

W.3.2.b Develop the topic with facts, definitions, and details.

W.3.7 Conduct short research projects that build knowledge about a topic.

W.3.8 Recall information from experiences or gather information from print anddigital sources; take brief notes on sources and sort evidence into

provided categories.

Career Readiness, Life Literacies, and Key Skills

9.4.5.DC.4 Model safe, legal, and ethical behavior when using online or offlinetechnology

9.4.5.IML.1 Evaluate digital sources for accuracy, perspective, credibility andrelevance

Suggested Activities:a. Create timelines of various inventions.b. Research and present an inventor of his/her own choosing.

Teacher Notes● Interdisciplinary Connections: Social Studies Visual & Performing Arts Language Arts● Possible Inventors to introduce in class: Leonardo da Vinci Ben Franklin Eli Whitney

Alexander G.Bell Thomas Edison Henry Ford Charles Goodyear Louis Braille SamuelMorse

● Evaluation: Created timeline or inventor presentation (Formative)

6. Conclude how an inventor may have created an invention using an ordered systemStandards Covered:

Science

3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based onhow well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includesspecified criteria for success and constraints on materials, time, or cost.

Science andEngineering

Practices

● Analyzing and Interpreting Data:○ Record information (observations, thoughts, and ideas).

● Planning and Carrying Out Investigations:○ Plan and conduct an investigation collaboratively to

produce data to serve as the basis for evidence to answer aquestion with peers.

● Obtaining, Evaluating, and Communicating Information○ Scientists and engineers must be able to communicate

clearly and persuasively the ideas and methods theygenerate. Critiquing and communicating ideas individuallyand in groups is a critical professional activity.

● Constructing Explanations and Designing Solutions○ The products of science are explanations and the products

of engineering are solutions.● Engaging in Argument from Evidence

○ Below is the progression of the Science and EngineeringPractice of Engaging in Argument from Evidence, followedby Performance Expectations that make use of this Scienceand Engineering Practice.

Language Arts

W.3.1 Write opinion pieces on topics or texts, supporting a point of view withreasons.

W.3.1a Introduce the topic or text they are writing about, state an opinion, andcreate an organizational structure that lists reasons.

W.3.1b Provide reasons that support the opinion.

W.3.1d Provide a concluding statement or section.

W.3.2a Introduce a topic and group related information together; includeillustrations when useful to aiding comprehension.

W.3.2b Develop the topic with facts, definitions, and details.

W.3.2d Provide a concluding statement or section.

W.3.3c Use temporal words and phrases to signal event order.

W.3.5 With guidance and support from peers and adults, develop andstrengthen writing as needed by planning, revising, and editing. (Editing

for conventions should demonstrate command of Language standards 1-3up to and including grade 3 here.)

Social Studies

6.1.4.A.1 Explain how rules and laws created by community, state, and nationalgovernments protect the rights of people, help resolve conflicts, and

promote the common good.

6.1.4.A. 2 Explain how fundamental rights guaranteed by the United StatesConstitution and the Bill of Rights (i.e., freedom of expression, freedom ofreligion, the right to vote, and the right to due process) contribute to the

continuation and improvement of American democracy.

6.1.4.C.8 Illustrate how production, distribution, and consumption of goods andservices are interrelated and are affected by the global market and events

in the world community.

6.1.4.C.13 Examine the qualities of entrepreneurs in a capitalistic society.

Career Readiness, Life Literacies, and Key Skills

9.4.5.CI.3 Participate in a brainstorming session with individuals with diverseperspectives to expand one’s thinking about a topic of curiosity

Suggested Activities:a. Work together to create a comprehensive list of “Steps to Inventing”.b. Experiment to create inventions.c. Complete Why didn’t I think of that?d. Brainstorm and list different ways to use specific inventions.

e. Cut pictures from catalogs and combine two or more to create a new invention.f. Identify inventions that preceded other inventions and were similar.g. Complete Reinvent the Wheel.h. Distinguish the difference between a trademark used in everyday life, identify

trademarks used in everyday life, or consult the U.S. Patent website to define patents.i. PBL - Follow Steps to Inventing Process for invention/innovation. (See Evaluation

Section for links to PBL) (Summative)

Teacher Notes● Interdisciplinary Connections: 21st Century Skills Social Studies Technology

www.uspto.gov● Gizmos & Gadgets: Creating Science Contraptions that Work by Jill Hauser.● Steps to Inventing: Identifying problems and needs. Collect ideas. Research – what

has already been done. Sketch a solution and write ideas in a log. Make a model andtest it. Name the invention. Get invention patented and name trademarked.

● Capsela Kit● Teacher Created Materials Inventions Thematic Unit: Why didn’t I think of that?

Reinvent the Wheel.● Solutions Catalog Shark Tank● Evaluation: Complete invention/innovation assessed by rubric. (Summative)