Opening Lesson

Grade Level: 3rd-4th Grade

Time: 45 minutes- 60 minutes
Day of the Week: Monday
Objectives:
Get students excited about the unit
Follow directions to correctly make the individual invention.
Work collaboratively as a class to reflect on the invention.
Standards:
CCSS.W.3.4: With guidance and support from adults, produce writing in which
the development and organization are appropriate to task and purpose.
Materials:
Toilet Paper Tubes
Markers, Crayons, Colored Pencils
Glue
Plastic Straws
Bottle & Milk Caps
Cardboard Circles
Anchor Chart Paper
Prior Knowledge:
If students do have prior knowledge, it will be from a previous class. This is our
introduction to the unit, so they have not learned anything about inventions or
inventors up to this point. Before starting the lesson, the teacher may choose to
ask students about what they already know about inventors or inventions.
Procedures / Activities:
1. (5 mins) Kid President Inventor Video https://www.youtube.com/watch?
v=75okexRzWMk
Show this video to students as a fun introduction to the unit.
Tell students to pay attention to the different inventions shown, as well as
looking at all the hard work that goes into inventing.
2. (10 mins) Create Collaborative Anchor Chart
Questions to ask students for the anchor chart:
What were some of the inventions from the video?
Does inventing take teamwork?
Write the sentence An invention is something new that has a purpose.
Below this on the anchor chart list the following 5 aspects that go into
inventing:
1. Think
2. Plan
3. Build
4. Share

5. Publish
3. (25 mins) Mini Car Invention Race
Show students a model of the car similar to what they will be making.
Students will make a model car from a toilet paper tube, but they will have
the freedom to decide what they would like their wheels to be made out of.
Students will use a toilet paper tube as the body of the car. Once they have
chosen the type of wheel they like, it will be attached to the body by
poking holes in the wheels and securing the tire to the body with plastic
straws.
o Wheel choices: cardboard, milk caps, other miscellaneous sized
bottle caps
o Allow short amount of time for students to decorate their cars.
4. (15mins) The Race and Reflection
Select a starting point in the classroom or hallway and see which students
cars will roll the farthest.
Record the 1st, 2nd, & 3rd farthest wheel type in a notebook, as well as
which one went the shortest distance.
As a class refer back to the publish aspect on the inventions anchor
chart.
o Collaboratively on an overhead or smartboard, write a paragraph
about the results of the cars.
o Make sure to include intro and conclusion sentences.
o Why did certain cars go farther than others?
o Was there anything difficult about the invention process?
5. As a closing point tell students that throughout the week at school as well as at home
they should be thinking about new inventions they could possibly create. (This will
connect with the ending lesson)
Assessment:
Did each individual student create a car for the race? yes/no
Were students able to work collaboratively with others to create the written
publishing aspect?
o Reflect back on the paragraph written by the class.
Adaptations/Differentiations:
If needed due to ability or behavioral aspects allow students to work with a
partner when creating their car.
Sources:
http://www.craftymorning.com/simple-toilet-paper-roll-car-craft-kids/

Invention Unit: Social Studies & Writing

Tuesday
Social Studies & Writing
Objectives:
Students will learn about different inventors with various backgrounds and what
their invention was.
Students will be able to collaboratively create a timeline when the inventions
occurred.
Students will write creative clues to help guess an inventors invention.
Standards:
CCSS.B.4.2 Use a timeline to select, organize, and sequence information
describing eras in history. (Social Studies Standard)
CCSS.W.4.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
Materials:
Construction Paper
Glue
Scissors
Large Paper (Timeline)
Tape
Pencil/Markers, etc.
Prior Knowledge:
From Monday, students will have learned about what the word invention means.
They will also have had reading, math, and an introductory lesson that deals with
inventions.
Procedures / Activities:
1. (20 mins) Students will individually work to match up inventors to their
inventions by reading clues, and cutting and pasting appropriately. These are
shown below.
Teacher Prep: The teacher should have the inventor images with the words
included cut out separately from what they invented.
The goal is for the students to use the clues and find the matching
invention, then paste the two next to each other on a piece of construction
paper.

Thomas Edison. This invention

The Light bulb
was
created in the year of 1879.
His
invention would change
every
day
life, and was a bright
idea.

Alfred L.
Virginia,

Cralle. He was born in

The Ice
Cream Scoop
and attended school
vehicle mechanics.
Do not be fooled his
invention has nothing
to do with his
schooling. This invention
would be a savior to those with a sweet
Tooth! Invented in the year, 1897.

for

Mary
Anderson
created her
Windshield
Wipers
invention in 1903. We can thank
her for making rainy days a little
less dangerous.

The Yo-Yo
Pedro Flores was the inventor of a timeless toy,
which has a string averaging 3 feet long. Flores was
born in the Philippines, but moved to the US where

his
invention was mass-produced in the 1920s.

Jozsef Biro Laszlo was worn into a Jewish family

Pen in Hungary. During the year 1931 he invented
something that was small enough to fit in your
Hand, but also contained a ball. Many professions
would feel helpless without having this.

The Ballpoint

Procedures / Activities (continued):

2. (15 mins) Creative Clue Writing: Students will be given a strip of paper that has the
name of an inventor, some background info, what he/she invented & the date. With this
info students will have to use creative writing and thinking skills to write their own clue
like in the 1st activity that describes what the person invented. Below are 3 possible strips
that could be given to students to write clues for.
Steve Jobs: Invented the IPad in 2010. He was born in San Francisco, CA.
Richard Knerr and Arthur "Spud" Melin: Invented the Hula-Hoop in 1958.
It was created in Australia after these two men saw children playing with
bamboo sticks.
William Adis: He is from England and invented the toothbrush in 1780.
The handle was 1st made out a piece of bone from a cow, and bristles from
a pig!
3. (10 mins) As a class, students will use construction paper to create a timeline that
shows the order of inventions in years from their independent activity. This could either
be done as a whole group activity, or split into groups if that fits the students learning
styles better. As the teacher, you will have to have five bigger pictures of these inventions
that the students did today in the individual activity. These are for students to post on the
timeline. The timeline can be displayed in the classroom. The teacher will either choose
five students to come up to the timeline and post the invention where it fit. Otherwise, the
teacher can split the class into five groups. Students will then come up to the front of the
classroom, read their clue, and then post it on the timeline on that specific date.
The Correct order of this timeline would be: 1879 Light bulb, 1897 Ice Cream
Scoop, 1903 Windshield Wipers, 1920s Yo-Yo, 1931 Ballpoint Pen
Assessment:
Collect the student's individual clue matching invention activity.
Did the student complete it?
Did the student match the correct inventors to their inventions?
Creative Clue Writing:
Does the student use the background information given to them in
their creative clue writing?
Does their writing make sense?
Do they use conventions correctly?

Exit Slip: Before students are allowed to move onto the next portion of the day
they should write one sentence about a new fact they learned from the day.

Differentiation/Adaptations:
If needed, due to ability or behavioral aspects allow students to work with a
partner.
If a child is struggling with writing, the teacher can write what the student wants
to say in highlighter. The student can then trace over this to practice their writing.
The student is still able to get ideas down, but they may struggle with their fine
motor skills.
Extended Lesson:
If this lesson were to be extended, the teacher could add more inventions to the
individual activity where they had to match inventions.
For the timeline, we could allow all students to put up their inventions on the
specific date. This would especially work if there was more time allowed.
This lesson can be extended throughout the week as well because students can
add inventions to the timeline as they learn about more and more of them
throughout the week. The teacher can keep this timeline up through the week, as
well.
Sources:
http://african-americaninventors.org/
http://www.women-inventors.com/Women-Inventors.asp
http://www.livescience.com/33749-top-10-inventions-changed-world.html
http://inventors.about.com/od/hispanicinventors/a/Pedro_Flores.htm
http://www.smithsonianmag.com/smart-news/the-story-of-laszlo-biro-the-manwho-invented-the-ballpoint-pen-30631082/?no-ist
http://www.imore.com/history-ipad-2010
http://www.colgateprofessional.com/patient-education/articles/history-oftoothbrushes-and-toothpastes
http://www.boredpanda.com/funny-inventions/

Thursday
Subject: Social Studies with Writing & Art
Grade: 3rd/4th Grade
Time: 45 - 60 minutes
Day of the Week: Thursday
Objectives:

Students will be able to identify at least four inventors and which one of them
invented which food.
Students will learn history and be able to recall facts about accidental food
inventions.
Students will create a unique piece of popsicle art.

Standards:
CCSS.B.4.7 Identify and describe important events and famous people in United
States history (Social Studies Standard)
CCSS.W.4.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
CCCS.C.4.7 Develop basic skills to produce quality art (Art Standard)
Materials:
Pencils, Pens, etc.
3 Different Types of Potato Chips
Chocolate Chip Cookie Matching Cards
Popcorn Writing Boxes
Paint
Popsicle Sticks
Miscellaneous 3D Objects (Puff balls, glitter, etc.)
IPad/Computer
Prior Knowledge:
Students have been learning all about inventors and inventions the past week, and
have even learned about one accidental food this week, bubblegum.
Procedures / Activities:
1. (30 mins) Accidental Food Centers
Students will rotate in small groups through 3 centers, about 10 minutes for each. At each
of the centers they will learn about a different food that was accidently invented. During
centers, we will also have music on a playlist that is singing about inventors.
Center One: Chocolate Chip Cookie
o At this center there will be an ipad or some type of technology
where students are able to watch the following video that contains
history about the chocolate chip cookie. In their social studies
notebook write down at least one fact they learned from the video.
https://www.youtube.com/watch?v=s5Ine0uo25A. Students should
watch this video before doing any of the other parts of this center.
o Cookie Math: Using cut out circles with black dots to represent
chocolate chips, have students add together cookies to see the total
# of chocolate chips. (minimum of 3 math problems)
o About Ruth Graves Wakefield: Matching Fact Game. Students will
play a matching game to learn more about Mrs. Wakefield the
inventor of the cookie. For example, they will flip over one card
that has a fact they read aloud such as: Ruth owned the Toll

House Inn. This card will also have a mini cookie in the bottom
with X amount of choc chips. They will then have to try and flip
over a card that matches with a big cookie. (See the visual example
of a matching pair below.

Here is a list of other facts that could be placed on the cards for the matching game.
Ruth Graves Wakefield was also an author.
She was born in 1905.
Ruth originally called the cookie The Toll House Crunch

Center Two: Popcorn

o Students will read a small passage about the history of the popcorn.
This passage can be made by the teacher. The passage will contain
many facts such as these:
Popcorn was first found many years ago in Mexico and
Guatemala. It was around the year of 960.
It was first found by the Native Americans.
Charles Cretors was the first person to make a popcorn
machine.
o After reading the article, students will get to a popcorn box (as
shown). On this popcorn box, students will get write who invented
popcorn and what year they invented it. Students will then also be
able to write one more fact that they found interesting about
popcorns history.

Center Three: Potato Chips

o To help students learn more history about the potato chips they will
watch this informational video together when they 1st arrive at this
center https://www.youtube.com/watch?v=LLyIUvPZZKM

There will be 3 bowls with samples of different flavors of chips,

students will taste each of the chips and need to individually make
a list of 2 describing words for each flavor of chip.
Example: Dill Pickle Chip: sour, salty, pickle, etc
2. (20 mins) Popsicle Art
Introduce this activity by discussing how the popsicle was also an accidental food
invention: At age 11, Frank W. Epperson invented the popsicle by accident. It was
1905, and Epperson put a mixing stick in a cup of soda-water powder and water
and left it on his porch overnight. The next morning he found the mixture frozen.
He later patented his accidental creation as a handled, frozen confection or ice
lollipop.http://www.huffingtonpost.com/2014/04/16/foodaccidents_n_5152800.html
Students will make individual and creative popsicle art. They will be given a sheet
of paper with a popsicle outline, and required to choose at 3 different paint colors,
as well as a 3D object to add to their art such as: (puff balls, feathers, glitter, etc).
Students should be encouraged to create a popsicle that is unique.
While students are creating their artwork here is a list of some songs that would
be fun to play in the background while they are working.
o The Popcorn Song - https://www.youtube.com/watch?v=jx3LslhjMZw
o Inventors & Inventions - https://www.youtube.com/watch?
v=VhbCqZbuwiY
o Pop See - https://www.youtube.com/watch?v=0RqMflGzRjY
o

3. (10 mins) Discussion/Wrap-Up

At the end of the lesson, the teacher is going to have the students come to the
carpet. The teacher and the students are going to have a wrap-up discussion of the
day. The students will use the strategy of Think-Pair-Share to come up with the
answers to these questions. Some of the questions could be:
o What was your favorite invention you learned about today?
o Ask students who invented each type of food
o Discuss if they have ever thought about foods being a type of invention
Assessment:
Collect students social studies notebooks to check in on some of their work done
at the stations.
Did students write at least three sentences at their popcorn center?
Did students participate in the ending class discussion?
Did students complete a piece of individual popsicle art, as well as following the
criteria (3 colors, 1 piece of 3D object)
Differentiation / Adaptations
If needed, due to ability or behavioral aspects allow students to work with a
partner.
If a child is struggling with writing, the teacher can write what the student wants
to say in highlighter. The student can then trace over this to practice their writing.

The student is still able to get ideas down, but they may struggle with their fine
motor skills.
If a child is struggling with vocabulary in the video or in the story, the teacher can
work to make them a vocabulary sheet.

Extended Lesson:
To extend this lesson, we could add another center that deals with another type of
food that was invented.
The teacher could also have students add these inventions to the timeline that is
ongoing in the classroom for the whole week.
Sources:
https://www.youtube.com/watch?v=s5Ine0uo25A
https://jet.com/product/detail/0cd8a9b8cb2f419cbf27f59f94dc4881?
jcmp=pla:ggl:gen_business_industrial_a1:food_service_concession_food_contain
ers_a1_other:na:na:na:na:na:2&code=PLA15&ds_c=gen_business_industrial_a1
&ds_cid&ds_ag=food_service_concession_food_containers_a1_other&product_i
d=0cd8a9b8cb2f419cbf27f59f94dc4881&product_partition_id=156114832860&g
clid=CPu6lsu8vMwCFQyNaQodcAIE3w&gclsrc=aw.ds
http://www.telegraph.co.uk/foodanddrink/foodanddrinkpicturegalleries/9780300/
Famous-foods-invented-by-accident.html
http://www.women-inventors.com/Ruth-Wakefield.asp
http://mrnussbaum.com/readingcomp/popcorn/

Invention Unit: Reading Lesson Plans

Monday

Subject Integrated: Science

Grade level: 3rd/4th Grade
Time: 45 minutes - 1 hour
Standard: Reading Standard for Informational Text Grade 3 - Key Ideas and Details - 3.
Describe the relationship between a series of historical events, scientific ideas, or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
Objective: The students will be able to learn about inventions and the process of being
made then they will read about a certain invention and come up with the invention
process.
Prior Knowledge:
The students have had previous units about time/sequence/cause/effect. They will be
using this to right their entries in their reading log
Materials:
Anchor chart paper
Markers
Computer with projector/internet
Four different articles about inventions
o TV
o Computer
o Car
o Airplane
Reading log booklets
Exit Slip with prompt on it - Write about one invention you learned about
that wasnt yours.
Procedure:
1. Create invention anchor chart as whole group - 5 mins
1. What is an invention - An invention is something new that has a purpose
1. Think
2. Plan
3. Build
4. Share
5. Publish /paton
b. Invention to learn about for the day - light bulb
c. Turn and talk to your partner about everything you know about the light bulb - 2
mins
d. Share out - allow students to be able to share what they talked about with their
partners - 5 mins
e. Show video about the light bulb being invented - 2 mins
1. https://www.youtube.com/watch?v=-Q4rQDN6Z4s
b. Have discussion about what the video talked about - 3 mins

c. Split the class into four groups. They will each have an article about a different
invention. They will read it together. - 15 mins
1. They will brainstorm as a group to come up with a reading log entry. The
prompt will be: How was this invention made? They will include the
think, plan, build, share, publish process in their writing.
b. Each group will read their reading entry log to the class. - 10 mins
1. Remind the students about what they have already learned about
time/sequence/cause/effect.
b. Exit Slip - Write about one invention you learned about that was not your group
and example one thing you learned about it. - 3 mins
Assessment: Exit slip. (See above #9)
Differentiation:
Allow students to work by themselves
If students are struggling to read the articles assist them in vocabulary
Extended Lesson:
Each group will get another groups article and do the same process of
brainstorming and writing down their thoughts about the invention process in
their reading logs.
Then they can compare their writing with the previous group who wrote about
that invention.
Sources:
YouTube
Inventions - Kids Discover website (for articles)

Tuesday
Subject Integrated: Science
Grade level: 3rd/4th Grade
Time: 45 minutes- 60 minutes

Standard: Reading Standard for Informational Text Grade 3 - Integration of Knowledge

and Ideas - 7. Use information gained from illustrations (e.g. maps, photographs) and the
words in a text to demonstrate understanding of the text (e.g. where, when, why, and how
key events occurred).
Objective: The students will be able to gain information from the text and create a
reading entry to demonstrate their knowledge of where, when, why and how the events
occurred in the book.
Materials:
Book: Pop!: The Invention of Bubble Gum by Meghan McCarthy
Reading logs
Prior Knowledge:
Anchor chart on inventions
Key events in a book
Procedure:
1. Pre-Assessment: Does anyone know how bubble gum was invented? - 5 mins
2. Students will be told to focus on the details and events that occur so they can
answer the questions when, where, why, and how.
3. Read the book Pop! The Invention of Bubble Gum - 10 min
4. Discuss the key points that happened in the book as a class. 3 min
5. Give the students the prompt: In the book Pop! The Invention of Bubble Gum,
the author Meghan McCarthy describes where, when, why, and how bubble gum
was made. Complete the log by answering those questions in a narrative. - 2 min
6. Students will go to their desks and complete their reading log prompt. - 10 min
7. The rest of the time will be filled with silent reading and meeting with guided
reading groups. -15 min
8. If time allows, have some share-outs of their reading logs with the class. - 3 min
Assessment:
Their reading logs
Differentiation:
For struggling write - pull small group to work with the teacher on their reading
log
Instead of individual assignment allow for group work
If you find students are not able to recall where, when, why, and how bubble
gum was made bring class back together as a whole and discuss in detail the
answers. Then release them back to their desk to write.
Extended Lesson:
When all students have completed their reading log allow student to share out
with the class what they wrote about in their reading log.
Sources:

Book: Pop!: The Invention of Bubble Gum by Meghan McCarthy

Wednesday
Subject Integrated: Writing, art

Grade level: 3rd/4th Grade

Time: 45 minutes- 60 minutes
Standard: Reading Standard for Informational Text Grade 3- Determine the main idea of
a text, recount the key details and explain how they support the main idea.
Objective: The students will be able to activate their prior knowledge about traffic lights,
determine what they want to know about them, and learn about the inventor of the traffic
light.
Materials:
Garrett Morgan article for each student
KWL anchor chart
Traffic light craft
o Black, red, yellow, green paper
o Scissors
o Glue
Prior Knowledge:
Students will know how to get details from a text and identify the important parts.
They will fill out the K part of the KWL chart about anything they know about
traffic lights and/or Garrett Morgan
In addition they will be able to complete the W part of the KWL chart
explaining what they want to know about traffic lights, the invention process, and
Garrett Morgan.
Procedure:
1. KWL chart will be created and we will begin in a group discussion talking about
everything we know about traffic lights and Garrett Morgan. - 5 mins
2. The K column will be completed.
3. Next we will discuss what they want to know about traffic lights, the invention
process about them, and Garrett Morgan that pertains to the invention. - 5 mins
4. After these two columns are completed, students will go back to their desk to read
the article handout about Garrett Morgan and his invention of the traffic light. 10
mins
5. After they have time to read and gather information about the article, students will
turn and talk to each other to share some information about the article. -5 mins
6. We will come back as a large group and complete the L column and discuss what
we learned as a class. -5 mins
7. Next, we will explain the activity. Each student will create a traffic light out of
paper. Each red, yellow, and green circle that symbols the lights on a traffic light,
will have a fact that they learned on it. -15 mins
Assessment:
Whole group discussion and participation of filling out KWL chart
Traffic light facts craft

Differentiation:
Create the stop light craft in groups or as a whole group
Pull kids who are struggling to help with reading and coming up with facts to add
on their craft.
Extended Lesson:
Students can answer the following questions about the article: Think about your
day-to-day activities and chores. In what ways could you make doing these things
easier? Think about something you could invent that many students could use.
What would that be and why? How would it be used? Write about it.
Sources:
Garrett Morgan article from http://www.classroomfreebiestoo.com/2012/02/blackhistory-month-garrett-morgan.html

Thursday
Subject Incorporated: Writing and Art
Grade level: 3rd/4th Grade

Time: 45 minutes- 60 minutes

Objective: Students will be able to create an Instagram profile for an inventor from the
article they read and create symbols that relate to the invention and article and describe
why.
Standards: Reading Standard for Informational Text Grade 4 - Make connections
between the text of a story or drama and a visual or oral presentation of the text,
identifying where each version reflects specific descriptions and directions in the text.
Materials:
Article about inventors of Instagram: Kevin Systrom and Mike Krieger
Instagram worksheet
Inventor articles
Prior Knowledge:
Students will use their prior knowledge about making connections from the article
to a presentation.
o Garrett Morgan
o Traffic Light
o Bubble Gum
o TV
o Computer
o Car
o Airplane
Procedure:
1. First we will discuss who the inventors of instagram are and the process of how it
was made. - 3 mins
2. Then they will each be given an article about a particular invention or inventor
and they will have to read it and make connections from it to think of a symbol
(emoji) that relates.
3. I will explain the Instagram worksheet. (See below) - 5 mins
4. They will need to come up with pictures or symbols that relate to their particular
article and write why they drew that picture. - 40 mins
1. The last two pictures will show a representation of how they use the
invention today.
Assessment:
Product the students make of the instagram account
Differentiation:
This could be done individually, partners, or groups
Limit the number of pictures the students have to come up with for the instagram
account

If the students finish early they can create a short story from the bio they created
for each picture

Extended Lesson:
Allow the students to present their work to the whole class
Have the students pick another invention to create an instagram account for
Sources:
https://www.teacherspayteachers.com/FreeDownload/Evidence-Based-InstagramActivity-1786460

Friday
Subject Incorporated: Science
Grade level: 3rd/4th Grade

Time: 45 minutes- 60 minutes

Objective: The students will be able to display their own point of view of the book Oh,
The Things They Invented! By: Bonnie Worth.
Standards: Reading Standard for Informational Text Grade 3 - Distinguish their own
point of view from that of the narrator or those of the characters.
Materials:
Book: Oh, The Things They Invented! By: Bonnie Worth
Reading logs
Prior Knowledge:
Students will use their prior knowledge of the process of inventions from the
lesson on Monday to formulate a point of view from the inventors and inventions
explored in the book.
They will the expectations for a complete reading log entry.
Procedure:
1. Introduce the book and connect it to the topics of study for the past week. - 2 mins
2. Explain point of view and tell them they will need to be looking for that in the
book while it is being read. - 3 mins
3. Read the book making sure they are listening for the characters ideas in the book.
- 20 mins
4. Give them their reading prompt: After listening to the book Oh, The Things They
Invented, create your own point of view about one of the inventions in the book.
5. Student work time to finish their reading log. - 20 mins
6. Silent reading.
7. Share reading log entries if enough time left.
Assessment:
The students point of view they write about in their reading logs.
Differentiation:
Pull struggling students to work in a small group or one on one with them
Challenge the students to add detail to their point of view
Challenge students to change their point of view about the subject
Extended Lesson:
Give the students the opportunity to present their own point of view to the class
Allow the students to write about more than one invention
Sources:
https://books.google.com/books/about/Oh_the_Things_They_Invented.html?
id=mF_CrQEACAAJ&source=kp_cover&hl=en
Math
Monday
Subject Integrated: Math
Grade level: 3rd/4th Grade

Time: 45 minutes - 1 hour

Standard: CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in
5 groups of 7 objects each. For example, describe a context in which a total number of
objects can be expressed as 5 7.
CCSS.WRITING.CONTENT.3.W.4
With guidance and support from adults, 4. produce writing in which the development
and organization are appropriate to task and purpose.
Objective:
Students will be able to solidify their understanding of multiplication as the process of
groups with a certain number of items in each group by applying it to real-world
situations and relate to the content in literacy.
Prior Knowledge:
Students will be familiar with the common multiplication facts and understand the
reasoning behind what multiplication is.
Students will grasp the concept that multiplication is defined as a certain number of
groups where each group has a specified number of things within each group.
Materials:
Floor plan of a house
Writing tools (markers, pencils)
Worksheet/Final assessment
Procedure:
1. As a class, the students will review the idea of the light bulb and the inventor
from previous lessons.
2. Then the students and teacher will review the idea of multiplication, especially the
idea that it means groups with a certain number of items in each group. They
will go over simple multiplication problems like 2 x 3 meaning 2 groups of
something with 3 things in them.
3. The teacher will bring out a floor plan of 6 different rooms, blown up to be seen
by students in whole group instruction. The teacher will work with students to
visualize where they think the light structures should be in each room. For
example, students could think the big living room could have 5 light structures,
while the small bathroom could have 2.
4. Once students have understood and marked how many light structures there
would be in each room (for all 6), the teacher would identify how many light
bulbs would be in a given light structure. For example, in the big living room
there are 5 light structures. A single light structure takes 4 bulbs. How many bulbs
would you need to get to fill each light structure with the amount of light bulbs
needed?

5. The teacher would go through a number of scenarios from the rooms, reminding
students that they are using the idea that there are a certain number of groups or
the light structures with a number of items in each thing or the number of light
bulbs.
6. Students would each get a scenario with the number of light structures in a room
and their needed light bulbs and they would Think, Pair, Share to find out what
the total number of bulbs would be.
7. Students would then work independently with a worksheet of a few scenarios
related to light bulbs, light structures and the multiplication definition. They will
move to their desks/seats and work on this for 15 minutes. Once they are
completed, they will share with their table or desk mates their findings and turn it
into the teacher.
1. Here is a condensed version of the assessment:
1. In a certain room of Thomas Edisons there are 7 light
structures. Each of these light structures need 3 light bulbs
in each. How many light bulbs does Thomas need to buy to
light up his room? Please explain your process and how it
relates to our definition of multiplication? (Remember:
groups and number of items in a group)
2. In the gym of the school, there are 4 big lights. To keep the
lights on when people play basketball, they need 5 lights in
each. How many light bulbs does the janitor need to put in
to keep the gym lit for games? Please explain your process
and how it relates to our definition of multiplication.
(Remember: groups and number of items in a group)
3. Above my desk, there is one light. I keep it on too long and
it tends to burn out! This light needs 2 light bulbs to run.
How many light bulbs do I need to get in total to keep that
light on my desk? Please explain your process and how it
relates to our definition of multiplication. (Remember:
groups and number of items in a group)
Assessment:
Students will be assessed on how well they are able to multiply two numbers in relation
to the multiplication definition and articulate that to peers and in writing.
Differentiation:
Students can use unifex cubes or other manipulatives to plot out the light structures and
individual light bulbs and the eventual total.
Extended Lesson:
Students could use their knowledge of light structures and light bulbs to create a floor
plan of their own and equip it with light structures. Additionally, they indicate how many
light bulbs were needed for each structure and in total. Students can also manipulate this
with couches and cushions, tables and chairs, etc.

Sources:
https://en.wikipedia.org/wiki/Floor_plan

Math: Tuesday
Subject Integrated: Math
Grade level: 3rd/4th Grade

Time: 45 minutes - 1 hour

Standard: CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 4 =
24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) 3
5 2 can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 =
30. (Associative property of multiplication.)
CCSS.WRITING.CONTENT.3.W.4
With guidance and support from adults, 4. Produce writing in which the development
and organization are appropriate to task and purpose.
Objective:
Students will be able to further their understanding of the properties of multiplication
including the commutative property of multiplication.
Additionally, students will display their knowledge of the topic through a written portion.
Prior Knowledge:
Students will understand the definition of multiplication: a number of groups with a
certain number of items in each group.
Materials:
-Bubble gum
-Laptops/Computers/IPad
-Paper
-Pencils, Markers, Crayons
-Big Bowl
-Graph paper
Procedure:
1. Students will review the definition of multiplication and its computation, or a
number of groups with a certain number of items in each group.
2. The teacher will introduce the commutative property with the aid of different
colored bubble gum pieces. The teacher would have one student bring a piece of
blue bubble gum into a bin and then another student brings a piece of pink bubble
gum into the same bin. The students would then examine the pieces of bubble
gum in there. Then the teacher would ask a different student to put the pink piece
of gum in the bin, and another student to put a blue piece of gum in after. Then the
students would examine the bubble gum pieces in the bin. They would identify
that they are the same, even though the gum was put in, in different ways. The
idea of the commutative property would be introduced, that you can multiply two
numbers, like 2 x 3 and get 5, and multiply 3 x 2 and still get 5.
3. Reiterate the idea that the number will be the same, but the idea of the problem
may change. It will always get the same number, but the groups and items may
look different.

4. Students will each get 6 bubble gum pieces. They will then be prompted by the
teacher to make 3 groups of 2 with their bubble gum pieces, and report back the
answer to the teacher. Then they will make 2 groups of 3 and report back to the
teacher the answer. Students will then answer the question: What makes these
two groupings the same? Why? This can continue with any sort of number.
5. After this idea is down, students will come back to full group, and the teacher will
have students group into pairs or groups of 3 depending on the class size. They
will use graph paper, pencils and pens to create an array of their own of bubble
gum pieces. Students will split the graph paper in half and create three arrays of
bubble gum using the commutative property. On one side they would draw one
multiplication problem and on the other they would draw the commutative
property of the multiplication with the visuals of the bubble gum. Underneath,
students would write the arrays they drew, how they computed that, and how they
relate.
Assessment:
Students will draw the three array bubble-gum problems and their commutative property
equivalent on a piece of graph paper.
Differentiation:
Students can work with the numbers and expressions of the commutative property, using
a worksheet.And substitute the bubble gum or even unifix cubes instead of the numbers
to understand the commutative property in relation to the lesson.
Extended Lesson:
Students can create a display along with a description and clever tagline that they can
broadcast their display of bubblegum in a local newspaper or magazine.
Sources:
https://s-media-cacheak0.pinimg.com/originals/b2/1e/3b/b21e3b071fe3d662dabc4ef02a588707.jpg
http://splitmultigradeclassroom.blogspot.com/2016/01/button-candies-array-cardsand.html
https://www.teacherspayteachers.com/Product/CommutativeProperty-of-Multiplication-862128

Math: Wednesday
Subject Integrated: Math
Grade level: 3rd/4th Grade

Time: 45 minutes - 1 hour

Standard: CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)
may share attributes (e.g., having four sides), and that the shared attributes can define a
larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any
of these subcategories.
Objective:
Students will be able to construct shapes that fit into specific categories. Students will
also be able to identify shapes by their attributes and explain why they do or do not fit
into a certain category.
Prior Knowledge:
Students should understand that attributes are the characteristics of a shape. Some
attributes include the number of sides, number of angles, and number of corners a shape
has. Students should also be able to recognize and apply the vocabulary associated with
shapes such as line, polygon, and parallel lines. Students should also be familiar with the
different angle types including right, acute, and obtuse.
Materials:
Popsicle sticks
String
Geoboards (concrete ones and online)
Plastic straws
Play-Doh
Dot paper
Beans
Procedure:
1. Start the lesson by reviewing the vocabulary associated with shapes, the different
angle types, and the different attributes that could potentially make up a shape.
2. Explain to the students that they will be given a shape category such as triangle,
rectangle, parallelogram, quadrilateral, polygon etc. They will then be instructed
to create a shape within that category. Do one example together with the whole
class.
3. Divide the students into partners or small groups. Tell the students that they will
be working as a team to complete the given task.
4. This activity will be completed in centers. Each center will have a different hands
on manipulative that the students will be creating their shapes with.
5. Give the students a shape category. Tell the students to work with their group to
create a shape within that category using the materials provided.
6. Students will be allowed to spend 5 minutes completing the task at the designated
center. The next 4 minutes will be designated for having the students share out
their creations with the whole class.

Assessment:
Students will be assessed based on their ability to work in their groups and create a shape
based on the designated category. This would be done through observation. Students will
also be assessed when they share with the whole class their findings.
Differentiation:
If students are having a hard time coming up with shapes under a specific category, there
will be anchor charts for the students to look at to serve as a visual aid. These anchor
charts will include pictures of shapes that fall under certain categories. If students
understand the activity well and are flying through it, have those students make multiple
shapes, using the manipulatives that fit under a specific category.
Extended Lesson:
To continue this lesson, students could take pictures of their creations and compile them
together. Students would categorize the shapes based on their overarching properties.
Students could make posters, either by hand or electronic, to display their findings.
Students should focus on the similarities and differences that the shapes within the certain
categories possess.

Sources:
http://betterlesson.com/community/document/1966684/make-that-shape-lesson-pdf

Math: Thursday
Subject Integrated: Math
Grade level: 3rd/4th Grade
Time: 45 minutes - 1 hour
Standard: CCSS.MATH.CONTENT.3.MD.C.5
Recognize area as an attribute of plane figures and
understand concepts of area measurement.
CCSS.MATH.CONTENT.3.MD.C.5.A
A square with side length 1 unit, called "a unit square," is said to have "one square unit"
of area, and can be used to measure area.
CCSS.MATH.CONTENT.3.MD.C.5.B
A plane figure which can be covered without gaps or overlaps by n unit squares is said to
have an area of n square units.
Objective:
Students will be able to understand what it means to find the area of a shape through
manipulation of tactile pieces and grasp the concept of area visually.
Prior Knowledge:
Students will know what perimeter is and how to solve for it.
Materials:
Graph paper
Manipulatives such as unifix cubes, square crackers, or tiles
Writing tools
Procedure:
1. Explain to the students that we will be exploring the idea of area. Start by
explaining that the area is the number of square units needed to cover a surface
like a wall, floor or other two-dimensional shapes.
2. Describe the differences between finding the perimeter and the area of figures.
Perimeter is the distance around the outside of a figure. This part should be review
for the students.
3. Tell the students that the will be finding the areas of their names.

4. Using pieces of graph paper, the students will write each letter of their name in
bubble letters tracing around the boxes on the graph paper. Encourage the students
to make the letters pretty large.
5. Have an example one for the children to be able to look at with your name on it.
6. After the students have made the outlines of their letters, have them color them in.
7. Explain to the children that they will now be finding the total area that makes up
their names. Students will do this by filling up their letters with the designated
manipulative (unifix cubes, tiles, etc.)
8. The children will then count how many of the manipulatives fill up each letter in
their name. They will then add them all together to find out the total area in their
name.
Assessment:
Students will be assessed on their ability to create their names on graph paper and
determine the area.
Differentiation:
For students who need additional support with this, a template would be made to help
them with the tracing of their name.
Extended Lesson:
Students could continue this activity with writing out their middle and last names and
finding the total areas of all the different parts of their name. Once the students have their
total areas, you could make a class bar graph. Students would practice their graphing
abilities in a fun way while getting to see whose name in the class has the largest area.

Sources:
http://www.scholastic.com/teachers/top-teaching/2012/12/10-hands-strategies-teachingarea-and-perimeter
Math: Friday
Subject Integrated: Math
Grade level: 3rd/4th Grade
Time: 45 minutes - 1 hour
Standard:
CCSS.MATH.CONTENT.3.MD.C.7.A
Find the area of a rectangle with whole-number side lengths by tiling it, and show that the
area is the same as would be found by multiplying the side lengths.
CCSS.WRITING.CONTENT.3.W.7
Conduct short research projects that build knowledge about a topic.
Objective:
Students will understand how to use the definition of math to create a floor plan.
Students will understand how to use the commutative property of math to create a floor
plan.
Students will understand how to use the quadrilateral shapes to create a floor plan.
Students will understand how to use area and unit squares to create a floor plan.
Prior Knowledge:
Students will know the standard algorithm and definition of multiplication.
Students will know the commutative property of multiplication.
Students will know and be able to identify the quadrilateral shapes and their attributes.
Students will understand how to compute area using unit length.
Materials:
-Dream House worksheet
-Ruler
-Writing utensils, pencils
-Colored pencils
Procedure:
1. Tell students they will be making the floor plan for their dream house.
2. Have an example floor plan to use when showing students. Show them how to
work through directions and use it during the rest of the lesson.
3. Students will use the dream house worksheet and graphing paper to make their
floor plan.
4. Tell students to start by making the outline of their house by drawing the outside
walls. The figure must be enclosed and have all right angles.

5. Next, have the students separate their house into rooms. Each room must be a
rectangle.
6. Tell the students to label and color each room.
7. Have the students find and record the area for each room.
8. When they find and record the area, students should be able to use the
commutative property to show two ways to multiply the side lengths (for
example: 2 x 3, and 3 x 2).
9. Students will also be able to define and label the different quadrilaterals, like the
rectangle and squares in the dream houseroom.
10. Students will also be able to use the side lengths and compare it to the definition
of multiplication. (Certain number of groups with specific things in each group).
11. Students will show they know the area by tiling the space first and then showing
that the area can also be found by multiplying the side lengths.
12. Finally, students will add the areas of all of their rooms to find the total area of the
dream house.
Assessment:
Students will be assessed on their final productions of their floor plans of their dream
house. They will be assessed on their findings of the area of their house and the
explanations they give.
Differentiation:
Students can spread out each part of the project amongst days- working at one area at a
time, possibly after the days lesson that pertains to the section of the assignment. If they
need help with the units of each room they draw, they can use unifex cubes to assist with
their drawings and computation.
Students can also work with groups to help out with drawing, computation and other
details.
Extended Lesson:
To extend the lesson, students in the class could compare the areas of their dream homes
with each other. A chart would be made with everyones findings on it. This would be a
good visual to see who in the class has the largest floor plan and who has the smallest. A
bar graph could be made as well to see how all the areas compare with each other.
Sources:

https://www.teacherspayteachers.com/Product/DreamHouse-An-Additive-Area-Project-Common-CoreFREEBIE-619339

Elle Armstrong
Emily Vissers
Science
Monday
Subject: Science
Grade level: 3rd/4th Grade
Time: 45 minutes- 60 minutes
Objective: Students will be able to invent an improved pencil that incorporates more than
one feature beyond writing and erasing.
Standards:C.4.2 Use the science content being learned to ask questions, plan
investigations, make observations, make predictions, and offer explanations
Materials: Paper, pencil, crayons/markers/colored pencils
Prior Knowledge: Students will have been introduced to different types of inventions and
inventors. Students also have knowledge on what a pencil is and how it works.
Procedure:
Introduction: (5 minutes)
1. Hold up a pencil to the class
2. Ask students to talk about what you are holding and what it does
3. Explain to students pencils have not evolved much since they were invented
hundreds of years ago.
4. Today you will have the opportunity to make your own invention and improve
the average pencil
5. Ask students to think of ways they can improve the pencil (10 minutes)
a. Create an anchor chart with student responses
b. Prompt students with questions:
i. How could the pencil be improved using only simple tools?
ii. What features from other familiar tools could be added to improve
the pencil
iii. How could I create more curb appeal for the pencil?

6.
7.
8.
9.

iv. How can I make this pencil unique?

Next, give students pieces of paper to start creating the new pencil.
a. Students will work individually to create an improved pencil that
incorporates more than one feature beyond writing and erasing.
Explain to students they can draw the pencil however they want and incorporate
any design features they choose. The pencil just needs to include the ability to
write. Students must also come up with a creative name for their pencil.
Students work on drawing their pencil (25-30 minutes)
Students will be presenting their new and improved pencils to the class (15
minutes)
a. Students hold up their pictures of their pencils and explain their creation.

Assessment: Review students work

Differentiation / Adaptations:
If the student is struggling with ideas, students can ask classmates or teacher for
help
If a student is struggling with drawing, a student can make a rough sketch of their
pencil and then write a short paragraph describing the pencil
Extended Lesson:
To extend this lesson, we could add more rules/regulations when designing the
pencil
o The students would have to incorporate certain elements and designs
regarding their pencil
To extend the lesson we could also do further research on the pencil and look up
the inventor, and how many changes have been made to the pencil since being
invented.
Sources:
https://www.eduplace.com/monthlytheme/february/invent.html

Wednesday
Subject: Science
Grade level: 3rd/4th Grade
Time: 45 minutes- 60 minutes
Objective: Students will be able to work together, follow procedures, and create bubble
gum.
Standards: G.4.5 Ask questions to find answers about how devices and machines were
invented and produced
Materials:
1.3 cup gum base
2 tbsp. Corn syrup
citric acid
1tsp. Glycerin
Microwave
Bowl
Spoon
5-6 drops flavoring
powder sugar
Scissors
Source of heat
Prior Knowledge: Students will have read the story Pop! The Invention of Bubble Gum by
Meghan McCarthy. Students will be able to recall certain events from the story on how
bubble gum was invented.
Procedure:
1. Review with the students the book, Pop! The Invention of Bubble Gum
a. Review the inventor
b. How bubble gum was invented

2. Watch video How to Make Bubble Gum

a. https://www.youtube.com/watch?v=sEqv4LjTGLA
3. Tell students today as a class you will be making bubble gum
a. The class will work together to create the bubble gum
b. Teacher will assign students to certain tasks
4. Steps to make bubble gum
a. 1.3 cup gum base
b. 2 tbsp. com syrup
c. 1/4 tsp. citric acid
d. 1 tsp. glycerin
e. Microwave
f. Bowl
g. Spoon
h. 5-6 drops of flavoring
i. 1/2 cup powdered sugar
j. Scissors
k. Put gum base in a bowl and add corn syrup, citric acid and glycerin. Heat
in microwave on high for l min. or until melted
l. Stir Well. Add flavoring.
m. Remove from heat. Keep heating for 30-second intervals until gum base is
melted and is gooey consistency.
n. Put powdered sugar in a pile on counter and knead the gum base and sugar
for about 15 minutes or until dough is smooth. If dough is sticky, add more
powdered sugar.
o. Roll dough out into long snake 1/2 inch wide. Cut in pieces with scissors
p. Dust the gum with powdered sugar to prevent sticking and store in airtight
container.
Assessment: Exit slip
Before the students leave/go onto the next subject, they will be asked to write down if
their gum turned out successful or unsuccessful, and how they could improve or change
it. If their gum was successful, they will write down why they think it was successful (ex:
did they add the correct amount of all the ingredients.etc.)
Differentiation / Adaptations:
Depending on how many kids are in your class and how many resources you have, you
can either do this as a whole class or you could do this individually.
Extended Lesson:
The teacher can hold a discussion and how they think their bubble gum turned out (tastes,
smell, texture etc.) Have the students tell you if they thought their bubble gum was
successful or unsuccessful.
Sources:

https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=6&ved=0ahUKEwjHouyW0r7MAhXEtYMK
HYJ-Am4QFgg5MAU&url=https%3A%2F%2Fc.ymcdn.com%2Fsites%2Filfonline.siteym.com%2Fresource%2Fresmgr%2F2012-13_yhba_resources
%2Factivity_sheet_pop_the_inve.docx&usg=AFQjCNGNG8smNnOwszv6XooyD6ilPbG9Q&sig2=JCd4tDp82o_-_1T_i9V3QA&bvm=bv.121070826,d.amc

Friday
Subject: Science
Grade level: 3rd/4th Grade
Time: 45 minutes- 60 minutes
Objective: Students will be able to use their imagination to invent machines that can help
them do something they have difficulty doing.
Standards: C.4.5 Use data they have collected to develop explanations and answer
questions generated by investigations
Materials: Large construction paper, crayons, colored pencils, markers
Prior Knowledge: Students will have an understanding of all the different types of
inventions in our society. They are also familiar with creating their own inventions from
Mondays lesson when they improved the pencil.
Procedure:
1. In this activity, children will discuss how machines help people do things. Then
they will invent machines that can help them do something they have difficulty
doing.
2. Discuss with children how different machines help people do things. (10 minutes)
a. For example, airplanes help people fly to different places, and trucks help
people carry heavy things from place to place.
b. Point out that machines often help people do things that they could not do,
or would have trouble doing, by themselves.
3. Then ask children what kinds of things they can't do (or have trouble doing) on
their own. (5 minutes)
a. List their responses on chart paper
4. Next, explain to children that they are going to be inventors. They are going to
invent machines that help them do difficult things.

5. Allow students time to brainstorm in small groups about the types of machines
they could invent. (5 minutes)
a. (They can refer to the list for ideas.)
6. Then pass out the construction paper and have children draw their machines. Tell
them to leave space at the bottom of the paper for the name of the machine. Help
them to label their pictures as necessary. (30 minutes)
7. When children are finished, have them share their pictures in large groups (10
minutes)
a. Encourage them to tell the name of each invention and what it does.
8. Finally, display the finished pictures on an Inventor's' Hall of Fame bulletin board.
Assessment: Review students inventions/drawings.
Differentiation / Adaptations
If the student is struggling with ideas, students can ask classmates or teacher for
help
If a student is struggling with drawing, a student can make a rough sketch of their
pencil and then write a short paragraph describing the pencil
Extended Lesson:
Have an inventors' convention. Children can dress in lab coats (or smocks),
display the pictures of their inventions on tables around the room, and visit each
other's exhibits.
Set up a classroom invention company. Invite children from other classes to
suggest difficult tasks for which they would like help from machines. Then have
the children in your class invent (draw pictures of) machines that can do the jobs.
Have children build machines with blocks and other classroom materials.
Sources:
http://www.educationworld.com/a_lesson/lesson240.shtml

Closing Lesson (Friday)

Science Fair/Inventions
Grade level: 3rd/4th Grade
Time: 45 minutes- 60 minutes
Objective: Students will be able to present their inventions to the class and explain their
inventions.
Standards: G.4.5 Ask questions to find answers about how devices and machines were
invented and produced
Materials: vary based on students inventions
Prior Knowledge: Students will use everything they have learned from the unit on
inventions to create their own unique inventions.
Procedure:
1. Students will be presenting the inventions they created at home to the class.
2. Students will take turns bringing up their inventions and explaining them to the
class
3. Students will each get 5 minutes to present their inventions
a. Students must include the name of their invention, how they came up with
the invention, the parts of their invention, and what the invention does.
4. After the presentations, invite the class audience to ask questions.
Assessment:
Review students work, based on rubric
Differentiation / Adaptations:
If a student is very shy to present their invention, the teacher may decide to help the
student present, or have the student present to a small group depending on how big you
class size is.

Extended Lesson:
After everyone has shown their invention, gather the class to talk about the whole unit
and why inventions are so important. Review the different types of inventors. Also have a
whole group discussion on how each students invention was different.
Sources:
Students may use any library sources (computer, tablet etc.), or books from the library to
help think of an invention or to help them research more about the invention that they are
about to create. (Teachers*** incorporate this into library time if needed)