Invention Lesson: Refining Sustainable Solutions
Lesson Plan
2 hours 15 minutesGrades6, 7, 8Science, Engineering
This resource has been reviewed by SubjectToClimate's climate scientists and verified for scientific accuracy and up-to-date information. Learn about our review process →
Written by Yen-Yen Chiu
About this lesson
In this lesson, students test their prototypes, observe outcomes, and use evidence to improve their designs. Students reflect on sustainability and real-world impact while preparing to share their solutions with the community.
Inquire: Students reflect on the Invention Process and sustainability in design.
Investigate: Students plan a method to test their prototype and collect data.
Inspire: Students revise their prototype based on test results, retest for improvements, and prepare for a Design Showcase.
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Suggestions
- This lesson is designed to be flexible and exploratory. Teachers are encouraged to adapt pacing, depth, and products based on student needs.
- The Investigate and Inspire sections are designed to be completed on separate days or class periods. Additionally, each section can be extended to give students more time to engage in the “Test It” and “Tweak It" steps of the Invention Process.
- This lesson was designed to include one iteration in the Invention Process. Teachers can extend this depending on when this unit is taught in the school year, assign parts of the process for homework, or extend it into independent study.
- Depending on classroom contexts and needs, teachers can model each step of the Invention Process before student design groups begin their work.
- Throughout the Invention Process, teachers can pause to have design groups share with the class what they observe or discover, ask clarifying questions, share feedback, and engage in the Invention Process and feedback loops as a larger group.
- All presentation formats should clearly communicate the problem, how the invention works, how it was tested, and how it was improved. The format can vary based on student strengths and available resources. Additional time in and outside of class will be needed for students to prepare for the Design Showcase.
- The Lemelson Foundation and SubjectToClimate would love to celebrate student learning by sharing reflections or final presentations on our websites. Teachers can submit photos or examples of student work through this form. All submissions should follow school or district media-sharing policies and exclude student-identifying information unless appropriate permissions are in place.
Prerequisites
- This is Lesson 6 of 6 in our 6th-8th grade Science Unit: Soil Solutions in Invention & Design and is designed to follow Lessons 4-5 sequentially.
- This lesson and full unit intentionally integrate NGSS Crosscutting Concepts, with students applying these concepts as thinking tools throughout the design process.
- Students should work in the same design groups as in Lessons 4 and 5.
- Teachers and students can review the Invention Process from Lesson 4 by watching Spark!Lab Smithsonian presents the Invention Process (8:55).
- Teachers can select videos from this Crash Course Playlist to support the engineering and design process.
- Teachers should ensure safety protocols are in place and clearly understood prior to any prototype testing.
- Teachers should be aware and prepared for any prototype testing that needs adult approval or supervision.
- Teachers can prepare data collection and/or measurement tools for students to use. These can include items such as thermometers, data collection charts, graphic organizers, etc.
- Teachers should choose time frames and additional parameters for the Design Showcase or presentation.
Differentiation
- As an extension, students can research how their invention could be used in a real-world setting, considering scale, safety, cost, or environmental impact. Students can draft and present a short proposal or diagram showing how their prototype could function beyond the classroom.
- Design groups can engage in several iterations of their prototype and create a design diary to document each change, improvement, observation, and result.
- Design groups can be partnered with community experts or local organizations to continue iterating, engaging in the Invention Process, or implementing their invention as a guided independent project.
From the scientist review
This unit guides students in designing a sustainable solution to a local environmental issue, with a focus on Indigenous practices. A key strength is that the interdependence of soil health, ecosystems, human food systems, and the climate is stressed throughout this entire resource. The engineering design process is presented step-wise with a focus on sustainability at each step. Most importantly, design is presented in the context of working within constraints, iterating, and communicating a final design that achieves the design criteria without creating unintended effects. This unit details how climate change shapes decisions at every step of the design process and is recommended for teaching.
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About the teacher writer
Yen-Yen Chiu
Director of Education
Yen-Yen Chiu, Ed.D., is SubjectToClimate's Director of Education. She holds a Doctor of Education in Educational Leadership from the University of Phoenix and a Master of Arts in Curriculum and Instruction from the University of San Diego, and taught public school for 22 years specializing in English Language Arts, Mathematics, and Music for grades 6–12, including Advanced Placement. She is credentialed in English, Mathematics, and Introductory Music, with extensive experience designing interdisciplinary curricula that foster student choice, meaningful assessment, and authentic learning.
