Unit 1: Technological Inventions and Innovations
Lesson 1: Inventions and Innovations: An Evolutionary
Process
Lesson Snapshot
Big Idea: Inventions and innovations are the result of an evolutionary process through a series of improvements and
refinements.
Purpose of Lesson: Unit 1, Lesson 1 exemplifies that most inventions and innovations are the result of an evolutionary
process, and how a series of refinements leads to an improvement in a technological device.
Engagement
Complete the Enduring Ideas of Technology Student Survey (File 1.1.1) then pair up with a partner to compare their
answers.
Exploration
Research examples of graphs (bar chart, line chart, etc.) of the evolutionary rate of change (File 1.1.2). (Think, Pair,
Share) interpret and discuss their conclusions based on the chart.
Think, Pair, Share is a discussion strategy to promote your reflection and discourse. After being given a prompt, you are
asked to think individually for a short time period (one minute). You then pair up with another student nearby and share
your thoughts. The pairs then share with the entire class.
Explanation
Take notes in your EDJs (Electronic Design Journal) on the research and activities participated in throughout the lesson.
Open and review the following presentation (Presentation 1.1.1) as you contribute your experiences from the Engagement
and Exploration activities along with any prior knowledge they may have about the subject:
1. Explains that most technological development has been evolutionary, the result of a series of refinements to a basic
invention. The automobile is an example of an invention that was very basic and has changed significantly over time.
2. Give examples of this statement, such as the computer, and elicits other examples from students’ prior knowledge.
Computers have become invaluable in science, mathematics, and technology because they speed up and extend
people’s ability to collect, store, compile, and analyze data; prepare research reports; and share data and ideas
with investigators all over the world.
3. Learn how to use Glogster and/or Animoto websites (Presentation 1.1.2) or a similar webpage creator and/or web 2.0
video slideshow tool (see Unit Resource Materials for suggested sites and tutorials for how to use the tools with students).
Extension
Create a PowerPoint of ten 21st century technological device. Students create a Glogster page or an Animoto video
outlining the evolutionary history of one topic, specifically mentioning the original inventions and the series of refinements
to that invention up to the given technological device (File 1.1.3). Upload your webpage or Animoto video link to a class
website.
Evaluation
Student knowledge, skills, and attitudes are assessed using brief constructed response items and performance rubrics for
class participation, discussion, and design briefs.
Resource Materials
Audiovisual Materials
Abyrd2000. The Evolution of Technology and the Human Race, Retrieved from
http://www.youtube.com/watch?v=JcSzqm5Whwc
Kelly, Kevin. Kevin Kelly on how technology evolves, Retrieved from
http://www.ted.com/talks/kevin_kelly_on_how_technology_evolves.html
Print Materials
Rumerman, Judy. (n.d.). The Evolution of Technology, U.S. Centennial of Flight
Commission, Retrieved from
http://www.centennialofflight.gov/essay/Evolution_of_Technology/TechOV2.Htm
Internet Search Terms and Suggested Sites
• Evolution of technology
• Research and development Animoto Productions. (2011). Animoto-video slideshow maker with music
Retrieved from http://animoto.com/
Glogster a.s. (2011). Glogster edu. Retrieved from http://edu.glogster.com/
Google. (2011). Google sites-free websites and wiki. Retrieved from
https://www.google.com/accounts/ServiceLogin?continue=http%3A%2F%2Fsites.google.com%2F%3Fhl%3Den%26tab%
3Dw3&followup=http%3A%2F%2Fsites.google.com%2F%3Fhl%3Den%26tab%3Dw3&hl=en&service=jotspot&passive=tr
ue&ul=1
Kirby. (2011, February 4). Lesson plan format Retrieved from
http://podcasts.shelbyed.k12.al.us/c2scott/wpcontent/blogs.dir/892/files//2009/10/glogster1.doc
Kizoa. (2011). Slideshow maker, free online slideshows Retrieved from
http://www.kizoa.com/Warlick,David
Son of citation machine, The landmark project
Retrieved from http://www.citationmachine.net/
Required Knowledge and/or Skills
Students should have some basic graphic and Internet research skills.
You will develop an understanding of the influence of technology on history.
Most technological development has been evolutionary, the result of a series of refinements to a basic invention
Science: Benchmarks for Science Literacy
The Nature of Science/The Scientific Enterprise
● Computers have become invaluable in science, mathematics, and technology because they speed up and extend
people’s ability to collect, store, compile, and analyze data; prepare research reports; and share data and ideas with
investigators all over the world.
Mathematics: Principles and Standards for School Mathematics
Algebra Standard (NCTM, 9-12)
● Analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and global
behavior.
Learning Objectives
You will learn to:
1. Interpret charts and graphs that illustrate the rapidly increasing rate of technological development and diffusion.
2. Approximate and interpret rate of change from graphical and numerical data
3. Support the statement that most technological development has been evolutionary, the result of a series of
refinements to a basic invention, through an electronic presentation
4. Present the evolutionary history of a technological device, specifically mentioning the original inventions and the
series of refinements to that invention that led up to the given technological device