LIBRARY MEDIA SKILLS OBJECTIVES The student will:

-use the online catalog.

-locate and use at least two resources in the library media center collection.

-use the index and table of contents of books to locate information.

-use alphabetical order and guide words to locate information in an appropriate volume of a general encyclopedia.

-identify the information that will answer the five W's( Who, What, Where, When, and Why) about invention.

-use the accepted format for bibliographic citation for books and encyclopedias.

CURRICULUM OBJECTIVES

The student will:

-follow written directions.

-use communications skills to present information to the class in a short oral report about an invention.

-identify methods of and inspirations for inventing.

-use a timeline to order inventions chronologically.

MOTIVATIONAL OBJECTIVES: The student will:

-become interested in the research process.

-understand the importance of information skills.

-experience increased confidence in research ability

-understand the value of information skills.

-achieve satisfaction in research accomplishments.

INSTRUCTIONAL ROLES (Roles will often overlap)

The library media specialist will:

-reviews the five W's with students.

-read and discuss the two invention stories and the five W's with students

-review use of the online catalog.

-review general locations of resources in the library media center.

-assist in student location of information in books and encyclopedias.

-assist students in locating books.

-review bibliographic citation format for books and encyclopedias.

The classroom teacher will:

-introduce inventions and define words.

-explain unit objectives and procedures.

-distribute information sheets and assist with completion of work.

-divide students into groups.

-monitor group activities.

-grade sheets, timeline segment, and oral presentation.

ACTIVITIES AND PROCEDURES FOR COMPLETION

This activity is designed to be completed during a five-day or one-week period.

Day One

-Begin the activity by brainstorming with students about what an invention is. Present the definition of the word 'invention' from page six of 'Invention' (Eyewitness Books) by Lionel Bender. The definition is not limited to technical devices but includes almost any creative product. Reinforce this concept.

-Introduce slides, photos and/or actual objects with which students may be unfamiliar as part of an identification game in which students guess what each invention is or the intended use of each invention. Discuss the actual uses. In a group discussion, students hypothesize what might have given someone the idea for each invention. Examples might include personal need, improvement on a previous idea or device, accident, help for humanity, etc. Instruct students to think of an invention about which they would like to know more.

Day Two

-Review with students that the five W's stand for Who, What, Where, When and Why. Read 'The Invention of Chocolate Chip cookies,' pages 106-109 from 'Steven Caney's Invention Book.' Students work in a group to identify the five W's for the inventio of chocolate chip cookies.

-Read 'Chester Greenwood: The Boy Behind the Flap,' pages 8-13 from 'Brainstorm! the Stories of Twenty American Kid Inventors' by Tom Tucker. Each student may work with a partner to determine the five W's. Discuss answers as a class.

-Establish student grous for the research project. The students begin by listing three inventions they would like to research. Explain that goups will research only one of those inventions. Three inventions are listed in the event they cannot find enough information on their first choice. Distribute Invention Research Insructions sheet and answer any questions.

Day Three and Four

-Review use of the automated or card catalog and the general location of sources in the library media center. Distribute Invention Sources sheet and explain the accepted format for citing books and encyclopedias in a bibliography. The citations should be recorded as students conduct their research.

Day Five

-Groups present to the class the five W's and the timeline segment for their invention. The teacher collects Invention Research Instructions and Invention Research Sources sheets. Students place timeline segments on a master classroom timeline for display purposes. This may be used as a reference for students as they continue their study of inventions and inventors.

FOLLOW-UP

-Students may continue their study of inventions and inventors with activities on 'inventive' thinking and principles by reading biographical information about inventors. Interested students may also create their own inventions for competition in the local Invention Convention.