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| Overview |
 In this culminating interdisciplinary unit, students use what they have learned about experimentation and the scientific method, critical thinking, clear writing, and effective speaking. Students read about inventors, propose inventions to solve problems they have identified, and build and test their inventions. They record and graph data and create visuals to share that data. In addition, students study famous speeches to identify the elements of effective speaking, and they propose in writing an appropriate scenario for sharing the results of their experimentation. Each student delivers a speech in a large-group setting.
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| From Theory to Practice |
Young adolescents thrive in active learning situations, and they work best when they are engaged in their topic and are able to connect their learning to their own lives. These connections can more easily be made in interdisciplinary units that accommodate multiple learning styles and multiple ability levels. When students produce something that they value and for which there is a real audience, the learning and assessment are authentic.
Further Reading
National Research Council. 1996. National Science Education Standards: Observe, Interact, Change, Learn. National Academy Press.
National Middle School Association. 1995. This We Believe: Developmentally Responsive Middle Level Schools. Westerville, OH: NMSA.
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| Student Objectives |
Students will
- identify the characteristics of effective speeches.
- find elements of good speeches in the text and in the delivery of model speeches.
- build a working three-dimensional model of an invention OR an actual invention to solve a problem of their choice.
- verify the adequacy (or inadequacy) of the invention through experimentation.
- chart their own progress.
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| Instructional Plan |
Resources
Preparation
- The activities in this lesson continue from sessions presented in Analyzing Nonfiction and Inventing Solutions. Teachers should review that lesson before continuing with Part 2.]
- Test the The Life of Martin Luther King, Jr. on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.
- Prepare print copies of speeches to be studied and secure audiovisual materials and equipment. Speeches studies in this lesson are Lincoln's "Gettysburg Address" and King's "I Have a Dream." As in many school districts, these are required texts, and we have incorporated those and other district requirements into this unit.
Instruction and Activities
Language Arts
Session One
- Introduce the speech unit and the requirements for the invention speeches. Remind students that it is possible to receive full credit for the invention and the speech even if the invention is not entirely successful.
- Provide and discuss notes on the elements of successful speeches. These may come from videotapes, books, Web sites, or lecture. You may also choose to use the Elements of Effective Speeches handout.
Session Two
- Complete discussion of the notes.
Read “The Gettysburg Address” and discuss it in terms of the notes. Point out that the evaluation of historical speeches requires the reader to research the context.
- Emphasize the significance of purpose and audience. Lincoln's awareness of the interests and needs of his audience (both listening and reading) resulted in a speech that encouraged the North to fight on but did not preclude reconciliation.
Session Three
- Read and discuss Dr. Martin Luther King Jr.’s “I Have a Dream” speech in terms of the notes. Provide context as necessary.
- Explore the highlights and other speeches that King delivered using the The Life of Martin Luther King, Jr., an interactive timeline from The Martin
Luther King Papers Project at Stanford University.
- Point out the challenge that Dr. King faced: he, like Lincoln, had to encourage his supporters to persevere without alienating other listeners.
Session Four
- Play a clip of the "I Have a Dream" speech and of other speeches of your choice. As a whole class, discuss purpose, content, structure, and delivery.
- At this point, students might be required to work with the notes on speeches by highlighting, adding their own examples or questions, or converting them to another form of graphic organizer.
Science
Session One
- By this time in the unit, students have worked together and individually to decide on a problem they wish to research in order to invent a solution. Have them revise and turn in the final draft of their Disclosure Statements at this point.
- As a whole class, discuss how inventors evaluate the adequacy or inadequacy of an invention, and move to discussing the students' ideas and the relative adequacy or inadequacy of their own inventions. Discuss testing procedures and the students' planned testing procedures.
- Remind students that they will test their inventions and summarize the results in one or more graphs.
Session Two
- Discuss the need for and advantages of the Invention Progress Reports.
- Have students complete Progress Report #1. This report requires a parent or guardian signature along with any other safety documentation required by the teacher and/or the school.
- In their groups have students exchange reports, peer edit, and make any corrections. Turn them in when finished.
Session Three
- Using the scientific method, students work on their inventions over the weeks as other language arts and science units have been studied.
- At this point, repeat Session Two, discussing, drafting, and peer editing Progress Report #2.
Session Four
- Determine the date for Session Four in relationship to the due dates for the completed project.
- Repeat Session Three, discussing, drafting, and peer editing Progress Report #3.
For the next two weeks, while students are involved in other language arts and science activities, review the Progress Reports and have students revise their writing and continue testing their inventions as necessary. This will require a considerable amount of time for individual discussions, and the students will need time to absorb your comments and come up with suitable revisions. Time spent here will increase the chances of students’ success as they progress to the third part of the unit, Invention Promotion and Persuasive Speaking.
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| Student Assessment/Reflections |
Teachers will monitor progress throughout the unit by observing, conferencing, and giving feedback on various progress reports and invention data. Suggested rubrics for assessment are also available and used most effectively later in the unit.
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1 - Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
4 - Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5 - Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6 - Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
7 - Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8 - Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
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