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Innovation Celebration

Grade 4, Interdisciplinary

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Description of Unit

Students will gain an understanding of the process of innovation. An innovation is something new that can be tangible (like an invention) or intangible (like an idea). Students will develop an understanding of contributions individuals have made to society and appreciation of the impact of these contributions over time. By studying and “interacting” with famous inventors, scientists, thinkers, and philosophers, students will celebrate the spirit of innovation. They will also learn scientific and historical research and development processes. Students will find that the following elements are essential to innovation: a persistent and curious individual, a need or wish for the innovation, research processes, and a creative idea.

This guide links the Innovation Celebration unit to the Texas Essential Knowledge and Skills (TEKS) for fourth graders. Innovation Celebration is an interdisciplinary social studies and science unit that allows students to investigate the process of innovative thinking by examining the reasons that society calls for certain inventions during certain times. Innovation Celebration also leads students to practice skills in the other subject areas of English language arts and mathematics. For example, students use deductive reasoning and logic from the Mathematics TEKS, and they also use writing and research skills from the English Language Arts and Reading TEKS. The following document includes the applicable TEKS and the details of the Innovation Celebration unit. The asterisks indicate that those TEKS are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Students will derive the definitions of innovation, innovator, inventor, and invention. You might choose to have students work in groups to share ideas about their definitions. If possible, identify pertinent websites for students to access as resources during the unit—you may wish to work the technology specialist. Look for virtual tours, mentorships, oral interviews, and museums.
  2. In a large group, choose an actual innovation from the chart (see Attachment #1—Key Innovations of the Twentieth Century) and discuss key innovations that preceded the invention or innovation and the results of the invention or innovation (see Attachment #2—Before and After).

    Some resources that might be helpful are:

    • Platt, Richard. Smithsonian Visual Timeline of Inventions. New York: Dorling Kindersley, 1994.
    • Caney, Steven. Steven Caney’s Invention Book. New York: Workman Publishing, 1985.

  3. In small groups or individually, students will develop an understanding and appreciation of the contribution of innovations by researching an innovator (see Attachment #3—Innovators, for some ideas) and one of his/her innovations. Ask the following questions.
    • Why was there a need for the innovation? What problems did it solve? Did it create any new problems?
    • Did the innovator hold any patents or copyrights on the innovation?
    • How did the innovator communicate his/her ideas to others?
    • What had happened in the past that enabled the innovator to come up with new ideas/designs/objects? What happened afterwards as a result of the innovator’s work?
    • What else was going on in the world at the time of the innovation?
    • If the innovation still exists, how has the invention changed over time?
    Record the major world happenings and events of the innovator’s life; Attachment #4— Innovator’s Timeline.
  4. Combine all of the individual timelines into one class timeline. In categories such as agriculture, education, communication, technology, or transportation, note ways that significant innovations changed knowledge in a related field of study. Which innovations were not accepted at the time of their creation? Why were they not accepted? When did society accept the innovations?

Phase II. Independent Research

A. Research process

  1. Before creating an invention or innovation, students will take a survey to determine what they need or would like to see invented. Another option is for students to survey their classmates or members of other classes. Each student will use the Invention Idea Survey (Attachment #5) to help them gather their thoughts and develop their ideas.
  2. Each student will complete The Innovator’s Journal (Attachment #6).
    • Entry #1. Each student defines a problem and hypothesizes possible solutions.
    • Entry #2. The student then researches whether other ideas or products have been developed that solve the problem. If he/she finds that something already exists to solve the problem, how can what already exists be improved?
    • Entry #3. The student builds prototypes or fully explains ideas in order to formalize his/her solutions. Include drawings of prototypes or detailed plans.
    • Entry #4. Each student tests the prototype or idea and records the results of the tests. He/she should answer questions such as:
      • If the invention is tested 20 times, how many times did it work?
      • What were other people’s reactions?
      • What works? What doesn’t work?
      • What could improve the innovation? What revisions are necessary?
      Then the student makes revisions and retests.
    • Entry #5. Each student develops a plan for communicating about the innovation. Brainstorm names for the innovation, logos, slogans, packaging ideas, sales price. Develop an advertising campaign or communication plan aimed at a likely consumer for your innovation. Present an advertisement or proposal to the class.

B. The product

Each student completes either the design brief on his/her own invention (Attachment #7) or the innovation description (Attachment #8).

C. Communication

Each student presents to the class an advertisement for his/her invention or a formal proposal for an innovation.

The class may hold an Innovation Celebration in which each student demonstrates his/her invention/innovation to others in the school or community.

D. Submission

  1. The cover sheet
  2. Attachment #6—Innovator’s Journal with five entries
  3. Attachment #7 or #8—Invention Design Brief or Innovation Description
  4. Videotape or audiotape of advertisement or proposal, including the Q&A session

This unit may address the following TEKS.

110.6., English Language Arts and Reading, Grade 4, Adopted 2017

110.6(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
110.6(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
110.6(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.6(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.6(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.6(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.6(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.6(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

111.6, Mathematics, Grade 4

111.6(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.6(b)(3)
Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems.
111.6(b)(4)
Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.
111.6(b)(5)
Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations.
111.6(b)(8)
Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.
111.6(b)(9)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
111.6(b)(10)
Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.

111.5, Mathematics, Grade 3

111.5(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

111.7, Mathematics, Grade 5

111.7(b)(7)
Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric.
111.7(b)(9)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
111.7(b)(10)
Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.

112.15, Science, Grade 4

112.15(b)(1)
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices.
112.15(b)(9)
Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment.

112.34, Biology

112.34(c)(2)
Scientific processes. The student uses scientific methods and equipment during laboratory and field investigations.
112.34(c)(3)
Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom.

112.14, Science, Grade 3

112.14(b)(4)
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry.
112.14(b)(5)
Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used.

113.15, Social Studies, Grade 4

113.15(b)(2)
History. The student understands the causes and effects of European exploration and colonization of Texas and North America.
113.15(b)(5)
History. The student understands important issues, events, and individuals of the 20th century in Texas.
113.15(b)(6)
Geography. The student uses geographic tools to collect, analyze, and interpret data.
113.15(b)(7)
Geography. The student understands the concept of regions.
113.15(b)(9)
Geography. The student understands how people adapt to and modify their environment.
113.15(b)(10)
Economics. The student understands the basic economic activities of early societies in Texas and North America.
113.15(b)(13)
Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent.
113.15(b)(19)
Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas.
113.15(b)(20)
Science, technology, and society. The student understands the impact of science and technology on life in Texas.
113.15(b)(21)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.15(b)(22)
Social studies skills. The student communicates in written, oral, and visual forms.
113.15(b)(23)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

128.6., Spanish Language Arts and Reading, Grade 4, Adopted 2017

128.6(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.6(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
128.6(b)(12)(D)
compose correspondence that requests information.
128.6(b)(12)(B)
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
128.6(b)(3)(B)
use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
128.6(b)(3)(C)
identify the meaning of and use base words with affixes, including mono-, sobre-, sub-, inter-, poli-, -able, -ante, -eza, -ancia, and -ura, and roots, including auto, bio, grafía, metro, fono, and tele;
128.6(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.6(b)(11)(D)(ix)
capitalization of historical events and documents, titles of books, stories, and essays;
128.6(b)(11)(D)(x)
punctuation marks, including commas in compound and complex sentences and em dash for dialogue
128.6(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.6(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, reflexive, and prepositional;
128.6(b)(11)(D)(v)
adverbs that convey frequency and adverbs that convey degree;
128.6(b)(11)(D)(ii)
irregular verbs;
128.6(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.6(b)(11)(D)(iv)
adjectives, including their comparative and superlative forms;
128.6(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.6(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
128.6(b)(13)(F)
recognize the difference between paraphrasing and plagiarism when using source materials;
128.6(b)(13)(G)
develop a bibliography
128.6(b)(13)(A)
generate and clarify questions on a topic for formal and informal inquiry;
128.6(b)(13)(B)
develop and follow a research plan with adult assistance;
128.6(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.6(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
128.6(b)(1)(C)
express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively
128.6(b)(1)(B)
follow, restate, and give oral instructions that involve a series of related sequences of action;
128.6(b)(1)(A)
listen actively, ask relevant questions to clarify information, and make pertinent comments;
128.6(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.A.2
Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3
Formulate appropriate questions to test understanding of natural phenomena.
S.I.A.4
Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.B.1
Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1
Collaborate on joint projects.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.IV.B.1
Understand how scientific research and technology have an impact on ethical and legal practices.
S.V.C.1
Recognize patterns of change.

Social Studies:

SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.B.2
 Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3
 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.C.1
 Evaluate different governmental systems and functions.
SS.I.C.2
 Evaluate changes in the functions and structures of government across time.
SS.I.E.3
 Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.I.E.4
 Identify and evaluate the sources and consequences of social conflict.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.II.B.4
 Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.5
 Explain the concepts of socioeconomic status and stratification.
SS.III.B.1
 Apply social studies methodologies to compare societies and cultures.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.2
 Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A
Apply listening skills in a variety of settings and contexts.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.

Mathematics:

M.IV.C.1
Use probability to make informed decisions.
M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1
Analyze given information.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.3
Determine a solution.
M.VII.A.4
Justify the solution.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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