Author:
Melody Casey
Subject:
English Language Arts, Social Studies
Material Type:
Lesson Plan
Level:
Lower Primary
Grade:
2
Tags:
  • IRPELA
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    Designing the Future Like Leonardo (AIG IRP)

    Designing the Future Like Leonardo (AIG IRP)

    Overview

    This extended task will be integrated with a second grade social studies unit on the contributions of historical figures. AIG students will research Leonardo da Vinci's futuristic inventions, and then work collaboratively to design original inventions for the future. Emphasis will be on inventions that will help solve a real-world problem or issue. They will write descriptive paragraphs about their invention and publish the finished product using a digital program. They will also build a model of their innovative creation. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

    Lesson Overview

    Brief Description of Lesson/Task/Activity: Concept: Exploration
    This extended task will be integrated with a second grade social studies unit on the contributions of historical figures. AIG students will research Leonardo da Vinci's futuristic inventions, and then work collaboratively to design original inventions for the future. Emphasis will be on inventions that will help solve a real-world problem or issue. They will write descriptive paragraphs about their invention and publish the finished product using a digital program. They will also build a model of their innovative creation.

    Time Frame: Four to five class periods

    Type of Differentiation for AIGs:

    • Enrichment
    • Extension
    • Acceleration

    Adaptations for AIGs:

    • Content
    • Process
    • Product

    Explanation of How Resource is Appropriate for AIGs: AIG students will be inspired by the genius of Leonardo da Vinci. They will collaborate with other AIG students to research Leonardo's futuristic invention ideas, and then use problem solving and creativity to design an original invention to address a real-world problem or current issue. This extended task is open- ended and multifaceted. AIG students will use higher levels of thinking as they move beyond the regular curriculum and will utilize multiple intelligences through building a model and creating a digital presentation. 

    Needed Resources/Materials:

    • Edwards, Roberta. Who was Leonardo da Vinci? Penguin Books. 2005.
    • Barretta, Gene. Neo Leo. Henry Holt and Company. 2009.
    • http://www.da-vinci-inventions.com/
    • Teacher or student made Leonardo da Vinci: Designer of the Future journals
    • Computers
    • Publishing program such as Canvastic
    • Recyclable materials
    • Craft materials

    Teacher Notes: There are many online videos available about Leonardo da Vinci's inventions that would be beneficial to include with the text resources. If it is not possible to acquire the suggested books, or other informational texts about Leonardo da Vinci, there are online articles that may be copied and printed. Students will be fascinated by da Vinci's inventions. Emphasize that these inventions were not actually built until hundreds of years after he designed them.

    Stage 1: Engage

    Learn about Leonardo

    • During a second grade social studies unit on contributions of historical figures, group the AIG students to introduce the topic extension of Leonardo da Vinci, genius inventor. 
    • Provide brief biographical information about his life during the Renaissance, over 500 years ago, and his many accomplishments: inventor, musician, artist, architect, engineer, and physicist.

    His accomplishments as a visionary inventor are the focus of this task.

    • Share that he drew designs for a helicopter, airplane, contact lenses, bicycle, war machines and SCUBA gear.
    • View the Leonardo da Vinci inventions website as a whole group, or in pairs. http://www.da-vinci-inventions.com/ 
    • Emphasize that most of his inventions were futuristic and unable to be constructed when he designed them.

    Display pictures of his inventions for discussion of how the actual inventions help people today. 

    Students will closely read one or two informational texts, suggested books listed in the resources or other acquired texts, to gather and summarize information about Leonardo's inventions.

    Stage 2: Elaborate

    Students will record information, observations, and facts gathered in a Leonardo da Vinci, Designer of the Future journal. They should include text dependent information on a least five of his inventions and write reflections about the usefulness of each. 

    • Where in the text did you find descriptions of his inventions?
    • How did you use text features to locate information about his inventions?
    • Which of the inventions described in the text do you think is most important? What details support your evaluation?
    • What words or illustrations in the text demonstrate the usefulness of Leonardo's inventions?

    Think like Leonardo: After the research and journal writing, students will work with a collaborative partner to plan and design an original invention that would help solve a real-world problem or current issue. They will write a detailed description and analysis of their invention and build a model using simple materials. They will publish their writing and illustrate using a digital program.

    Students will write two developed paragraphs about their proposed invention. 

    One

    • Name and detailed description of the invention
    • Function- How does it work?
    • When would it be used?
    • Who would use it?

    Two

    • Explanation of how the invention would solve a real problem.
    • Who or what would it help?
    • What are the obstacles in the actual creation of the invention?
    • When might it be possible for the invention to be made and used? How far in the future?

    The partners will use simple recyclable or craft materials to construct a model of their invention.

    Students will use a publishing program such as Canvastic to illustrate their invention and word process their descriptive writing.

    Stage 3: Evaluate

    Student journals will be evaluated for content and completion.

    Published products will be shared and evaluated using a rubric to assess creativity, problem solving, descriptive writing, constructed model, and collaboration using a rubric of 1-5 in each area, for a possible total of 25 points.