For a Google version of this lesson plan, click here. (Note: you will need to make a copy of the document to edit it).
Overview
In this lesson, students will learn how to communicate effectively about their inventions. Students will learn how to seek out additional help or resources needed to make their ideas a reality.
Objectives
- Students will communicate your inventions effectively
- Students will seek out additional help or resources needed to make their ideas a reality
Subjects
Science, CTE, and humanities classes
Grade Levels
Grades 6-12
Estimated Time
One or two 50-minute class period
Supplemental Links
Introduction
So, you finally put your great idea for an invention down on paper. You may even have built a model or a prototype. Now what happens? Well, you’ll need to work on your pitch! A pitch is a speech attempting to convince people that your invention will help solve a problem in an original way — and may even be worthy of investment!
Teacher note: Students will need to have an invention already sketched out to complete this lesson and be familiar with the invention process. If you are looking to get started in invention, see the extension portion of this lesson for some ideas
Teacher preparation for the lesson:
- Adjust teacher presentation as needed to fit your classroom needs
- Materials to print (optional):
- Student worksheet includes warm-up questions, main activity questions, and pitch feedback question examples (1 per student)
- Panel feedback question examples (½ sheet for non-student panelists)
Essential question : How can young inventors pitch their invention in a way that convinces stakeholders that it’s worth pursuing?
Materials
- Paper and pencil or other note-taking materials (can use the back of student worksheet)
- A sketch or prototype of the invention
- Student worksheet 1 per student (includes warm-up questions, main activity questions, and feedback question examples)
- Feedback question examples on ½ sheet for non-student panelists (questions are also included at the bottom of the student worksheet)
- Adjust teacher presentation as needed to fit your classroom needs
Warm-up activity (5 minutes)
How do students get their invention into the hands of people who need it (beneficiaries) and other key stakeholders (potential investors) to receive critical feedback? First, they have to learn to talk about their idea so others will understand why the invention is important.
- Watch the following video as a class (1:28): NewsHour Classroom interviews Chicago students on food desert invention
2. As the video plays, have students write down answers to the following questions and take two minutes for students to share their responses with a partner:
3. Discuss as a class (2 min) — Who needs the invention? At what point in the video do you think the students best communicated the idea behind their invention? What questions do you still have about the Ambrosia Auto invention?
Main Activity (40 minutes) — Learn how to pitch your idea!
This activity guides students to become effective communicators in pitching their idea to potential users or business leaders who could help make their idea a reality!
If you want others to get excited about your idea and use it (or help you build it!), you need to be able to communicate your idea effectively. For this activity, students work in their invention groups to pitch their idea to a panel (of peers or community members) that will then ask questions about their invention.
Directions
1. (5 min) Students can start by thinking back to the warm-up video. How would you answer similar questions about your invention? Give the students time to prepare their answers alone before placing them in their invention groups to share their responses. Those questions are:
2. (10 min) Plan your pitch
Have students answer the question, “How can you tell the story of your invention in 1 minute or less (about the time it took the students in the video) by pulling together the answers to the three questions above?” Practice once, and write it down. Set a timer on the board to keep students on track. For the first 5 min student teams will be combining their responses to the prior three questions. When 5 minutes are remaining each group should be practicing their pitch.
Teacher Note: This is going to feel lightning-fast! That’s okay for completing this lesson in one class period. If you are doing this in two class periods make this time longer or keep it the same and have teams pair up to get a first round of feedback before going back to refine their pitch.
3. (25 min) Share it!
Each group takes turns presenting their pitch. Depending on the number of invention groups you have in your classroom to individuals on a panel you may need to break your class into two groups or even pairs for the sake of time. The panel can pretend to be one of the following. You can let your students select or you have one predetermined.
Remind students to be respectful and positive with follow-up questions. The goal should be to help make the pitch (and the invention!) stronger. A ½ sheet printable version can be found here (also can be found at the bottom of the student worksheet). Some sample questions might include:
Reserve enough time for each group in class to share. Give each student group time to share the most difficult question they had to answer and what steps they need to take next.
Debrief (5 minutes)
Have students respond using the following sentence frame either handwritten or digital as a reflection after giving their pitch.
Next our invention team needs to ____________ (action steps) ____________ in order to better communicate ___ (thought/idea that needs to be better communicated) ____.
Extension activities
- PBS NewsHour Classroom has developed a series of lessons to get your students started working through the invention process. Other lessons in the series include problem identification, seeing yourself as an inventor , what an inventor does, and patenting your invention.
- This is a great lesson to invite other representatives from the school or community to hear students pitch their ideas either in person or through a video call. This will most likely take a full class period so each student team gets a chance to pitch and answer a few questions. Have each student group go first before panelists provide feedback to ensure fairness for the students.
- Here you will find a comprehensive list of invention education resources that support the work you are doing in the classroom.
Standards
NGSS (Next Generation Science Standards)
Engineering and Design High School
HS-ETS1-1: Analyze a major global challenge
HS-ETS1-2: Design a solution to a complex real-world problem
HS-ETS1-3: Evaluate a solution to a complex real-world problem
MS-ETS1-1: Define the criteria and constraints of a design problem
MS-ETS1-2: Evaluate competing design solutions
MS-ETS1-3: Analyze data from tests to determine similarities and differences
*Note: Depending on what invention the students are working on, other NGSS will apply. You can follow our links for a highlighted PDF of the standards that could be applied for your specific classroom: Middle School NGSS and High School NGSS.
Common Core
Common Core: English Language Arts
RI.4: Interpret words and phrases as they are used in a text
SL.1: Prepare for and participate effectively in a range of conversations
SL.2: Integrate and evaluate information
SL.4: Present information, findings, and supporting evidence
SL.5: Express information and enhance understanding of presentations
L.4: Determine or clarify the meaning of unknown words Common Core History/Social Studies, Science, and Technical Subjects
RH.4: Interpret words and phrases as they are used in a text
RH.7: Integrate and evaluate content presented in diverse formats
WHST.8: Gather relevant information and integrate the information Common Core Math
MP3: Construct viable arguments and critique the reasoning of others
College, Career, and Civic Life (C3)
NCSS C3 Framework for Social Studies State Standards D4.2.3-5: Communicating conclusions and taking informed action D4.2.6-8: Communicating conclusions and taking informed action D4.2.9-12: Communicating conclusions and taking informed action
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