scottish inventors project - lt scotland · 3 | p a g e ©copyright 2015 young enterprise scotland...

1 | P a g e ©Copyright 2015 Young Enterprise Scotland

YOUNG ENTERPRISE

SCOTLAND

Scottish Inventors Project Bringing the Entrepreneurs of Yesterday

into the Enterprising Minds of Today

Young Enterprise Scotland


Table of Contents

Page Numbers

Introduction 3

Rationale 4

Outline of Topic 5 & 6

Lesson 1: Introduction to the Scottish

Inventors and Topic

7

Lesson 2: Researching the Scottish

Inventors

8

Lesson 3: Selection of Inventors/Further

Research

9 & 10

Lesson 4: Designing and Financing the

Invention

11 & 12

Lesson 5 and 6: Inventor’s Challenge 13

Lesson 7: Market Research 14 & 15

Lesson 8: Advertising the Product 16 & 17

Lesson 9: Preparing for Sales Pitch 18 & 19

Lesson 10: The Sales Pitch 20

Appendices

Appendix A: Planning and Assessment 21 - 37

Appendix B: Themed Worksheets 38-43

Appendix C: Website for Research 44

Appendix D: Research Notes 45 & 46

Appendix E: Example Timeline 47

Appendix F: Team Checklist 48-50

Appendix G: Points to Consider 51

Appendix H: Job Responsibilities and

Qualities

52

Appendix I: Roles and Responsibilities 53

Appendix J: Costs Involved 54

Appendix K: Materials and Costs 55 & 56

Appendix L: Profit and Loss Account 57


INTRODUCTION

The Scottish Inventors Project is one that aims to bring Enterprise in Education together with

other curricular areas. The purpose of the topic is for children to learn about Scottish

Inventors, select a famous Scottish Invention to redevelop and design for use in the future

then develop and run a mock business to make and market their product. The topic

culminates in a day of presentations and pitches, allowing the children to demonstrate their

learning over the course of the topic. This topic not only meets many of the experiences

and outcomes of CfE, but can help children develop towards the four capacities, as well as

giving a real and relevant context to their learning with a perceivable goal to work towards.

This pack is a complete topic for teaching staff with teachers’ notes giving detailed

descriptors of each activity. Appendices contain lesson planner and assessment tools as well

as a set of resources for photocopying if required. The sequence of lessons and activities

planned for this integrated topic are directed at covering many areas of the curriculum, all

relevant to the aims of the Project.

As you are aware learning is not just about children achieving set goals and academic

standards, but is about their development into fully rounded and participating citizens who

are equipped with the knowledge, skills, abilities and attitudes to make their way through life

and be a valuable member of society. This is an ideal basis for directing a topic that is not

only furthering the children’s knowledge and skills but is also increasing their awareness and

respect of others in the global community, helping them understand their place within it and

the development that has occurred in society from both a sociological and technological

aspect.

There is a range of learning experiences planned to allow for skills development across the

subject areas, with most of the work undertaken being done in a collaborative group work

setting. This way the children can direct their own learning and can learn from and with one

another. There is a large emphasis on building children’s confidence in their own abilities,

particularly with regard to speaking out; learning to give formed opinions and reasons;

listening to others and respecting their views and ideas ; helping them to be able to assess

their own and others learning - as well as working together towards a common goal. This is

not a teacher directed topic; instead the majority of the work should be managed by the

children themselves.

The end goal of this topic is for the school to host a day for parents/visitors to recognise and

value the children’s work and achievements and to allow them the opportunity to present

their work to an audience.

RATIONALE


One of the main purposes of an integrated curricular topic such as this is to give coherence

and purpose to the children’s learning. If subject areas can be linked together through a

single topic basis, then the children can better understand the meaning and reason for the

learning behind it. We know that children are more motivated and learn better if they see a

purpose to their learning and this way of working means that subjects are not being picked

up individually with no common thread running through.

There are clear overlaps throughout the different curricular areas. From the early

recommendations of moving towards a more child centred approach to education, themed

and topic learning has featured largely in the recommendations of how to accomplish this.

CfE is reintroducing this way of working, putting more onus onto the class teacher to design

and develop active learning within their classroom.

The lessons planned are designed to be more engaging and active than the children merely

being given information and processing it. They are encouraging the children to use

independent thought processes, work collaboratively with others, use a variety of media to

research and find information and to use their imagination and creativity in many different

ways. This also matches what is being recommended through CfE. There is a large focus on

making ‘learning active, challenging and enjoyable’ and wishing to employ a wide range of

experiences to help children develop and build towards the four capacities.

The Project is aimed at year groups P5, 6 and 7 and the topics are themed so that the

children’s learning is maximised as the required level of understanding and knowledge is

developed.

P5 groups will base their project work around the theme of Transport and Travel

P6 groups will base their project work around the theme of Life and Leisure

P7 groups will base their project work around the theme of Science and Technology

Groups will come together at 2 points in the delivery (therefore, it will be necessary for

teachers to liaise concerning their delivery approach) to:

1. Inventor’s Challenge – groups will comprise (ideally) two learners from each year

group where they will be challenged to design and create a futuristic telephone or

television and pitch their idea to an audience. The Inventor’s Challenge is delivered

over a school day and incorporates lessons 5 and 6 and is fully facilitated by YES

trainers,

2. Inventor’s Project Presentation – Based on feedback received on the Challenge,

learners are expected to present their project to the other participants (guidelines

provided). YES will arrange a panel of business volunteers to judge the event and

present prizes (based on criteria set by the school).

TEACHERS’ NOTES


Outline of Topic

This topic is designed to be almost entirely pupil led, therefore teacher input is minimal. The

teacher should be available for guidance, but should be as ‘hands off’ as possible.

It is suggested that throughout the duration of the topic the children complete a Learning

Log after each activity. This should contain notes of what they have been learning; the main

learning objectives; and self-assessment. A sample layout of each entry should be

something similar to this example:

Name: Date:

Main Curricular Area:

Activity:

Learning Intentions:

Self-Assessment:

I achieved/did not achieve the learning intention because…

I found this activity enjoyable/not enjoyable because…


Traffic Lighting:

It should be noted that not all of the activities and lessons planned are designed to be run

over one session, but may take several days work to complete each task.

The time management of the topic is up to the individual teacher and how it can work within

their timetable.

Each of the activities covers at least one main curricular area and often several are married

together and can be clearly seen in Appendix A – Plan and Assess. The experiences and

outcomes noted in each lesson are by no means exhaustive but give an example of the

wide range that will be covered during the topic. Some of the suggested activities require

specialist resources, so alternative suggestions have been made within the notes for each

activity, should these not be readily available.

Under separate cover there is a Judging Pack explaining the marking and giving guidance.


Lesson 1: Introduction to the Scottish Inventors and Topic

INTRODUCTION

Introduce the topic by giving a brief outline of what will be expected of the children in the

coming weeks, along with an outline of the final aims and outcomes of the topic e.g. their

day of presentations/pitches.

Begin discussions with a mind map on the board of children’s prior knowledge of Scottish

Inventors and their Inventions. Allocate children into groups – explain that these will be the

groups that they will be working in for the duration of the topic and that these groups

represent a company. The groups should be mixed ability where children can share and

learn from each other’s skills and knowledge (suggested group size circa 6 children per

group). Number can go higher or lower depending on class size – but no group should have

less than 4 children).

Ask the children to discuss what is meant by a ‘Company’, examples should be given.

Company names do not have to reflect their invention but can be anything at all.

Development

Children need to come up with a name for their company and this will be their name for the

duration of the topic.

Issue the Inventors Project themed worksheets. Ask the children, in their groups, to discuss the

inventors and identify: Which do they find interesting and why?

Which would they particularly like to find out more about?

Plenary

Draw class back together and ask children to share their ideas with whole class – asking

questions when necessary to get children to try to develop their thinking process and

reasoning skills.

Ask children to give initial thoughts on the topic, whether they think it will be

interesting/difficult/challenging etc.

Resources

Whiteboard/marker pens

Paper and pencils for the groups

Themed Worksheets

Timescale

One session


Lesson 2: Researching the Scottish Inventors

Introduction

Discuss the task and activities – all groups will be conducting further research into the Scottish

Inventors and their Inventions as per the theme. This will allow an informed decision to be

made when selecting the Invention they will base their product on.

They will have to create a timeline of the Inventors, showing when the Inventions were

produced, who by and what their purpose/use was.

Show an example of a completed timeline (Appendix E).

Development

Children should be given time to access internet to conduct research as well as access to

books if any available within the school.

Use Appendix B to direct children to appropriate and useful websites.

At this stage, children should be carrying out their research in their groups, but taking

individual notes that they can use when creating their timelines (Appendix E).

Each individual child should create a timeline and this should be presented neatly, contain

the correct information and be colourful.

Plenary

Bring children back together and ask for some volunteers to show their timelines to the class

and discuss their findings.

Resources

Appendix C (photocopied)

Appendix E (one per group for guidance)

Computers and internet

Books on Scottish history/people if available

Paper and pencils/coloured pencils for the groups

Timescale

One or two sessions


Lesson 3: Selection of Inventor/Further Research

Introduction

Based on their earlier research, the groups have now to decide which Scottish Inventor they

wish to research further and base their product/invention on. The invention selected will be

one that they will have to redesign for use in the future, so they should select an invention

that they have an interest in.

Once selected they will have to undertake further research to give them a greater

understanding of that Inventor and the impact their invention had on Scotland and

worldwide, socially and economically. They should at this point be given their ‘Team

Checklist’ that they are expected to keep and use throughout the topic (Appendix F).

Before beginning discuss the type of information that the children may be looking for and put

a list on the board for guidance. For example, they may wish to investigate elements such

as; early life, previous work history, when and how the Inventor came up with the idea, what

they had to do to make the invention a reality, where they were from, education and family.

The children will also hopefully give some suggestions about what they may wish to find out

about.

Development

Children should first discuss their ideas in their groups and decide fairly on the Inventor that

they wish to research further. It is not problematic if more than one group select the same

Inventor.

Once children are ready, this can become a whole class discussion for them to share their

ideas together.

Once they have decided on their Inventor, they should be given time to conduct further

research via the internet and reference books if available. Much of this research can be

done at home as homework and then class time used for the groups to collate their

information together.

Once research is completed, the groups should prepare a short PowerPoint presentation,

highlighting the relevant information that they have discovered, including their reasons for

the choices made.

Plenary

Each group should have the opportunity to share their PowerPoint presentation with the rest

of the class. This will give the opportunity for questions and answers from both the children

and teacher.

A suggestion is that each group is given feedback about their performance from both

teacher and peers.

Resources


Computers and internet

Appendix F

Books on Scottish history/people if available

Paper and pencils

PowerPoint software

Interactive Whiteboard or projector screen for presentations

Timescale

Two to three sessions + homework time


Lesson 4: Designing and Financing the Invention

Introduction

The children will now have the opportunity to get their Inventor’s hats on and begin

designing their new and improved version of a Scottish Invention, for use in the future. This

could be as far ahead as 100 years in the future, or something for the market place in the

next couple of years.

Give children out the hand out (Appendix G) which gives some points to consider when

undertaking the design process and discuss these elements with them. What do they think

they mean? How important is each one.

Emphasise the importance of focussing on all the elements of the product and think about

the consumers and what they would want to know about.

At this time, the children should also be thinking about roles and responsibilities within their

group (referred to from this point forward as “Company”). Have a discussion with the

children to help them identify key roles that will be required. Use Appendix H as a guide for

this discussion and to help children allocate roles within their Company. Discuss the idea of

salaries within a Company, and their thoughts on divisions of wages, e.g. is everyone paid

the same? Who is paid more?

Development

Before beginning the design process the Companies should allocate roles to each member,

decide on a salary for that person (an amount per hour) and take a note of their roles and

responsibilities on Appendix I.

The Companies should take note of how much time they spend on their topic work, as this

will be an indication of how much wages would be paid.

Children should also be introduced to the concept of Profit and Loss accounting, see

Appendix L, as they will need an understanding of this for the upcoming Inventor’s

Challenge.

Ask the children to think about the costs involved in running a business. Get a bank of ideas

up onto the board to show the variety of costs.

Once children have given their ideas, hand out Appendix J and discuss the elements that

they will have to consider. Discuss the terms Profit/Loss/Turnover with the children and how

they relate to the running of any business.

The children also need to understand that they will have a budget to work to and that they

cannot go over this budget at any point. They may underspend however if they are able to

look at ways of cutting their spending which in turn will help to maximise their profit margins.

Each Company will have an upper budget limit of £500. This should allow for wages, as well

as materials, and advertising.


Children should now be given ample time to discuss, decide upon and design their basic

Invention. They should be making notes and sketches and be able to demonstrate and

explain how each group member participated. They should also be looking at their checklists

regularly to see if they are including all the relevant information. All the children should be

involved in the design process in some way.

Teachers can be available for advice and guidance, but should not offer too much input

into the actual inventions and designs.

The children should ensure that their design has a link to the original invention that they

selected.

Plenary

Once each Company has completed their designs in full they should have the opportunity to

present their poster to the rest of the class. This will give each Company the chance to

answer questions about their design and perhaps help to highlight and solve any potential

issues with their design.

There should also be an opportunity for ‘Walk and Talk’ peer assessment where the children

leave their designs on the desks and go around in their Company looking at each design

and discussing their opinions of them.

Resources

Information on chosen Inventor/invention

Appendices G, H and I

Scrap paper and pencils

Large foolscap paper or card

Selection of coloured pens/pencils

Timescale

As many sessions as required – this will be down to how well Companies work together and

how quickly they work.


Lesson: 5 and 6 Inventor’s Challenge

Introduction

A day long challenge designed to consolidate learning to date by taking learners out of their

comfort zone and transporting them into cross year groups (circa groups of 6 with 2 learners

from each year)

Learners will be introduced to Scottish Inventors in addition to those they have studied and

set a time managed challenge that will reinforce their learning to date and prepare them for

the up-coming topics and activities of their project.

Development

Lesson 5 and 6 will be led by YES trainers and volunteers. Ideally groups will be allocated

prior to the session.

Each group will be allocated a budget

Plenary

Children will be asked to reflect on the feedback and advice received during the Challenge

and to prepare to recount it to their groups when they re-focus on their Inventors Project.

Resources

As much recycle material (i.e. cardboard boxes, plastic bottles, string) as possible. See

Appendix K

Appendix L

Pencils, paper and creative materials such as glue, glitter, coloured paper. See Appendix K

Timescale

1 day


Lesson 7: Market Research

Introduction

Discuss with the children the importance and significance of market research when

designing a product for sale to the general public.

Watch an episode/excerpt from BBC’s ‘Young Apprentice’ that shows elements of this side

of business development.

Discuss children’s views after watching the programme. What ideas do they have for

conducting research?

Discuss appropriate questions that could be asked and get a bank of ideas for the children

to work from. These questions should be asking for comments on design; what people are

willing to pay for the product (there should be three pricing brackets decided on prior to

research being carried out: low, middle and upper range); what do they like about the

product; if there are any elements they think need changed/improved; whether they would

buy the product.

Discuss how the Companies should introduce their product – what do they need to tell their

audiences?

Development

The Companies will write a short introduction to their product and decide on a list of

questions, from the examples discussed, that they would like to ask during their research.

They will then visit a variety of children and staff throughout the school to conduct their

research.

Thought should be given on the best way to record their findings during the research

component e.g. use of tables/tally marks etc.

The Companies should take their posters with them and give their short explanation of their

product to the research groups before asking their questions. This will also give the children

the opportunity to answer questions about their product that they hadn’t anticipated and

allow for further improvements and developments to be made.

Once all the research is completed the children should look at producing a graph to show

the responses to their marketing questionnaire. This could be done in a poster format by

hand, or by using Excel if desired (this option should be led by the teacher to demonstrate

using the programme.)

At this stage the Companies should decide on a price for their product. This should be based

on how much it cost to make one unit, wages, and the response from the market research.

The children should use market research to highlight the positive responses to their product as

a guide for numbers of product that they can sell when it comes to their profit/loss account.


For example the children can take the number of people who said they would buy the

product as a sale.

They will also assume sales of 100 units, plus sales from market research. So if 20 people said

they would buy the product, then the Company will sell an overall total of 120 units. This will

allow the children to update their profit and loss account accordingly.

Plenary

Once all the research has been carried out and results collated ask the children to discuss

their findings.

Did anything helpful/surprising/interesting came out of their research and if so it is going to

mean a change to their product?

Resources

BBC I player and projector screen/whiteboard

Paper and pencils

Paper for graphs and associated drawing/writing resources

Excel programme

Timescale

Two to three sessions


Lesson 8: Advertising the Product

Introduction

Refer the children back to the discussions during the finance portion of the topic and the

fact that advertising was an element of costing that had to be considered.

Discuss the importance of advertising and the children’s awareness of it within society. Ask

for some examples of adverts, on TV, Radio and in magazines/billboards etc. that the

children have seen and remembered.

What makes an advert stand out? What elements do the children think have to be included

in an advert of each genre to make people notice it and the product? If time allows, look at

a selection of print ads and television ads, as well as radio jingles if possible.

Many major retailers will have links to videos of their ads online, as well as a small selection

being available on TeacherTube. The definition of a slogan should also be discussed to

ensure the children’s understanding of this (this will have been introduced during the

Inventor’s Challenge so some reflection should be encouraged) Memorable and well-

known slogans should be used as an example: Beanz Meanz Heinz; Have a Break Have a Kit

Kat.

This will help to clarify what a slogan is, and what its purpose is in advertising.

Development

There are three separate components to the advertising campaign. The Companies must

come up with a Television Advert, a Radio Jingle and a Print Advert.

Each member of the Company should be involved in AT LEAST one element of the

advertising campaign.

The Television Advert should be written, directed and performed by the children in the

Company. It is desirable that the children are able to film and then edit it on a programme

such as Moviemaker, where they can add music and title pages if desired. Teacher

guidance will be required for this element. This means that they end up with a very

professional looking TV ad. If this is not possible due to resource restrictions it is suggested that

the Company perform their advert as a live performance at their presentation.

For the Radio Jingle the children are being asked to write and perform a short rap/song that

tells the audience about their product in a catchy way. This can be their words put to a well

-known tune or a totally original composition. They could even use a current advertising

jingle’s music and just change the wording to make it work for their product. This jingle

should then be recorded using a digital voice recorder or other appropriate device and

saved onto a CD or pen drive. If resources are restricted this could be performed live.

The Print Advert should include a picture of the product, its name and a slogan to help

attract attention from potential buyers. Design is down to the children.

Plenary


Each Company should have the opportunity to perform or show their adverts to the rest of

the class and give constructive feedback and opinions on the adverts.

Resources

AV recording equipment

Editing programme on PC

A3 or larger card

Art materials

Timescale

Teacher directed


Lesson 9: Preparing for sales pitch

Introduction

Take the children back to the episode of ‘Young Apprentice’ that they watched; or if not full

episode viewed then try to watch a bit of the programme with a sales pitch being shown.

Discuss the importance of persuading the public/buyers that your product is the best and

demonstrating that through a variety of means.

Explain that each Company will have to prepare and present a sales pitch to include all of

the information and details that they have been working on over the past weeks.

Ask the children to think about the type of questions they may be asked during the

presentation by the panel of judges.

Development

The Companies can decide whether they wish to prepare a PowerPoint presentation as a

visual aid/prompt to their sales pitch or just use the different resources they have made

previously.

Elements that should be included in the pitch are: the advertisements; initial poster design;

prototype product on display; graph showing market research results and information about

their costs to justify their reasoning for pricing of their product.

The Companies should assign a role to each member to ensure that every child is involved in

this element of the topic. Once roles have been decided the children need to write a short

sales pitch to describe their product and then answer any questions that may be asked of

them by the panel of judges.

The children should decide upon a running order for their presentation, e.g. introduce

‘Company’ and employees and product, show advertisements, give sales pitch that includes

graphs and figures.

Next step is practicing their presentation making sure everyone knows their role and are

confident in their delivery and performance.

This is also an opportunity to list what resources they will need to have available and to take

with them.

The children should also decide on who is going to answer what type of questions, e.g. will

the manager answer all questions? Will it depend on what department of the Company the

question relates to?

The children need to ensure that on the day, they are not all trying to answer at once, and

talking over each other. They should reflect on the Inventor’s Challenge experience and

feedback. Groups will be judged by business volunteers on specific criteria!

Plenary


Each Company should have the opportunity to go through their presentation and pitch in

front of the rest of the class as a practice run.

If possible the teacher and the class should also ask some of the expected questions to give

the Companies a chance to practice this as well.

Resources

PowerPoint programme

Pencils and paper

Timescale

Teacher directed


Lesson 10: The Sales Pitch, YES trainers and business volunteers will assist with the facilitation,

judging and prize-giving (should the school wish to provide prizes)

Introduction

This is the element of the topic where the children get to show all the work they have been

doing and demonstrate the range of knowledge and skills that they have developed.

Depending on size of school you may wish to invite other classes and staff as well as parents

along to this event.

Development

During the day each Company will present their product and the different information and

elements that they have developed.

There should be time allocated for the judges to ask questions after each Company has

completed their presentation.

The judges will mark each Company in a variety of categories using a scoring guide

(Appendix M).

Once each Company has completed their presentations it is suggested that a social

enterprise event is hosted -providing tea/coffee for the parents for a nominal fee. This will

allow the children to mingle with their parents and other guests and get feedback about

their performances.

During this time, the panel of judges should be tallying up their marks and deciding on a

winning team.

Plenary

Once a decision has been made by the Judges the audience and children should be invited

back in to the hall to hear the results.

It is up to the school what they wish to do in way of prizes – they may wish to provide a small

trophy or equivalent to the winning Company.

However, each child should receive a certificate for their work and involvement in the topic

(this should be the usual template used by the school for awards, etc.).

Resources

Any required by children for presentation


APPENDIX A PLANNING AND ASSESSMENT

P7 Topic Planner – Primary Scottish Inventors Challenge

CfE Experiences and

Outcomes

Lesson Title Learning Intentions Activities Assessment & Homework

When I engage with others,

I can respond in ways

appropriate to my role,

show that I value others’

contributions and use these

to build on thinking.

LIT 2-02a

I can discuss why people

and events from a

particular time in the past

were important, placing

them within a historical

sequence.

SOC 2-06a

1. INTRODUCTION TO

THE SCOTTISH INVENTORS

AND TOPIC

The children should be

able to:

Identify and state prior

knowledge relating to

the Scottish Inventors.

State their suggestions

and ideas for what

inventions they find

most interesting/ useful

and why.

Whole class discussion :

What we know/what

we want to know. Mind

map on board to show

children’s ideas and

suggestions.

Allocate children into

groups. It is suggested

a max of 6 pupils per

group allowed.

Company name to be

decided on.

Discuss topic content

with class – explain

overview of topic and

competition element.

Ask children to discuss

in their groups what

initial ideas they have

about possible inventors

/ inventions they might

develop.

Discuss ideas as whole

Observation:

Children taking

part/being included in

discussion.

Willingness to give ideas

in front of whole class

situation or able to take

part in smaller group

situation.

Able to use prior

knowledge within a

new situation.


class.


CfE Experiences and

Outcomes


Using what I know about

the features of different

types of texts, I can find,

select and sort information

from a variety of sources

and use this for different

purposes. LIT 2-14a

I can make notes, organise

them under suitable

headings and use them to

understand information,

develop my thinking,

explore problems and

create new texts, using my

own words as appropriate.

LIT 2-15a

I can discuss why people

and events from a

particular time in the past

were important, placing

them within a historical

sequence.

2. RESEARCHING THE

SCOTTISH INVENTORS

AND THEIR INVENTIONS

Identify and name the

most influential and

well known Scottish

Inventors and

Inventions.

Create a timeline to

show development of

inventions across

history.

Take coherent notes

during research for

later use.

Be able to verbally

present findings and

engage in discussions.

Introduce activities –

research of Scottish

Inventors to allow an

informed choice to be

made when choosing

which invention to

make as a group.

Different stations set up

– computer for internet

research, books on

Scottish Inventors if

possible.

Note taking during

research time.

When research is

complete create a

timeline of

inventions/inventors,

one per child.

Key information taken

during research and

used to create timeline

in correct sequence.

Can the children share

information within their

group to work

collaboratively on

producing timeline?

Is timeline correct and

sequenced properly,

showing all required

information, showing

that children have

followed instructions?


SOC 2-06a


CfE Experiences and

Outcomes


I can use primary and

secondary sources

selectively to research

events in the past. SOC 2-

01a

I can investigate a Scottish

historical theme to discover

how past events or the

actions of individuals or

groups have shaped

Scottish society. SOC 2-

03a

Throughout all my learning,

I can use search facilities of

electronic sources to

access and retrieve

information, recognising

the importance this has in

my place of learning, at

home and in the

workplace. TCH 2-03b

I explore and experiment

with the features and

3. GROUP SELECTION OF

INVENTOR/FURTHER

RESEARCH

Give a reasoned

argument to validate

and explain choices.

Demonstrate

knowledge and

understanding of a

particular Scottish

Inventor and their

invention and its place

in societal and

industrial progress.

Develop and take part

in a short presentation

of information.

Based on prior

research, groups are to

select on Scottish

inventor / invention to

base their topic on. This

will be the invention

that the group will be

modifying / re-

inventing for use in

future times.

Children should hold

discussions within their

groups to decide fairly

on final selection.

Conduct further

research into

background of

invention/inventor and

the importance and

impact of their

invention in society and

industry.

Create a short

PowerPoint

presentation on their

choice, including

reasons for choosing

this particular invention.

Observe children’s

involvement in

discussion with

partners/groups and

whether they are taking

part and engaging in

presentation.

Children’s ability to

correctly and ably use

ICT equipment and

programmes.

Peer evaluation and

self- evaluation: discuss

and answer questions

on their presentation,

listen to and respond to

feedback.

Homework: Each child

could conduct further

research element at

home, then collate

found information

together in groups

during school time.


functions of computer

technology and I can use

what I learn to support and

enhance my learning in

different contexts.

TCH 1-04a / TCH 2-04a


CfE Experiences and

Outcomes


I can use drawing

techniques, manually or

electronically, to represent

objects or ideas,

enhancing them using

effects such as light,

shadow and textures. TCH

2-15a

Having evaluated my work,

I can adapt and improve,

where appropriate,

through trial and error or by

using feedback.

TCH 1-14b / TCH 2-14b

I can identify essential

goods and services, discuss

the different ways to pay

for them, considering the

benefits and risks of each

method. SOC 2-21a

I can investigate the use

and development of

renewable and sustainable

4 DESIGNING AND

FINANCING THE

INVENTION

Use a well-known

invention/design from

the past as inspiration

for a futuristic invention

for sale to general

public.

Consider current

technology and what

they would want to

see.

Use their imagination

and creativity to

create and develop

their invention.

Produce a coherent

and informative design

of their product for

display.

Use knowledge and

understanding of

environmental issues to

show consideration of

these in design.

Demonstrate an

understanding of the

different roles and

responsibilities involved

in running a business.

Short introduction on

elements that children

should consider when

designing their product

– hand-out available,

e.g. environmental

issues, practicalities,

appeal to consumers,

cost etc.

Company roles and

responsibilities decided

on.

Using first scrap paper

to jot down design

ideas, groups begin to

discuss and design their

invention.

Collectively decide on

ideas and move on to

poster design of

invention, showing all

elements that would

need to be known by a

consumer.

Once posters

complete, each group

should present their

ideas to the class, then

answer any questions

Are inventions well

thought out and linked

to original design in

some way?

Is all relevant

information included on

the poster?

Are the children able to

answer questions about

their product in a clear

and concise manner,

demonstrating the

thought process behind

the invention?

Peer evaluation: walk

and talk – allow

children to look at

posters and discuss

merits/issues.


energy to gain an

awareness of their growing

importance in Scotland or

beyond.

TCH 2-02b

about their product.

This will assist in

identifying and solving

any problems.


CfE Experiences and

Outcomes


I can manage money,

compare costs from

different retailers, and

determine what I can

afford to buy.

MNU 2-09a

I can use the terms profit

and loss in buying and

selling activities and can

make simple calculations

for this. MNU 2-09c

5. INVENTORS

CHALLENGE

Demonstrate their

increasing knowledge

and awareness of the

importance of finance

in running a business /

making a product.

Use appropriate

technology to show

results.

Costing exercise – cost of

making product versus

sale cost. Hand-outs

provided.

Create a profit/loss sheet

on Excel showing what

the monetary potential is

considering factors like

staffing/materials/adverti

sing etc. versus sales.

Demonstrate ability to

understand terms profit/loss

when referring to business

sales.


CfE Experiences and

Outcomes


By applying my knowledge

and skills of science and

mathematics, I can

engineer 3D objects that

demonstrate

strengthening, energy

transfer and movement.

TCH 2-12a / TCH 3-12a

Through discovery and

imagination, I can develop

and use problem-solving

strategies to construct

models.

TCH 1-14a / TCH 2-14a

I can draw 2D shapes and

make representations of 3D

objects using an

appropriate range of

methods and efficient use

6. INVENTORS

CHALLENGE

Work collaboratively

towards a common

goal.

Make a model of their

invention, using their

design drawings for

guidance, and

following costing

exercise with materials.

Use a variety of media

to create a finished 3D

product.

Introduction to task – go

over available

resources, discuss

importance of

remembering to use

costings from previous

lesson when selecting

resources.

Each group is to make

a 3D model of their

invention that can be

used in sales pitch,

alongside their poster.

Observe engagement

in group discussions

and involvement in

task.

Have the children

selected appropriate

media, and considered

costing issues?


of resources. MTH 2-16c

I can develop and

communicate my ideas,

demonstrating imagination

and presenting at least one

possible solution to a

design problem. EXA 2-06a


CfE Experiences and

Outcomes


I have carried out

investigations and surveys,

devising and using a

variety of methods to

gather information and

have worked with others to

collate, organise and

communicate the results in

an appropriate way

MNU 2-20b

I am developing

confidence when

engaging with others within

and beyond my place of

learning. I can

communicate in a clear,

expressive way and I am

learning to select and

organise resources

independently.

LIT 2-10a / LIT 3-10a

7. MARKET RESEARCH Use a variety of

resources to research

current market trends

and values.

Use appropriate

technology to show

results.

Look at an example of

TV show “Young

Apprentice” to show

importance of market

research when

developing a product

for sale.

Conduct research to

find out which

consumers would

purchase the

product/what cost they

would pay etc. by

surveying pupils and

staff in the school.

Look at websites and

shop catalogues to see

price and popularity of

items in the same genre

as their invention and

use these as a guide to

understanding pricing

brackets and

saleability.

Ask appropriate and

purposeful questions to

audience to allow

beneficial market

research.

Use research to modify

and adapt ideas where

necessary.

Homework: Market

research questions

could also be carried

out at home with

friends and family.


CfE Experiences and

Outcomes


I have the opportunity to

choose and explore an

extended range of media

and technologies to create

images and objects,

comparing and combining

them for specific tasks.

EXA 2-02a

I can create, adapt and

sustain different roles,

experimenting with

movement, expression and

voice and using theatre

arts technology.

EXA 2-12a

I have created and

presented scripted or

improvised drama,

beginning to take account

of audience and

atmosphere. EXA 2-14a

8. ADVERTISING THE

PRODUCT

Use performance and

drama techniques to

develop

character/story during

the television advert.

Use technology such

as video cameras,

digital voice recorders,

sound and film editing

programmes on the

computer.

Use knowledge of

current advertising

campaigns as

inspiration.

Demonstrate

understanding of their

product through

appropriate

advertising.

Discuss importance of

advertising and its

impact on sales,

alongside the different

forms of advertising.

Groups have to come

up with several different

adverts for their product

for use in their sales

pitch.

A television advert: This

should be scripted,

performed, videoed

and edited using

Moviemaker software

by the group.

An advertising slogan

and poster – the slogan

should be used with all

forms of advertising,

and the poster should

show the product in an

eye catching and

attractive way.

Note children’s ability

to work creatively and

utilise modern

technology to produce

a finished product.

Are the children

demonstrating

imagination and also

showing appropriate

information in their

adverts?

Observe the children’s

participation and

organisation of tasks.

CfE Experiences and

Outcomes



Inspired by a range of

stimuli, and working on my

own and/or with others, I

can express and

communicate my ideas,

thoughts and feelings

through musical activities.

EXA 2-18a

By considering the type of

text I am creating, I can

select ideas and relevant

information, organise these

in an appropriate way for

my purpose and use

suitable vocabulary for my

audience. LIT 2-26a

8. ADVERTISING THE

PRODUCT (cont’d)

An advertising jingle:

This should be a piece

of music/rap/rhyme

that the children have

written and performed

themselves, and

recorded if possible.

The children should

have the opportunity to

let classmates see their

advertising campaign

as a practice run for

their sales pitches.


CfE Experiences and

Outcomes


I can show my

understanding of what I

listen to or watch by

responding to literal,

inferential, evaluative and

other types of questions,

and by asking different

kinds of questions of my

own.

LIT 2-07a

When listening and talking

with others for different

purposes, I can:

share information,

experiences and

opinions

explain processes and

ideas

identify issues raised

and summarise main

points or findings

clarify points by asking

questions or by asking

others to say more.

9. PREPARING FOR

SALES PITCH

Allocate appropriate

roles for pitch and

presentation.

Collate all work

completed and

present in an

attractive and well

thought out manner.

Include all relevant

information gathered

during research.

Prepare a spoken

presentation on work.

Discuss all elements that

should be included in

their presentations and

pitches.

Decide on a running

order for their pitches,

and on what should be

included, and in what

manner.

Write and practice their

sales pitch along with

allocating roles to each

group member.

Practice sales pitch in

front of class and allow

for questions/comments

for reflection and

feedback.

Use knowledge learnt

over topic to produce

a final informative

presentation.

Use a variety of media

and styles within their

presentation.

Demonstrate

confidence when

speaking out in front of

others.

Roles taken on by each

member of the groups.

Self-evaluation: Complete

evaluation of how they

have found tasks, and how

they think group have

worked collaboratively.


LIT 2-09a

CfE Experiences and

Outcomes


I am developing

confidence when

engaging with others within

and beyond my place of

learning. I can

communicate in a clear,

expressive way and I am

learning to select and

organise resources

independently.

LIT 2-10a / LIT 3-10a

9. PREPARING FOR

SALES PITCH (cont’d)


CfE Experiences and

Outcomes


I have experienced the

energy and excitement of

presenting/performing for

audiences and being part

of an audience for other

people’s presentations /

performances.

EXA 0-01a / EXA 1-01a /

EXA 2-01a

10. SALES PITCH AND

PRESENTATIONS

Present sales

pitch/presentation to a

wider audience.

Answer questions

given by

audience/panel and

use prior learning in

new situation.

Groups to be given

opportunity to present

their pitches at a day

where parents and

school personnel and

pupils can attend and

watch to give pupils an

audience.

A panel of judges will

be selecting the

winning team based on

set criteria.

Optional

Winning team to be put

forward for regional

competition day.

Participate equally in group

activity.


APPENDIX B THEMED WORKSHEETS

Match the Scottish Inventors – P5

Name: _________________ Class: _________________

In this activity you must match the inventor with the invention. Once you

have matched the inventors to the invention your group will have to pick one

to further research.

Inventor

Invention

James Watt

Steamship

Henry Bell

Bicycle

Sir Robert Alexander Watson-Watt

Steam Engine

Kirkpatrick MacMillan

Radar



Name: _________________ Class: _________________




Inventor

Invention

Sir Alexander Fleming

Bovril

Charles Macintosh

Marmalade

John Lawson

Raincoat

Janet Keiller

Penicillin



Name: _________________ Class: _________________




Inventor Invention

Alexander Bain

ATM & PIN

Alan Macmasters

Fax Machine

James Good fellow OBE

Electric Toaster

Sir James Dewar

Flask


Scottish Inventors

Name: _________________ Class: _________________

In this activity you must tell us about the inventor you have

chosen, what their invention is, when they invented it, why the

invented it, where they invented it and how they invented it.

Who? What? When?

How? Why? Where

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=FV-jdjFxjZoLwM&tbnid=Wh8gNEPBTxd3_M:&ved=0CAUQjRw&url=http://inventoropinion.blogspot.com/2014/07/heyim-friggin-genius.html&ei=rfLtU7WJPMjQ7AbMn4C4DA&bvm=bv.73231344,d.ZGU&psig=AFQjCNHn04CmKzcoTDy5RqFHi0fwFvsUzg&ust=1408189388917574


A Scottish Inventor

Name: _________________ Class: _________________

The person who invented the ___________ was called

________________.

He/she was born in _________________ in Scotland.

He invented the ____________ in _____________.

What it looked like when it was first invented:

What it looks like now:

What will it look like in the future:


When it was invented activity

Name: _________________ Class: _________________

In this activity you will complete a timeline of 5 Scottish inventors

and their inventions. Use the internet and other reference

materials to complete the table. You must say what the invention

is, what it does and when it was invented.

Invention When it was invented


APPENDIX C WEBSITES FOR RESEARCH

These websites are all appropriate for children:

Range of information about the Scottish Inventors:

http://www.scottish-inventions.org.uk/

http://www.magicdragon.com/Wallace/thingscot.html

http://www.scotland.org/culture/

http://www.geo.ed.ac.uk/home/scotland/greatscots.html

http://www.scotshistoryonline.co.uk/famscots.html

Information and programmes about historical events:

http://www.history.co.uk

Link provides lots of resources on all subjects

http://www.bbc.co.uk/learning/ -

Episodes of “Young Apprentice” can be found on here: BBC I player

http://www.scottish-inventions.org.uk/

http://www.magicdragon.com/Wallace/thingscot.html

http://www.scotland.org/culture/

http://www.geo.ed.ac.uk/home/scotland/greatscots.html

http://www.scotshistoryonline.co.uk/famscots.html

http://www.history.co.uk/

http://www.bbc.co.uk/learning/


APPENDIX D RESEARCH NOTES

Name: Date:

Name of Inventor:

Important Dates:

Birthplace:

Invention information:


Name: Date:

Name of Inventor:

Important Dates:

Birthplace:

Invention information:


APPENDIX E EXAMPLE TIMELINE

Think about all of the elements below when designing your Invention! Keep referring to this throughout

the topic.


APPENDIX F TEAM CHECKLIST

Company Name: _______________ Inventor: _______________

Team Checklist - have you covered all of these points?!

Have we used our imagination?

Have we worked together as a team?

Did we come up with a plan for our invention and

design?

Did we solve problems when they came up by

discussing how to fix them and looking at all the

information we had gathered?

Were we able to make decisions effectively?


Were we thinking creatively when designing our

product and advertising campaigns?

Did we communicate with our team mates and

other people effectively during the project?

Did we conduct our market research properly and

give people the relevant information about our

product?

Did we manage our money accurately – setting

costs against profit and giving product the right

price?

Did we consider Environmental issues when

designing our product?


Does everyone have a role during the sales pitch

and presentation?

Did you think outside of the box when creating your

invention?


APPENDIX G POINTS TO CONSIDER!

Think about all of these points when you are designing your Invention …

Is our idea practical?

Can it be made easily?

Is it as simple as possible?

Is it safe?

Is it environmentally friendly?

Will it cost too much to make or use?

Is our idea really new?

Will people really use my Invention and who will it appeal to?

Is the design attractive and eye catching?


APPENDIX H JOB RESPONSIBILITIES AND QUALITIES

JOB TITLE RESPONSIBILITIES PERSONAL QUALITIES

Manager Lead the team, set clear goals,

monitor company and people

performance

Confident decision maker,

good communicator, fair in

dealing with people.

Sales & Advertising Selling the products, market

research, managing the sales

team, creating posters and

promotional material

Creative, good at dealing with

people, enthusiastic,

confident.

Accountant Record sales & expenses,

maintain all financial records, pay

the bills,

Good understanding of

numbers, accurate, good

attention to detail, honest &

trustworthy.

Production

Design and

manufacturing

Designing and making the

products, overseeing production,

ensuring standards are met and

quality goods produced.

Creative, methodical,

attention to detail,

conscientious and energetic.


A minimum of two people should undertake positions in each area other than the overall Manager. This position should be held

by one person.

Each person should indicate what area they feel they are best suited for, and where they wish to be working. If there are any

disagreements about which areas people are to be assigned to, e.g. everyone wants to be Manager, here are some methods of

deciding fairly:

Secret Ballot – everyone puts their nominated name into a box and the person with the majority vote is appointed

Presentation – those interested in applying, are asked to do a short presentation explaining why they should get the position and

the Company decides based on their pitch

Multi-vote – show of hands for the individual who volunteers for each position.

APPENDIX I ROLES AND RESPONSIBILITIES

COMPANY NAME:

NAME JOB TITLE RESPONSIBLE FOR WAGE


APPENDIX J COSTS INVOLVED

COSTS HOW TO APPLY COSTS TO YOUR TOPIC

Making your product Each Company will make one model of their product as a

prototype. They will have to use a variety of materials to make this

model.

Each material has a cost. These should be added up as they are

used and the total expenses recorded.

Staffing Every business has employees. Each member of the Company is

an employee of your business.

You should give each member of the Company a job title and

then assign a wage per hour to each job title.

For example: Managing Director - £5 per hour

Once wages are assigned, you will need to keep a record of

number of hours worked on elements such as production of

model, advertising, preparing for sales pitch etc.


Advertising To ensure that your product reaches your target consumer

audience, you have to advertise it. This costs money.

You will be advertising in 3 different ways:

Television Advert cost £20

Radio Jingle cost £10

Print Advert cost £5 per poster

As well as the costs for the advertising, you will need to factor in

your wages during the time it takes to make your advertisements.

APPENDIX K MATERIALS AND COSTS

To make a model of your invention you will have to select which materials you will need to use and decide on how much you wish

to spend on your example model.

This will be the cost to you of making your product. (You do not have to spend actual money to buy the materials, but make a

note of how much it would cost you).

MATERIAL TYPE COST MATERIAL TYPE COST

Paper White £0.50 per sheet Scissors Normal small £1.00 per pair


Coloured £1.00 per sheet Normal large £1.50 per pair

Card White £1.50 per sheet Crimping £2.00 per pair

Coloured £2.00 per sheet Stapler/staples Any £0.50 per ten

minutes

Cereal boxes Large £1.00 per box Paint Blocks – any colour £0.10 per block

Small £0.50 per box Acrylic – any

colour

£0.50 per portion

Egg carton Any £1.50 per carton Trays (for acrylic

paint)

£0.10 per tray

Tissue Paper Small sheet £0.10 per sheet Brushes large £0.30 per brush

Large sheet £0.20 per sheet Brushes small £0.15 per brush

Pens Felt tips – Any £0.05 per pen

Felt or foam

material

Any £5.00 per piece Biro – Any £0.02 per pen

Glue Pritt Stick £1.50 per tube Glitter – Any £0.75 per pen

PVA £1.00 per tub Pencils Colour – Any £0.05 per pencil

Glue spreaders £0.25 each Lead £0.02 per pencil


Glue gun £1.00 for ten minutes Crayons Any £0.05 per crayon

Sellotape Double sided £3.00 per roll Stickers Any £0.10 per sticker

Normal £1.50 per roll Glitter Loose/tubs – any

colour

£2.00 per tub

Assorted craft

stick on

accessories

Any £0.20 per accessory. Feathers Any £0.50 per feather

Cardboard Any £3.00 per piece

one side of a box)

Pipe cleaners Any £0.10 per pipe

cleaner

If your school has other resources available, you may choose from these if given permission by your teacher. Your teacher will set

the price for any additional resources used.


APPENDIX L PROFIT AND LOSS ACCOUNT

Income

£

Expenditure

£

£

Sales Revenue 2000

Less:

Advertising and Marketing 100

Materials 300

Wages 500 900

Net Profit

1100

Less: Tax (20%) 220

Gross Profit 880

Tax for your business will be at 20% of any profit once costs are deducted., e.g. 20% of £1100 is £220, so that leaves an overall profit

of £880 once all costs and taxes are paid.

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