Invention Lesson: Sketch, Build, Improve
Lesson Plan
2 hoursGrades6, 7, 8Science, Engineering
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Written by Yen-Yen Chiu
About this lesson
In this lesson, students apply research and defined constraints to design, sketch, and build a prototype that addresses a problem identified in Lesson 4. Students work together to learn how evidence and testing improve designs.
Inquire: Students learn how constraints shape design.
Investigate: Students use research to sketch, evaluate, and refine multiple design ideas, then select a design to build a prototype.
Inspire: Students build a prototype, document challenges and changes, and reflect on how it matches their design sketch.
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Everything you need to teach it
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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 “Sketch It” and “Create It" steps of the Invention process.
- Before starting “Sketch It,” try a quick squiggle warm-up. Each student draws a simple squiggle, trades with a partner, and turns the squiggle into a bird (or another chosen animal). This low-pressure activity helps reduce drawing anxiety and encourages creativity before sketching their actual ideas.
- After the Inventor's Pause at the end of the Investigate section, design groups can share their designs and reflections with another group.
- Depending on classroom contexts and needs, teachers can model each step of the Invention Process prior to student design groups engaging in the process themselves.
- 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.
- For a deeper connection to math, students can draw their sketch to scale by including a scale bar on their design (for example, 1 inch = 6 inches).
- Teachers should emphasize the importance of gathering and giving peer feedback.
- Teachers should frequently remind students that designing solutions and inventions is a cycle of testing, gathering feedback, reflecting, and making improvements. Things that do not work are not “failures” but important information or data to use for future improvements.
- Students can work in roles within their design group to support collaboration. Example roles include builders, testers, recorders, etc.
- Students can use science concepts, processes, and language to explain their design decisions.
Prerequisites
- This is lesson 5 of 6 in our 6th-8th grade Science Unit: Soil Solutions in Invention & Design and is designed to follow Lessons 1-4 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 Lesson 4.
- Teachers will need to gather materials for students to make their prototypes, such as cardboard boxes, clean plastic bottles, tape, scissors, rulers, and any other recyclable materials students can use.
- Teachers and students can review the invention process from Lesson 4 by watching Spark!Lab Smithsonian presents the Invention Process (8:55).
- Students can watch these other inspiring videos as examples of design innovation using Indigenous practices:
- Students will build a prototype of their design in the Inspire section and will need to gather approved materials. Teachers may need to approve or gather resources ahead of time, or students may need to bring in recycled or used materials from home or the outside community.
- Teachers may want to provide a shared materials bin or alternative materials as needed.
Differentiation
- Students can use graph paper to help sketch their design.
- Students can explore this 28-page interactive comic on the sketching process.
- Teachers can provide a range of materials such as recycled, upcycled, classroom supplies, digital tools etc., so students can work at their comfort level or skill level.
- Students needing support can record their observations and notes verbally, with sentence starters, or with photo documentation.
- Students can choose from the tiered reflection questions and prompts.
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.
