Lesson 3: How Inventions Change the Way We Live

Objective:

Students will recognize how inventions have changed the way we live.

Aims:

1. Students will identify particular innovations that have improved our ability to communicate across distances.
   
2. Students will identify particular innovations that have improved our ability to travel.
   
3. Students will identify particular innovations that have reduced our drudgery or otherwise allowed us more free time.

Materials:

• 4 large artist-style pads of paper
  
• 4 or 5 markers of different colors
  
• 1 copy of each of 4 patent drawings (Choose 4 drawings from among those listed here. Be sure to cover up identifying titles and names before copying the drawings because the task will be to figure out the purpose of each item on the basis of the drawings.)

Frisbee
Magnetic motor
Lawn mower
Phonograph
Airplane (flying machine)
Rollerskate
Safety pin
Syringe
Washing machine
Astroturf
Wright Bros. Flying Machine

• 1 copy of patent timeline for each student
  
• 1 copy of standard of living issue of The Ledger for each student

Lesson Procedure: 

Place a large artist-style pad of paper in each corner of the room. At the top of each pad place one patent drawing.

Divide the class into 4 groups, one group in front of each pad.  Give each group a color marker.  (The carousel brainstorm is another educator's device that has proven to be an excellent tool for differentiated instruction. It is particularly appropriate to help students become aware of the cooperative process of idea development that has so often characterized inventions and innovations.)

Ask each group to examine the patent drawing in front of them and write the answer to this question on the pad of paper with the drawing:

• What does it do?

The groups should then rotate clockwise to the next pad and picture. Using their own insights as well as what has already been written, each group should then answer this second question:

• How does it work?

The groups should rotate again and answer the third question:

• Have you ever used this item?

The groups should rotate again and answer the fourth question:

• Who invented this and when?

The groups should rotate a fourth time and answer this question:

• What is it?

Next, share each sheet with the entire class.  Reveal the real answers when needed.

Pass out the patent timeline and have the students read it.  Note the changes in patent law and the increasing volume of patents.  Also note the variety of patents from important to less serious.  (These are a random sampling.)

Pass out the standard of living issue of The Ledger and read it as a group.

Divide the class again into carousel groups.  Have the groups proceed as before, answering the following questions:

1. Name an invention that has affected communication and transportation. ROTATE
2. How did it improve life? What change did it bring about? ROTATE
3. Who was the inventor?   ROTATE
4. What kinds of changes or improvements have been made to the original design?  ROTATE
5. Have you used this invention in the past month or year?   ROTATE
6. Is this invention currently under patent?

Share the results with the class.  See if you can correct any mistakes or fill in any blanks.

Lesson 1 - The Concept of Property in Our Society

Lesson 2 - Property Rights and Intellectual Property

Lesson 3 - How Inventions Change the Way We Live

Lesson 4 - Current Issues in Intellectual Property Law

Patent Timeline

Patent Vocabulary