Reading About Ohios Inventors

Integrated, 2-day lesson for students to investigate and present one of Ohios many inventors.
Standards:
Social Studies Teaching Point: I can explain how an Ohio innovation benefited the United States H.4.8

Reading Teaching Point: I can explain what a text said in my own words. I can make inferences based on the
text and write about them. RI.4.1

Expected Outcomes:
Students need to be able to synthesize information on their own. Students will show this through their
personal notes sheets.

Students should have an opportunity to learn about Ohios lesser-known inventors. Students will show this
through their multi-inventor notes sheet and their participation in debating our bracket.

Materials Day 1
Chapter 22- Ohio Inventors Reading passage with paragraphs on 10 different Ohio
(Classroom inventors
materials Notes Sheets (Differentiated)
always include File Folders
Smart-board (Additional notes sheet for differentiation)
and Document iPads
camera) Day 2
Multi-inventor notes sheet
Brackets
Prior Students have read about several of Ohios most famous inventors as a class. Some of these
Knowledge: inventors they have read about several times.
Students have discussed how these inventions changed Americans and why they are
necessary.
Directions/ Set a purpose to reading by going over the standards/goals.
Modeling Pass out the Chapter 22 Ohio Inventors-individuals will be assigned an inventor
For Research Students will read about their inventor
o Students will take notes (worksheet) on:
Who they are? Where they are from (City, State)? What did they invent?
Explain their most important invention.
What are the Model this by reading James Ritty (not included in the packet) and fill out the notes.
facts? Hmm. Im not sure about that, Ill have to go back into my reading and underline.
The passage doesnt come right out and say that but can I make an inference to
figure it out based on what I know on the world?
Guided and Students receive an inventor to research and start their research. (20 minutes)
Independent Teacher monitors the room and intervenes as necessary. Asking questions to help the
Practice student go back to the text and infer.
Teacher can also supply prior knowledge where needed (learning about old inventions is
difficult and sometimes an iPad is used to show something the text cant explain. For
example, students do not understand what a scythe is so it is difficult for them to learn
about the reaper.
Students are into groups based on their inventor. And begin collaborating (10 minutes)
 o Students will collaborate on the above questions. Checking facts making sure they
sound correct.
How did their
invention Students practice Synthesis Skills:
benefit o Students will discuss the answer to the question: How did their invention benefit
Americans? Americans? and the recorder will write this down on notebook paper.

Model how to make the poster with the information they have acquired with their
Directions/ partners. (5 minutes)
Modeling o Fold a Poster board in Half.
For Poster Outside-
Who am I? We will be writing this in first person and taking our
inventors point of view.
Small paragraph explaining how their invention changed America.
My invention helped Americans by.
Model this with James Ritty
Inside- Students answer the questions they previously researched.
I am.(Inventors name)
I live, I did, I invented. Include a picture of the invention.
Guided/ Students complete their poster using their notes and collaborated work. (20 min).
Independent o Students have access to an iPad to look up their invention for drawing.
Instruction o Students add color and black outlines when done.
o High achieving students and early finishers will use iPads to research how their
invention affects daily life today.
o Alternative work is to read about the other inventors and answer the questions
associated with the packet
Differentiatio Split students up by nonfiction reading level. Students will work in pairs. Assign lower
n readers to an inventor where the Social Studies standard is found explicitly in the text (why
the invention is important). Lower readers will still have to make inferences but just to
decide what Americans might have used before the invention was created.
Higher readers will have to infer this. Higher readers will also use the iPads to research
how their invention impacts our daily life today- Lower readers will research pictures of the
invention.
Assessment Scoot Activity: (20 min)
(Day 2) Student posters are placed at each desk (I combined classes for more posters)
Students will read posters and record 2 facts they learn about that inventor on their
notes sheet.
Then students will scoot and read the next inventors poster.
Students should quiz themselves. Read the front and then ask yourself, Who could
this person be? Open it up and find out.
There are 10 inventors students should read as many as possible
Bracket Challenge
Explain that we are going to have a hypothetical (all in our heads) challenge for who
the most influential inventor.
Students will have to compare inventors 2 at a time on their bracket to see who is
defeated.
 Each student has their own bracket and uses their own learning.
Class Bracket: As a class, we will discuss each inventor. What did they invent? How
was it influential or helpful? Then we will take class votes until we are down to just
one inventor!
(Management tip: I used hands up, heads down so that I could see everyone
voting at once and guaranteed everyone voted.)