Presented at
National Association for Gifted Children
Atlanta, Georgia
November 3, 2000.

Vicky Farrar, Renee' Listenbee, Phyllis Mabowitz.

INVENTIONS!! INVENTIONS!!

People invent to solve problems or fulfill needs in their lives. To help your students become inventors you must first help them learn how to find problems to solve. This means training your students to listen when someone complains and look to see how situations could be made better. The more your students look for and fnd problems, the better inventors they will become.

"Inventions! ! Inventions! !" is divided into four parts. The first part shows students how to make an Invention Diary. Part two leads the students in a step-by-step process on how to begin inventing. Part three shows students how to utilize their Invention Diary. Part four is a step-by-step plan for the organization of an invention fair.

Part One

Design an Invention Diary. Students need to take about five sheets of notebook or typing paper and fold them in half. Cut the paper along the fold lines. Use a sheet of construction paper cut in half for the back and front. Staple the papers at the top of down the side. Students are to number their pages beginning with the first sheet after the cover. This makes a nice invention booklet, particularly after the students have design their covers. It doesn't really matter which way they fold their paper as long as all pieces are folded alike. Remember, this is an invention unit!

Part Two

Step One.

Brainstorm about fifteen topics having to do with life. Record class ideas on the blackboard. This information will later be copied into the student' Invention Diaries.

example: ideas having to do with Iife

Step Two

Pick one idea from Step One's list. Brainstorm about fifteen ideas from that topic. Record class ideas on the blackboard.

example: jobs around the house

Step Three

Pick one idea from Step Two's list. Brainstorm about fifteen ideas from your chosen idea. Record class ideas on the blackboard.

example: cutting grass

Step Four

Pick one item from Step Three's list. Brainstorm about fifteen problems found from that topic. Record problem on the blackboard.

example: electric mower

Step Five

Discuss the problems found in Step Four and have students device ways to solve the problems. Allow students to discuss their devices and how they would work. These are the students' inventions.

example: handling the cord can be a problem

The invention is a lawn mower with a movable electric eye.

Step Six

Let the class choose another topic from Step One's list. Divide the class into groups of four or five students. Each individual group follows Steps Two, Three, Four, and Five. Each group must draw a picture of their invention from Step Five and present it to the class. This is a great springboard for class discussion. It will also help you evaluate whether the students are ready to begin working individually in their Invention Diaries.

Part Three

Step One

Students are now ready to use their Invention Diaries. On the first sheet of notebook paper, each student should copy the class brainstormed list from Step One of Part Two into his/her Invention Diary. As they are copying the items, encourage students to add to the list. This will be the students' pool bank for inventing.

Step Two

Have the students circle five topics from the list that interest them. The students write these topics, one per page at the top of five sheets in their booklet beginning with page 2 and continuing to pages 4, 6, 8, and 10.

Step Three

The students then follow Steps One, Two, Three, Four, and Five from Section Two for each topic. This entire process can take up to two weeks or longer depending on how much time you allow each day.

Step Four

Students pick one of their inventions to explain to another classmate. The students share how they arrived at their invention. The listener evaluates the invention and offers ways to improve it. This new information is recorded in the booklets.

Step Five

At this time the students should begin to narrow their list of possible inventions for an Invention Fair. Check with each student to evaluate his/her progress. Students should select one invention and begin creating it at home.

Part Four

With students making inventions, an invention fair is a wonderful way to culminate an invention unit. Discuss with students the criteria used for the invention fair.

Give each student a copy of "Invention Form". Discuss with the students the importance to write why the invention is needed and how it works.