BALTIMORE COUNTY PUBLIC SCHOOLS
DRAFT DOCUMENT
PROJECT INNOVATION 2011
TR.SYMPOSIUM.02
Symposium and Deliverables
Unit
Topic
Course Indicator(s)
Technology Literacy
Standards
Theme/Enduring
Knowledge
Advanced Technology
Education Objective(s)
Alignment
Symposium
Symposium and Deliverables
4.2 Students will finalize Inventor’s Log for the Symposium.
4.3 Students will present/defend invention/innovation at the Symposium.
Standard 3.0 Use a variety of technologies for learning and collaboration.
Standard 4.0 Use technology to communicate information and express ideas using various media
formats.
Standard 5.0 Use technology to locate, evaluate, gather, and organize information.
Overview
Inventions/Innovations could be a product or a process.
Communication of formalized results to appropriate audiences is part of the design process.
A successful invention/innovation has data to support its claims.
2.1.2 Explain that technological ideas are sometimes protected through the process of patenting.
2.2.1 Identify and demonstrate how technology transfer occurs when a new user applies an existing
innovation developed for one purpose in a different function.
3.1.1 Demonstrate and describe that the design process includes defining a problem, brainstorming,
researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities,
selecting an approach, developing a design proposal, making a model or prototype, testing and
evaluating the design using specifications, refining the design, creating or making it, and communicating
processes and results.
3.1.10 Evaluate final solutions and communicate observation, processes, and results of the entire design
process, using verbal, graphic, quantitative, virtual, and written means, in addition to three-dimensional
models.
5.1.1 Demonstrate and describe that technological knowledge and processes are communicated using
symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of
BALTIMORE COUNTY PUBLIC SCHOOLS
DRAFT DOCUMENT
PROJECT INNOVATION 2011
TR.SYMPOSIUM.02
visual, auditory, and tactile stimuli.
5E Lesson Plan
Components
Engagement
Explanation
Exploration
Extension
Evaluation
Duration
Curriculum Resources
Brief Description
Guest Speaker
TR.SYMPOSIUM.02A
Symposium
SR.SYMPOSIUM.02A
Peer Review
Patent Application or Newsletter Article
SR.EXPLORATION.01A Inventor’s Log Submission
Six 90-minute Class Periods
Pertinent Information
Vocabulary
patent
symposium
process vs. product
competition
Prerequisite Knowledge
To be successful with these concepts, students should have prior knowledge of:
Inventor’s log requirement, marketing strategies, how to recognize and avoid the misuse of statistics, and the engineering design process
(testing, construction and mass production/manufacturing)
Misconceptions
Common student misconceptions
Instant gratification – your first idea is always the best. Ideas do not change or evolve with testing and research. An idea “just happens”
and the process is not important. A conclusion is a restatement of the thesis statement. Collaboration and feedback are not necessary.
The patent process does not take a long time and does not need to be renewed. Patents are universal (internationally and timeless).
Teacher skill and strategy clarification
The instructor must have knowledge of the design process and presentation skills.
Engagement Ideas
Invite a guest speaker who has successfully experienced the patent process. Optimally, the speaker will address pros and cons, their
experience with the process, and share words of wisdom, as well model the format of what the students will do for their symposium.
BALTIMORE COUNTY PUBLIC SCHOOLS
DRAFT DOCUMENT
PROJECT INNOVATION 2011
TR.SYMPOSIUM.02
Differentiation Strategy Overview
Students may use a poster, PowerPoint, Web 2.0 tools, or video presentation for their symposium presentation.
Sample Assessment Questions
During this course, explain how the engineering design process and the Inventor’s Log contributed to the success of your
innovation/invention.
Answers may vary; however, should include:
Explanation of the application of the engineering design process loop (never ends, sequential process), their Inventor’s Log (document
test, refers back to the loop), and evaluation of the success of the invention/innovation.
Necessary
Materials
Technology
Resource/Type
Estimated Time
Instructional
Strategies
Learning Style
Ancillary Materials
General Notes
Necessary
Materials
Guest Speaker– Engagement
Copies of SR.SYMOSIUM02B
Consult guest speaker for technology needs.
90 minutes
 Guest speaker will present their patented invention/innovation.
 Students will complete the Symposium Speaker Notes worksheet.
 Students and speaker will discuss questions from the worksheet.
Field Independent, Visual, Auditory
N/A
Possible sources for speakers include: Baltimore Business Roundtable, The Maryland Speakers Bureau,
Engineer Society, Lockheed Martin, and Northrop Grumman.
Symposium – Explanation
Student posters, pamphlets, etc.
SR.SYMPOSIUM.02A
SR.SYMOSIUM02B
TR.SYMPOSIUM.02A
BALTIMORE COUNTY PUBLIC SCHOOLS
Technology
Resource/Type
Estimated Time
Instructional
Strategies
Learning Style
Ancillary Materials
General Notes
Necessary
Materials
Technology
Resource/Type
Estimated Time
Instructional
Strategies
DRAFT DOCUMENT
PROJECT INNOVATION 2011
TR.SYMPOSIUM.02
Computer
LCD Projector
Student Computers
Four 90-minute Class Periods
 Allow students 90 to 135 minutes to prepare materials for their Symposium presentation. Students should
have access to computers if they decide to create a PowerPoint, Prezi, or other media. Students may also
present using posters or videos.
 Students should include an environmental impact statement or document that addresses the carbon footprint
and/or impact that the development of their invention/innovation would have on the environment. This can
be expounded upon depending on individual student timelines.
 The remaining class time is reserved for student presentations. Students should complete Peer Review
forms while their classmates are presenting.
 The teacher should complete Symposium Rubric to assess each student’s presentation.
Field Independent, Visual, Auditory, Kinesthetic
N/A
 The teacher may want to invite in a panel of “experts” or parents and other people from the community to
take part in the Symposium.
Showcase – Extension
Student presentation materials
Computer
LCD Projector
One school day, or 2 hours after school
 Students will present their invention/innovation in a public setting (open space at school). Each student
should have space to display their invention/innovation and supporting documents.
 Parents, other students, teachers, and community members should be invited to this showcase.
 Feedback forms should be available for observers to submit comments and questions to participants.
 Use the “Process for Obtaining a Utility Patent” interactive flowchart (from the US Patent and Trademark
Office website) to determine how to proceed with patenting innovation:
BALTIMORE COUNTY PUBLIC SCHOOLS

Learning Style
Ancillary Materials
General Notes
Necessary
Materials
Technology
Resource/Type
Estimated Time
Instructional
Strategies
Learning Style
Ancillary Materials
General Notes
DRAFT DOCUMENT
PROJECT INNOVATION 2011
TR.SYMPOSIUM.02
http://www.uspto.gov/patents/process/index.jsp. All students should be able to get through at least step 7.
Students should document the process in their Inventor’s Log. Students who get beyond step 7 will likely
need outside assistance.
Alternative: Students who do not have a patentable idea should write a newspaper or newsletter article to
highlight their project to the community.
Field Independent, Visual, Kinesthetic, Auditory
N/A
 If time permits at the end of the year, teacher should remit feedback forms to students for reflection on their
invention/innovation.
 Curriculum resources available at US Patent Office
http://www.uspto.gov/web/offices/ac/ahrpa/opa/kids/icreatm_guide_hs.pdf
Inventor’s Log – Evaluation
Inventor’s Log
NA
30 minutes
 Students will finalize all documentation in their Inventor’s Log and submit for a final grade.
Field Independent, Visual, Reflective
N/A
N/A