gumption, grit, and a goal

8/6/2019 Gumption, Grit, and a Goal

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Gumption, Grit, and a GoalKristin Everett

Heather Wiles

SPED 6402 640

Differentiated Curriculum for the GiftedMarch 2, 2011

Subtopics:

Creative problem solving

Invention processPatent process

Legality in patent process


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Research paper

The idea that there must be a better way than this has inspired many inventors to invent

(Brainwaves, 2006). Individuals and groups invent intentionally and through accidental

discoveries; some inventions are the result of improved projects and others are brand new ideas.

Inventions may change the world overnight as the World Wide Web did or take a while to catch

on. For example, the submarine was invented in 1620 but did not come into wide use until the

1900s. Some inventions require previous inventions in order to function. An invention is a word

that comes from the Latin to find or come upon and can be a product or a process.

(Brainwaves, 2006; Woodford et al., 2005)The Creative Problem Solving Model has several components; they are fact finding,

problem finding, idea finding, solution finding, and acceptance finding (Davis, Rimm, & Siegle,

2011). This model is one method for introducing problem solving and working through problems

to find solutions. Often, inventions solve problems and this model is appropriate for the

intentional inventing process. Fact finding involves listing all the facts known and then

narrowing the list for productivity. The process of problem finding incorporates listing

alternative problem definitions and the selection of an open definition for the next stage of idea

finding. Idea finding is also known as the brain-storming stage. There are several reasons for

brainstorming and teaching brainstorming. Brainstorming is good practice for creative thinking,

strengthens attitudes and abilities, and solves problems. Ground rules for successful

brainstorming include: no criticism, welcoming wild ideas, coming up with a quantity of ideas,

and utilizing combinations and improvements to current ideas (Davis et al., 2011).

Following brainstorming, individuals look for solutions; setting up criteria for idea

evaluation and using an evaluation matrix are two possibilities for evaluating ideas. Acceptance


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finding is the final component of the Creative Problem Solving Model. Follow up steps within

acceptance finding, also known as implementation, are the creation of an action plan, looking for

supporters and resisters of the idea. (Davis et al., 2011)

With the creation of inventions came patents to copyright an individuals idea or process.

Google Patents currently has over 7 million patent applications in its database. The patents

available through Google Patent Search come from the United States Patent and Trademark

Office (USPTO). Patents issued in the United States are public domain government information,

and images of the entire database of U.S. patents are readily available online via the USPTO

website (Google Patents, 2011). A patent is the exclusive rights to market, sell, and manufacturean invention as given by the government for a specified amount of time.

Google Patents is a valuable resource anyone can use to find current and past patent

applications. There is a plethora of vocabulary associated with the patent process and patent

applications. The data that are found on Google Patents come directly from the United States

Patent and Trademark Office (USPTO). Patents issued in the United States are considered public

domain, and all information is readily available on the USPTO website. The patent collections

found on Google Patents are issued patents and applications ranging from the 1790s to those

submitted in the past few months (Google Patents, 2011). According to the USPTO there are

approximately 7 million approved patents, and over a million applications.

When someone searches Google Patents, they will see terms such as U.S. patent number,

filing date, and assignee name. Google Patents defines all of the following terms. The patent

number is the unique number assigned to every patent application by the USPTO. The date on

which the inventor files a patent, is the filing date. This is different from the issue date. The issue


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date is the date in which the patent office officially grants the patent to the inventor. The person

or organizations, in which the rights of the patent are assigned, are known as the assignees.

The patent process is complex and has a range of options for each inventor to select. The

process begins with the applicant looking for patents on a similar invention. If another similar

invention has already been patented, the process ends. If no other invention has a patent, the

process continues and the applicant decides what type of application should be filed. There are

three main types of patents, plant, design, and utility. The utility patent is the most common and

is defined as a useful process, machine, article of manufacture, or composition of matter. Plant

patents refer to new varieties of asexually produced plants. Design patents refer to ornamentalcharacteristics. The applicant is responsible for also choosing a filing strategy, global and/or

United States (United States Patent and Trademark Office, 2011).

Utility patents have two types: provisional and non-provisional. The expedited

examination includes an accelerated examination program, first action interview, and the patents

prosecution highway. Options for filing include filing as an individual or using a registered

attorney. The United States Patent and Trademark Office maintains a list of patent attorneys and

agents and recommends the use of an attorney for the patent process due to its complex nature.

The USPTO cannot assist in preparation of applications resulting in the recommended use of a

patent attorney ( United States Patent and Trademark Office, 2011). Patents are filed electronically

using an electronic filing system. Upon submission of the patent application, the United States

Patent and Trademark Office (USPTO) examines the application (United States Patent and

Trademark Office, 2011).

Inventions involve a process that often starts with an idea. This idea can come in the form

of something new that has never been thought of before. It can also come from the desire to


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improve an invention that already exists. No matter how an idea starts, there is a common thread

that connects all inventors. Inventions can happen after laborious work and planning, or can

happen due to sheer happenstance. No matter the reason, all inventors have a determination and

drive that pushes them through the obstacles along the way. Some inventions help to improve the

human condition, while others are for entertainment. However, all leave their own individual

mark on the world.

Currently, there are resources available for adults on the patent application process;

however, few exist for students. As inventors, students with gifts and talents may also be

interested in patenting an invention to benefit from their product. Our students will create apresentation about the steps in the patent application process as determined by the United States

Patent and Trademark Office, a skype conversation with an expert, and lessons on the creative

solving and brainstorming process.


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References

Brainwaves, (2006). How nearly everything was invented. DK Publishing: China.

Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented. (6 th

edition). Pearson: Boston, Massachusetts.

Google Patents (2011). Google Patents.

United States Patent and Trademark Office. (2011). Process for obtaining a utility patent.

http://www.uspto.gov/patents/process/index.jsp

Woodford, C., Collins, L., Wichalls, C., Morgan, B., & Flint, J. (2005). Cool stuff and how it

works. DK Publishing: New York.


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How inventions and inventors relate to Odyssey

We define odyssey as the journey and discovery of new places, objects, and ideas; each

contributing to the journeys process. We believe the end result of an odyssey should not be self -

serving. The ultimate goal of an odyssey is to use the knowledge gained to benefit society in a

positive manner. This unit connects with the camp theme of odyssey by reinforcing the fact that

the process from an idea to an invention is a long and adventurous journey.

Odysseys and realizations are an everyday occurrence. Each day our campers will be

reflecting upon essential questions in their Odyssey Observation journal. Daily recordings will

be done using Prezi. Prezi is a web-based presentation application and story-telling tool.In the lesson titled Its In the Bag! studen ts will begin to look at brainstorming and

creative problem solving. There are logical steps involved in these processes, just as there are

steps that must be followed when undertaking a journey to an unknown destination. The

SCAMPER activity the students do during Day One will evoke answers that will hopefully

involve improving a product or finding other uses for it. This journey of discovering new uses

and improvements can be arduous, yet always rewarding. Day Two continues with a study and

analysis of patent applications.

In Day 3 Order in the Court! the essential question students are asked is: Is there a

conclusion to the invention process? At first glance the answer is yes. However, once students

dive deeper into what the question is really asking they will see the answer is, of course not.

Every odyssey that an adventurer sets out on, most of the time, has a predetermined destination.

Many obstacles and detours happen along the way, and some may or may not reach that final

ending place. Inventors too have an idea of where they would like their journey to take them,

only to find that their destination is only a beginning. There will always be improvements to


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make to meet new needs, to encompass new technology, and the changing environment in which

they find themselves. Day Four completes the unit with a continued application of the use of

technology used to complete the final product and a review of the final product by a patent

expert, peers, teachers, and parents.


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Unit Title: Gumption, Grit, and a Goal

Description: 4-6 sentences

Have you ever thought of a crazy new idea? Have you invented a new product? Ever been

frustrated by a product you thought could be better? Join us to learn how to patent your original

idea and produce a video called How -to navigate the inventors patent and application

highway!


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Revised Content Outline I. Creative Problem Solving

A. Creative Problem Solving Model1. Fact finding

a. List all the facts you know

b.

Narrowing the list down to be productive2. Problem findinga. Listing alternative problem definitionsb. Choose an open definition for the next stage

3. Idea finding brain-storming stage4. Solution finding

a. Criteria for idea evaluation are listedb. Evaluation matrix might be used to prepare possible solutions

a. Ideas are rated according to criterionb. Ratings are entered in the cells and totaled for best idea

5. Acceptance finding (implementation)

a.

Creation of an action planb. Looking for people to assistc. Identifying people who may resist; also includes obstacles

B. Brainstorming1. Reasoning

a. Used to teach brainstormingb. Good for practicing creative thinkingc. Strengthens attitudes and abilitiesd. Solves problems

2. Ground Rulesa. No criticismb. Welcome wild ideasc. Quantity is importantd. Combination and improvement are great

II. Invention ProcessA. Reasoning behind inventions

1. Intenta. intentionally

a. brand new ideasb. improved projects

b. accidentally2. Change over time

a. Overnight; ex. world wide webb. Lengthy; ex. Submarine

3. Requirements to work possibly previous inventionsB. Patents exclusive rights to market, sell, and manufacture an invention as

governed by the government for a specified amount of time1. a.k.a. copyright to an individuals idea or process 2. Applications are in United States public domain3. Google Patents is a good resource for locating patent information


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a. Collection contains issued patents and applicationsb. Has patents and applications ranging from the 1790s to a few

months agoc. Terms

a. U.S. patent number unique number assigned to every

patent applicationb. Filing date date on which the inventor files a patentc. Issue date the date in which the patent office officially

grants the patent to the inventord. Assignee name the person or organizations, in which the

rights of the patent are assignedC. Patent Process

1. Applicant checks for patent on a similar inventiona. If another similar invention has been patented, process endsb. If no other invention has a patent, process continues

2. Applicant decide what type of application should be filed

a.

Plant patent new variety of asexually produced plantb. Design patent ornamental characteristicsc. Utility patent (most likely!) useful process, machine, article of

manufacture, composition of matter3. Applicant determines filing strategy

a. File globallya. Requires international protectionb. May also want to file in U.S.

i. If yes, process continuesii. If no, process ends

b. File Utility Patent Application in U.S.4. Applicant determines which type of utility patent application to file

a. Typea. Provisionalb. Non-provisional

b. Expedited examinationa. Accelerated examination programb. First action interviewc. Patents prosecution highway

c. Filing processa. File yourself b. Use a registered attorney (recommended)

5. Applicant prepares for electric filing6. Applicant applies for patent using electronic filing system7. USPTO (United States Patent and Trademark Office) examines

applicationIII. Legality

A. Complex process - USPTO cannot assist in preparation of applicationsB. USPTO maintains a roster of patent attorneys and agents

IV. Technology Content


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A. Flip Camera1. How to record2. Steady motion3. Connecting to the computer

B. Windows Movie Maker

1. Importing a video2. Editing a video3.Saving a file

C. Uploading to Internet1. Correct file name2. Length and size of video

D. Finding an appropriate location1. Audience2. Viewer feedback


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Technology-infused authentic product paperFrom the beginning of this journey towards AIG certification, we have been exposed to

new and engaging technology. We have seen firsthand how incorporating technology into the

learning experience not only seems to make learning easier, but also makes the content seem

more relevant. This is why it is necessary that our campers are exposed to various technologies,

taught how to properly use it, and ultimately use technology to educate others.

Throughout our unit, we will integrate advanced technologies such as using Prezi as an

online journal, the use of Google Patents to gain knowledge of important content, Skype to

converse with experts relating to our unit, and the use of Flip video cameras to record sound and

video with pertinent information regarding the invention and patent process. This video will be

edited using Windows Movie Maker, and then uploaded to either YouTube or TeacherTube, thus

our camper s v odcasts will be available to the general public.

The authentic product that our campers will be creating is a How to work your way

through the invention and patent process v odcast. This product will begin through the use of

Flip video cameras. After the students have determined the pertinent information that they feel

should be shared with other creative minds their age, in regards to inventing a product and

obtaining a patent, students will record their video containing this information. This video will

then be edited using Windows Movie Maker. Once the video has been edited, the videos will be

uploaded to the internet. The c ampers v odcast will then be available to anyone via YouTube or

TeacherTube.

This authentic product is geared towards an authentic audience. AIG experts agree that in

order for any type of project or activity to be meaningful to a student and truly serve its purpose,

there must be an intended authentic audience. The authentic audience that the final product is

geared to is creative students potentially around the world, and the legal experts that the students


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interacted with earlier in the week. We feel that the legal experts should be involved in the final

product to gauge whether the information the students present is accurate and reliable for clients

interested in pursuing the process of inventing. The expert who was involved with the Skype

discussion during the week will be asked to view the video and share their review and comments

with the students. This can be done through comme nts left on the videos page and through

another Skype session. Students today are immensely creative, and have ideas daily of items,

ideas, and ways to improve the day-to-day life of those around them. These thoughts can often

times evolve into an idea for an invention. Currently there is not a lot of information available

specifically to children regarding inventing and the process behind it. Our hope is that thispodcast will serve as a resource for those children that are eager to venture out on their own

invention odyssey.

In order for our campers to accurately use the technology that we will be exposing them

to, some aspects will need to be modeled and pre-taught. For example, on Day 1 of camp

students will be shown a premade Prezi presentation that goes along with the Brown Bag It

activity they will be completing. Seeing a completed Prezi presentation will get them familiar

with the interface of the program, and hopefully pique their interest in wanting to create one.

Campers will have daily practice with using Prezi as they respond to a critical thinking question

in their Odyssey Observation journals. Using Google to search for information will be very

familiar to our students; however, using Google Patents may not be. Navigating Google Patents

will need to be modeled and explained, so that students do not become too overwhelmed with the

immense amount of information found there. The process of how the students recorded videos

become a vodcast will be explained thoroughly. Students will also preview a previously made


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vodcast by Heather and I titled Where Do I Start? . This will not only entertain them, but also

make the process of creating a vodcast seem more clear.


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L ESSON PLAN ONE : ITS IN THE BAG ! I. DEFINE THE C ONTENT

L ESSON O BJECTIVE :THE STUDENT WILL HYPOTHESIZE WHAT REASONING AND PROCESS THE INVENTOR WENT THROUGH TO CREATE

THE OBJECTS PRESENTED TO THE STUDENTS .

L ESSON POINT TO PONDER : (R EMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION , THINKINGAND DEBATE . T HIS IS NOT A QUESTION .)INVENTIONS ARE THE ANSWER TO ALL PROBLEMS .

II. P REPLANNING : BEGIN WITH THE E ND IN M IND A. W HAT 3 ITEMSARE WORTH

KNOWING ?(T HINK ABOUTTHE CONTENT YOU

HAVE SELECTED . W HAT ISIMPORTANT FOR

STUDENTS TO

KNOW ?)

AFTER THE LESSON ,STUDENTS WILL KNOW THAT THERE IS A PROCESS FOR INVENTION CREATION .

STUDENTS WILL KNOW THAT EVEN THE SIMPLEST OF OBJECTS IS AN INVENTION THAT STARTEDOUT AS AN IDEA .

STUDENTS WILL KNOW THAT INVENTIONS MEET NEEDS .

B. W HAT 3 ITEMSARE IMPORTANT

FOR STUDENTS TO

BE ABLE TO DO ?(DEFINE WHATSTUDENTS SHOULD

BE ABLE TO DO ASA RESULT OF YOUR

LESSON .)

AFTER THE LESSON ,STUDENTS WILL BE ABLE TO DUPLICATE THE CREATIVE PROBLEM SOLVING PROCESS WITHADULT MODELING .

STUDENTS WILL BE ABLE TO MASTER AND APPLY THE BRAINSTORMING PROCESS .

STUDENTS WILL BE ABLE TO SCAMPPER WITH AN OBJECT .

C. W HAT ARE THEENDURING

UNDERSTANDINGS

THAT STUDENTS

SHOULD TAKE

AWAY FROM THE

LESSON ? (DEFINETHE BIG IDEAS .)

AFTER THE LESSON ,STUDENTS WILL UNDERSTAND THAT SOME INVENTIONS ARE NEW IDEAS THAT HAVE NEVERBEEN THOUGHT OF BEFORE .

STUDENTS WILL UNDERSTAND THAT SOME INVENTIONS ARE IDEAS THAT ARE IMPROVED ORHAVE BEEN CHANGED IN SOME WAY .

STUDENTS WILL UNDERSTAND THAT INVENTING IS A FORM OF PROBLEM SOLVING .

III. PLANNING D. E SSENTIALQ UESTION :(O NEOVERARCHING

HOW DO INVENTIONS BEGIN ?


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LESSON Q UESTION)E. ASSESSMENT :(P ERFORMANCET ASK ) W HATWILL THE

STUDENTS DO TO

SHOW YOU THAT

THEY MASTERED

THE CONTENT ?

STUDENTS WILL DEMONSTRATE KNOWLEDGE OF CONNECTIONS BETWEENREASONING , PROCESS , AND INVENTIONS BASED ON THEIR RESPONSES IN THEIRONLINE JOURNAL . STUDENT EXPLANATIONS AT THE END OF THE CONTENT DELIVERY

WILL INDICATE WHETHER CONNECTIONS BETWEEN INVENTIONS AND PROBLEMSOLVING HAVE BEEN MADE .

F. CONTENTL IST THECONTENT FOR

THIS LESSON

ONLY .(O UTLINE THECONTENT YOU

WILL TEACH

TODAY -T HIS MAYCOME FROM YOUR

CONTENT

OUTLINE )

I. Creative Problem SolvingA. Creative Problem Solving Model

1.Fact findinga. List all the facts you knowb. Narrowing the list down to be productive

2.Problem findinga. Listing alternative problem definitionsb. Choose an open definition for the next stage

3.Idea finding brain-storming stage4.Solution finding

a. Criteria for idea evaluation are listedb. Evaluation matrix might be used to prepare

possible solutionsa. Ideas are rated according to criterionb. Ratings are entered in the cells and

totaled for best idea5.Acceptance finding (implementation)

a. Creation of an action planb. Looking for people to assistc. Identifying people who may resist; also includes

obstaclesB. Brainstorming

1.Reasoninga. Used to teach brainstormingb. Good for practicing creative thinkingc. Strengthens attitudes and abilitiesd. Solves problems

2.Ground Rulesa. No criticismb. Welcome wild ideasc. Quantity is importantd. Combination and improvement are great

G. H OOK :(DESCRIBE HOWYOU WILL GRAB

STUDENTS

SCAMPER WITH SODA CAN (USING SMARTBOARD : STUDENTS WILL WRITE IDEAS .) 10-12 MINUTES W E WANT TO IMPROVE THIS SODA CAN . TO DO THIS , WE ARE GOING TO USE A SERIES


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ATTENTION AT

THE BEGINNING

OF THE LESSON . BE CREATIVE .)

OF QUESTIONS . ALL IDEAS ARE WELCOMED . YOU ARE ENCOURAGED TO USE THEIDEAS OF OTHERS FOR NEW IDEAS . BE POSITIVE AND THINK WILDLY . S (SUBSTITUTE ) WHAT CAN WE SUBSTITUTE ?C (C OMBINE ) HOW CAN WE COMBINE THE JOB , MATERIALS , OR ROLE OF THIS ITEMWITH OTHERS ?

A (ADAPT ) HOW CAN WE ADAPT THIS CAN FOR OTHERS OR ANOTHER USE ?M (MODIFY /M AGNIFY / MINIFY ) - WHAT CAN WE MAGNIFY OR PUT MORE EMPHASISON WHEN SELLING TO MAKE THIS PRODUCT MORE POPULAR ? WHAT ASPECTS OF THISPRODUCT CAN BE REDUCED ?P (PUT TO OTHER USES ) HOW CAN WE PUT THIS CAN TO OTHER USES ?E (ELIMINATE ) WHAT CAN WE ELIMINATE OR SIMPLIFY TO MAKE THIS PRODUCTMORE EFFICIENT ?R (R EARRANGE ) HOW CAN WE CHANGE , REORDER , OR REVERSE THE WAY THISPRODUCT IS MADE OR MARKETED ?

H. INSTRUCTION :(T ELL , STEP -BY -STEP , WHAT YOUWILL DO .)

Brown Bag It (20 minutes)1. Introduce Brown Bag It activity with teacher made Prezi presentation.

We have a paper bag full of inventive inventions. (Materials in baginclude: comb, cotton ball, screwdriver, paper clip, clothespin, spatula,envelope, safety pin, stapler, Band-Aid) Teacher models the thought

process and explanation of one inventive item: comb. The students job is to draw an item out of the bag and explain why the item isinventive using the following guiding questions: What does yourinvention do? How would this invention have improved society?

2. http://prezi.com/sxbxjmarinhv/brown-bag-it/ 3. As students explain their reasoning for an inventive item, students will

be asked to draw a conclusion about inventions in general and wherethe ideas for inventions come from. The concluding thoughts with thisfocus activity should be that even the simplest of things is an inventionthat started out as an idea. Some inventions are ideas that have neverbeen thought of before, while others are ideas that have been improvedor changed in some way. All of the ideas meet a need.

Content Delivery (30 minutes)4. Students will be asked to list all the facts they know about cell phone

policies in schools. After we list the facts and narrow the list to beproductive, the teachers will ask students to describe what they just did(the fact finding process). From there, well go through the rest of theCreative Problem Solving Model. The next step is problem finding andstudents will identify problems with the current policy from the

perspective of student, teacher, and administration. Well brainstormpossible solutions using the brainstorming ground rules introduced atthe beginning of SCAMPER. Criteria for evaluation of ideas will beintroduced and described. Potential questions for students include:How does this solution impact student activity? How would yourteacher feel about this idea? What is another way you could look atthis? Are there major pros and/or cons to this idea? How can we
http://prezi.com/sxbxjmarinhv/brown-bag-it/http://prezi.com/sxbxjmarinhv/brown-bag-it/


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evaluate this fairly? Where would we go next? As a group, well createa hypothetical action plan (implementation). Teacher will ask studentsa concluding question: How does this model correlate with theBrown- Bag It items?

5. Instructors will guide the students through the patent process using aPrezi presentation in the form of a flow chart. This guidance will begin withtwo questions: What is a patent? Why are they important? From this point wewill explore the options of the patent process with the interactive SmartBoard.Key terms will be emphasized, identified, and defined.http://prezi.com/kbzoo3w5-mka/the-patent-process/

6. Conclusion/Wrap-Up (15 minutes ): Odyssey Observation journalquestion: HOW COULD PROBLEM SOLVING AND BRAINSTORMING BENEFITSOMEONE VENTURING OUT ON A NEW ADVENTURE TO AN UNKNOWN

LOCATION ? (to be completed using Prezi)

*THE ROLE OF THE PREZI IS TO SERVE AS A VISUAL REMINDER OF THE MATERIAL ANDQUESTIONING FOR THAT DAY , NOT AS AN INSTRUCTIONAL DELIVERY TOOL .

*HOMEWORK : STUDENTS WILL BE ASKED TO BRING IN AN INVENTION IDEA AND APICTURE FOR THE NEXT DAY .
http://prezi.com/kbzoo3w5-mka/the-patent-process/http://prezi.com/kbzoo3w5-mka/the-patent-process/


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Formative Assessment Questions: Lesson 1

The student made a connection between the reasoning process andinventions.

The student made a connection between the invention and problem solvingmodel.

The student connected prior knowledge to selected object.

Teachers will place tallies next to each comment, as students make connections

to the material presented.


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L ESSON PLAN TWO : IMITATION IS THE HIGHEST FORM OF FLATTERY . I. DEFINE THE C ONTENT

L ESSON O BJECTIVE :THE STUDENT WILL APPLY HIS / HER KNOWLEDGE OF AN ITEM AND THE PATENT APPLICATION TO EXPLAIN THEINVENTOR S REASONING AND PROCESS .

L ESSON POINT TO PONDER : (R EMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION , THINKINGAND DEBATE . T HIS IS NOT A QUESTION .)T HE PATENT PROCESS IS NECESSARY .

II. P REPLANNING : BEGIN WITH THE E ND IN M IND A. W HAT 3 ITEMS ARE

WORTH

KNOWING ?(T HINK ABOUTTHE CONTENT

YOU HAVE

SELECTED . W HAT ISIMPORTANT

FOR STUDENTS

TO KNOW ?)

AFTER THE LESSON ,STUDENTS WILL KNOW THAT THERE IS A PATENT PROCESS THAT MUST BE FOLLOWED .

STUDENTS WILL KNOW THAT GOOGLE PATENTS IS A CURRENT RESOURCE FOR LOCATING PATENTINFORMATION .

STUDENTS WILL KNOW THAT IF A SIMILAR INVENTION HAS BEEN PATENTED , THE PATENT PROCESSENDS .

B. W HAT 3 ITEMS ARE

IMPORTANT

FOR STUDENTSTO BE ABLE TO

DO ?(DEFINE WHATSTUDENTS

SHOULD BE

ABLE TO DO AS

A RESULT OF

YOUR LESSON .)

AFTER THE LESSON ,STUDENTS WILL BE ABLE TO EXPLAIN THE PATENT PROCESS .

STUDENTS WILL BE ABLE TO MANIPULATE GOOGLE PATENTS .

STUDENTS WILL BE ABLE TO CREATE A PATENT APPLICATION .

C. W HAT ARETHE ENDURING

UNDERSTANDIN

GS THAT

STUDENTS

SHOULD TAKE

AWAY FROM

THE LESSON ? (DEFINE THEBIG IDEAS .)

AFTER THE LESSON ,STUDENTS WILL UNDERSTAND THE TERMS USED IN A PATENT APPLICATION .

STUDENTS WILL UNDERSTAND THAT THE PATENT APPLICATION PROCESS IS COMPLEX .

STUDENTS WILL UNDERSTAND THAT IT IS IMPORTANT TO RESEARCH A POTENTIAL INVENTION , INORDER TO AVOID COPYRIGHTING ANOTHER INVENTOR S IDEA .


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LESSON

Q UESTION )

WHY IS THE PATENT PROCESS COMPLEX AND NECESSARY ?

E. ASSESSMENT :(P ERFORMANCET ASK ) W HATWILL THE

STUDENTS DO

TO SHOW YOU

THAT THEY

MASTERED THE

CONTENT ?

WE WILL USE A FORMATIVE ASSESSMENT . FROM THE STUDENTS HIGHLIGHTING , UNDERLINING , QUESTIONING , AND ANALYSIS , WE WILL BE ABLE TO DETERMINE IFSTUDENTS CAN JUSTIFY WHY THE PATENT PROCESS IS NECESSARY .

F. CONTENTL IST THE

CONTENT FORTHIS LESSON


WILL TEACH

TODAY -T HISMAY COME

FROM YOUR

CONTENT

OUTLINE )

II. Invention ProcessA. Patents exclusive rights to market, sell, and manufacture an

invention as governed by the government for a specified amountof time

1.a.k.a. copyright to an individuals idea or process 2.Applications are in United States public domain3.Google Patents is a good resource for locating patent

informationa. Collection contains issued patents and applicationsb. Has patents and applications ranging from the

1790s to a few months agoc. Terms

a. U.S. patent number unique numberassigned to every patent application

b. Filing date date on which the inventorfiles a patent

c. Issue date the date in which the patentoffice officially grants the patent to theinventor

d. Assignee name the person ororganizations, in which the rights of thepatent are assigned

B. Patent Process 1.Applicant checks for patent on a similar invention

a. If another similar invention has been patented,process ends

b. If no other invention has a patent, processcontinues

2.Applicant decide what type of application should befiled


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a. Plant patent new variety of asexually producedplant

b. Design patent ornamental characteristicsc. Utility patent (most likely!) useful process,

machine, article of manufacture, composition of

matter3.Applicant determines filing strategya. File globally

a. Requires international protectionb. May also want to file in U.S.

i. If yes, process continuesii. If no, process ends

b. File Utility Patent Application in U.S.

G. H OOK :(DESCRIBEHOW YOU WILL

GRAB

STUDENTS ATTENTION AT

THE BEGINNING


NEW INVENTIONS (7-10 MINUTES )STUDENTS WILL BE SHOWN 3 NEW AND CREATIVE INVENTIONS , THAT THE INSTRUCTORS

HAVE CREATED . STUDENTS WILL THEN SHARE THEIR INVENTION IDEAS FROM THENIGHT BEFORE . STUDENTS WILL THEN CHOOSE ONE OF THE PRESENTED INVENTIONS TOTAKE THROUGH THE PATENT PROCESS , AND CREATE A MOCK PATENT APPLICATION FORTHE INVENTION .

H. INSTRUCTION :(T ELL , STEP -BY -STEP , WHATYOU WILL DO .)

Guided Practice (20-30 minutes)Teachers will demonstrate how to use Google Patents. Using Google Patents the

teacher will model how to decipher a patent application; recognizing key termsand process components. See printout of comb patent application for analyzingprocess, terms, and expectations.Students will recall the items introduced in Day 1. With their object in hand,they will receive a hard copy of the patent application that corresponds withtheir item. Using these resources students will analyze the item in a mannersimilar to the one modeled by instructors; making connections, underlining keyterms, looking for references to previous inventions or drawbacks to currentitems in use, and identification of the inventions purpose.

Independent Practice (20-30 minutes ):Students will use their created invention and take it through the patentapplication process. Students will be given a modified patent application tocomplete.

*THE ROLE OF THE PREZI IS TO SERVE AS A VISUAL REMINDER OF THE MATERIAL ANDQUESTIONING FOR THAT DAY , AND AS AN INSTRUCTIONAL DELIVERY TOOL .


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M ODIFIED P ATENT A PPLICATION

N AME :

N AME OF INVENTION :

T YPE OF P ATENT A PPLYING FOR :

INVENTION D ESCRIPTION :

INVENTION D RAWING :

IN TESTIMONY

NAME WITNESSES


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L ESSON PLAN THREE : ORDER IN THE COURT

I. DEFINE THE C ONTENT

L ESSON O BJECTIVE : T HE STUDENT WILL CONSTRUCT A VODCAST , ABOUT HOW TO OBTAIN A PATENT USING INFORMATION FROM A

PATENT ATTORNEY .

L ESSON POINT TO PONDER : (R EMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION , THINKINGAND DEBATE . T HIS IS NOT A QUESTION .) T HERE IS A CONCLUSION TO THE INVENTION PROCESS .

II. P REPLANNING : BEGIN WITH THE E ND IN M IND A. W HAT 3 ITEMS ARE

WORTH


YOU HAVE

SELECTED . W HAT ISIMPORTANT FOR

STUDENTS TO

KNOW ?)

AFTER THE LESSON ,STUDENTS WILL KNOW THAT THE UNITED STATES PATENT AND TRADEMARK OFFICERECOMMENDS THE USE OF A REGISTERED ATTORNEY FOR SUCCESSFUL COMPLETION OF THE

PATENT PROCESS .

STUDENTS WILL KNOW THAT A VODCAST IS AUDIO / VIDEO PRESENTATION THAT CAN BEENTERTAINING AND / OR INFORMATIVE .

STUDENTS WILL KNOW THAT THE UNITED STATES PATENT AND TRADEMARK OFFICE EVALUATESAND ISSUES PATENTS .

B. W HAT 3 ITEMS ARE

IMPORTANT FORSTUDENTS TO BE

ABLE TO DO ?(DEFINE WHATSTUDENTS

SHOULD BE ABLE

TO DO AS A

RESULT OF YOUR

LESSON .)

AFTER THE LESSON ,

STUDENTS WILL BE ABLE TO BRIEFLY EXPLAIN THE STEPS IN THE PATENT PROCESS .

STUDENTS WILL CREATE A VODCAST USING FLIP CAMERAS .

STUDENTS WILL BE ABLE TO USE SKYPE .


UNDERSTANDING

S THAT

STUDENTS

SHOULD TAKE

AWAY FROM THE

LESSON ? (DEFINE THE BIGIDEAS .)

AFTER THE LESSON ,STUDENTS WILL UNDERSTAND THE IMPORTANCE OF AN ATTORNEY IN THE PATENT PROCESS .

STUDENTS WILL UNDERSTAND THAT A VODCAST IS A MEANS TO DISTRIBUTE IDEAS ANDINFORMATION TO OTHERS .

STUDENTS WILL UNDERSTAND THAT WHILE THE PATENT PROCESS IS EXTENSIVE , INVENTORSMUST PERSEVERE IN ORDER TO SEE THEIR IDEA INTO FRUITION .


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III. PLANNING

D. E SSENTIALQ UESTION :(O NE

OVERARCHINGLESSON

Q UESTION )

IS THERE A CONCLUSION TO THE INVENTION PROCESS ?


STUDENTS DO TO

SHOW YOU THAT

THEY MASTERED

THE CONTENT ?

SCRIPT FOR HOW TO NAVIGATE THE PATENT PROCESS . THIS WILL BE EVALUATEDUSING A RUBRIC MEASURING VARIOUS COMPONENTS AND REQUIREMENTS .


THIS LESSON


WILL TEACH

TODAY -T HISMAY COME

FROM YOUR

CONTENT

OUTLINE )

I. Patent Application Process (continued)4.Applicant determines which type of utility patent

application to filea. Type

a. Provisionalb. Non-provisional

b. Expedited examinationa. Accelerated examination programb. First action interviewc. Patents prosecution highway

c. Filing processa. File yourself b. Use a registered attorney (recommended)

5.Applicant prepares for electric filing6.Applicant applies for patent using electronic filing

system7.USPTO (United States Patent and Trademark Office)

examines applicationII. Legality

A. Complex process - USPTO cannot assist in preparation of applications

B. USPTO maintains a roster of patent attorneys and agents



THE BEGINNING


VODCAST INTRODUCTION (5 MINUTES )STUDENTS WILL VIEW W HERE DO I START ? VODCAST CREATED BY HEATHER ANDKRISTIN . THIS WILL SERVE AS A MODELED EXAMPLE FOR THE CAMPER S AUTHENTICPRODUCT . THE GOAL IS TO PIQUE STUDENT INTEREST IN THE TECHNOLOGYCOMPONENT OF THE FINAL PRODUCT .


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H. INSTRUCTION :(T ELL , STEP -BY -STEP , WHAT YOU

WILL DO .)

Skype (20-30 minutes)Students will speak with a patent attorney using Skype. The attorney will serve as avirtual guest speaker, describing their involvement in the patent process. The expertwill speak specifically about the different types of utility patents, the electronic filing

process, and interesting inventions they have seen as well as addressing frequentlyasked questions. As part of the presentation, the expert will mention the lack of kidfriendly materials. Students will have the opportunity to ask questions, and use theexpert as a resource of information for creating their vodcast product creation. Thespeaker will be contacted prior to the in class Skype call, to let them know what topicsto speak about.

Follow-Up (40 minutes)Students will begin their authentic technology product, a vodcast about the patentprocess for other students. T he goal for todays work is to write a script, record somevideo and audio elements using a flip camera, and have their work reviewed.Students will be given a script handout that they will fill in prior to recording.Students will also be given a Flip Camera cheat sheet that will give them step bystep directions on how to record their videos.

Wrap-Up (5 minutes)Odyssey Observation journal question : How are inventors dependent on others? (to be completed using Prezi)


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Where Do I Start? Script

So, I had this great idea that we should make a video for how to navigate this patent process. Itssoooo complicated!

No, I have a better idea. Lets help other kids learn how to start the patent process for their newinvention.

Great idea! What do we need to do first?

Well, we probably need to tell them what a patent is. The dictionary says: a patent is theexclusive rights to market, sell, and manufacture an invention as governed by the government fora specified amount of time.

I have no idea what that means.

That means if youve invented a new invention or idea and the government has granted yourights to your idea, then no one can copy exactly what you have done without your permission.

Oh, ok. Are patents new to this year?

Nope, patents have been around since 1790.

Huh, where can I find current patents?

Great question. Our friends at Google have created a search engine just for patent applications inthe United States. The place to go is Google Patents.

So, whats our next step after that?

We need to find a lawyer who knows what to do next.

Perfect! I know someone and I bet we can talk to them today.

Ive got some great questions for our expert. Do you know what happens if you dont get apatent for your invention and someone else has the same idea? Or what happens if an item is soldwithout a patent how would we know who gets the profit?


29/35

Title: Film Making Crash Course

Article ID: 1166

Film Making Crash Course

Planning to create expert-looking movies with your Flip? Or simply want to capture and sharethose special moments? Look no further. Here are three simple steps to get you going.

Point. Press. Shoot. Start taking videos with just a press of a button. Flip video cameras makecapturing moments simpler than ever.


30/35

Transform your Flip videos into FlipShare movies. Plug your video camera into yourcomputers USB port to start trimming, editing and adding music to your videos. Flip videocameras built -in software makes movie-making fun and easy.

Dont just keep them to yourself. Share videos with your friends and family with just a fewclicks. Create personalized greeting cards and email them. Publish your creations directly toYouTube, Twitter and Facebook.

Get creative with Flip and FlipShare!

From Flip Cameras Support webpage:http://www6.nohold.net/CiscoFlip/ukp.aspx?pid=2&app=vw&vw=1&login=1&docid=3d5c0a2e1f05489fba04e874bad595d9_Film_Making_Crash_Course.xml
http://www6.nohold.net/CiscoFlip/ukp.aspx?pid=2&app=vw&vw=1&login=1&docid=3d5c0a2e1f05489fba04e874bad595d9_Film_Making_Crash_Course.xmlhttp://www6.nohold.net/CiscoFlip/ukp.aspx?pid=2&app=vw&vw=1&login=1&docid=3d5c0a2e1f05489fba04e874bad595d9_Film_Making_Crash_Course.xmlhttp://www6.nohold.net/CiscoFlip/ukp.aspx?pid=2&app=vw&vw=1&login=1&docid=3d5c0a2e1f05489fba04e874bad595d9_Film_Making_Crash_Course.xmlhttp://www6.nohold.net/CiscoFlip/ukp.aspx?pid=2&app=vw&vw=1&login=1&docid=3d5c0a2e1f05489fba04e874bad595d9_Film_Making_Crash_Course.xml


31/35

We have also contacted Ellen Dobson at ECU to assist with uploading flip videos toWindows Movie Maker to ensure we have the correct file formats and versions of MovieMaker. She has agreed to create a how-to guide for us to use as a resource.


32/35

CREATING YOUR SCRIPTName:

PLANNING

Topic:

Audience:

Purpose:

Key Facts:

Roles in Video:

New vocabulary:

Writing Your Script:

1. Look back at your purpose and audience to determine the most helpfulinformation for a young inventor.

2. Using this knowledge, decide on a creative way to share this informationin a video. Youll need to decide the characters and the format (aninterview, a talk show, a rap, a song, etc.). See Ms. Everett (Lupton) andMs. Wiles.


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L ESSON PLAN FOUR : W RAPPING IT ALL UP I. DEFINE THE C ONTENT

L ESSON O BJECTIVE :T HE STUDENT WILL EXPRESS VIA A VODCAST , THE COMPLEXITY AND EXCITEMENT INVOLVED IN OBTAINING APATENT USING INFORMATION FROM EACH OF THIS WEEK S LESSONS .

L ESSON POINT TO PONDER : (R EMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION , THINKINGAND DEBATE . T HIS IS NOT A QUESTION .)T HE INVENTION PROCESS NEVER ENDS .

II. P REPLANNING : BEGIN WITH THE E ND IN M IND A. W HAT 3 ITEMSARE WORTH


YOU HAVE

SELECTED . W HAT ISIMPORTANT FOR

STUDENTS TO

KNOW ?)

AFTER THE LESSON ,STUDENTS WILL KNOW THAT INVENTING IS A CONTINUOUS PROCESS .

STUDENTS WILL KNOW THAT INVENTORS MUST FOLLOW A SET PROCESS FOR PATENTING THEIRIDEAS .

STUDENTS WILL KNOW THAT SUPPORT IS AVAILABLE FOR THE PATENT PROCESS IN THE FORM OFFAQS AND PATENT ATTORNEYS .

B. W HAT 3 ITEMSARE IMPORTANT

FOR STUDENTS

TO BE ABLE TODO ?(DEFINE WHATSTUDENTS

SHOULD BE ABLE

TO DO AS A

RESULT OF YOUR

LESSON .)

AFTER THE LESSON ,STUDENTS WILL BE ABLE TO GUIDE A PEER THROUGH THE PATENT PROCESS .

STUDENTS WILL BE ABLE TO EDIT A VIDEO IN WINDOWS MOVIE MAKER .

STUDENTS WILL BE ABLE TO COMMUNICATE THE IMPORTANCE OF OBTAINING A PATENT .


UNDERSTANDINGS THAT STUDENTS

SHOULD TAKE

AWAY FROM THE

LESSON ? (DEFINETHE BIG IDEAS .)

AFTER THE LESSON ,STUDENTS WILL UNDERSTAND THAT THE KEY TERMS AND CONCEPTS IN A PATENT APPLICATION .

STUDENTS WILL UNDERSTAND THAT TECHNOLOGY IS IMPORTANT IN THE EDUCATION OF FUTUREINVENTORS .

STUDENTS WILL UNDERSTAND THAT INVENTIONS CAN DEVELOP OUT OF THE DESIRE TO IMPROVEAN ALREADY EXISTING PRODUCT , AN ACCIDENTAL DISCOVERY , OR AS A SOLUTION TO APROBLEM .


34/35


LESSON

Q UESTION )

WHAT ROLE DOES TECHNOLOGY PLAY IN THE SPREAD OF NEW IDEAS ANDINFORMATION ?


STUDENTS DO TO

SHOW YOU THAT

THEY MASTERED

THE CONTENT ?

THE PERFORMANCE TASK IS THE FINAL AUTHENTIC TECHNOLOGY PRODUCT . STUDENTS WILL FINISH ANY VIDEO RECORDING THAT NEEDS TO BE DONE , AND BEGINEDITING AND UPLOADING THEIR VIDEOS , USING WINDOWS MOVIE MAKER , TO A BLOG . A RUBRIC IS AVAILABLE FOLLOWING THIS LESSON PLAN .


THIS LESSON


WILL TEACH

TODAY -T HIS MAYCOME FROM

YOUR CONTENT

OUTLINE )

I. Reasoning behind inventions1.Intent

a. intentionallya. brand new ideasb. improved projects

b. accidentally2.Change over time

a. Overnight; ex. world wide webb. Lengthy; ex. Submarine

3.Requirements to work possibly previous inventionsII. Technology Content

1. Flip Cameraa. How to recordb. Steady motionc. Connecting to the computer

2.Windows Movie Makera. Importing a videob. Editing a videoc. Saving a file

3.Uploading to Interneta. Correct file nameb. Length and size of video

4.Finding an appropriate locationa. Audienceb. Viewer feedback


2-3 MINUTES THE APPLE PATENT SONG HTTP :// WWW .PATENTLYAPPLE .COM / PATENTLY -APPLE /2011/01/ INTRODUCING -THE -
http://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.htmlhttp://www.patentlyapple.com/patently-apple/2011/01/introducing-the-apple-patent-song.html


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THE BEGINNING


APPLE -PATENT -SONG .HTML

THE ENTIRE VIDEO WILL NOT BE SHOWN ; ONLY THE FIRST 2 OR 3 PRODUCTSDESCRIBED . BRIEFLY DESCRIBE EXAMPLES OF THE PATENT APPLICATIONS ANDPROCESS FROM THE VIDEO .

H. INSTRUCTION :(T ELL , STEP -BY -STEP , WHAT YOUWILL DO .)

CONTENT (5 MINUTES )BOOK M ISTAKES T HAT W ORKED BY CHARLOTTE JONES

MORNING SESSION : STUDENTS WILL FINISH THEIR FINAL PRODUCT . STUDENTS WILLBE USING WINDOWS MOVIE MAKER TO EDIT THEIR VIDEO . ONCE THE VIDEO IS EDITED , STUDENTS WILL BE UPLOADING THEIR VIDEOS TO A BLOG . STUDENTS WILL ALSO BESETTING UP THEIR BLOG TO ALLOW POTENTIAL VIEWERS TO COMMENT ON THEIR

VIDEOS .

AFTERNOON SESSION : ECU S PATENT EXPERT JOHN CHIN WILL BE INVITED TO COMEVIEW THE STUDENT S VIDEOS , AND OFFER FEEDBACK BEFORE PARENTS VIEW THEPRESENTATIONS .

gumption, grit, and a goal

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