Inventions: Exhibiting and Celebrating them Chromebook Curated

blog electric.jpgInventions are an integral part of the STEAM- Science, Technology, Engineering and Mathematics studies as well as part of traditional Social Studies and Global studies Grades K-12.  Chromebooks facilitate teachers enhancing, expanding and energizing this traditional study into a multimedia student owned extravaganza.

Students select an invention to research.  Using chromebooks their research includes a range of You Tube videos (preselected for appropriateness by the teacher), websites, audio files, museum resources, and other online materials.  They can also interview and video or record local or distanced experts to reflect on the social implications of the invention. After their research has been completed they create a poster in which they present their invention to the world.  They can upload the poster to their chromebook files as jpg or scan it or develop a poster using graphic arts programs.  The poster utilizes text, images, and design.  Students may record their narrative as an option. When finished the various posters are put together to form a single, ‘quilt’ style work for exhibit.   Even more wonderful, using the chromebooks as both the student registry for this research and the teacher managed central registry for the individual student exhibits plus the aggregate portfolio for research student writing samples tremendously expedites the speed with which an exhibit can be generated and data is available for research skills evaluation. That is a desired modern day invention much needed by teachers and rewarding to students who quickly get to see a product of their results and comments /feedback from a peer and invited adult audience.

How to initiate this inventive Chromebook portal for traditional inventions into your classroom:

Engage the class in a whole group discussion of how inventions have changed the lives of people. Students should leave this session understanding how inventions address human needs and satisfy them, and that the lives of individuals, as well as groups and whole societies, can be changed importantly because of the emergence and adoption of certain inventions.  Record or film their discussion since that discussion can be the video opener for the exhibit and prompt peer class engagements. If possible have one or more students do a graphic or graphic narrative or animation including some of the initial student assumptions. You may want to show your students a video or have them read a passage about this first before the conversation. See resources for some suggestions.

Based on the discussion and some reflection and online research, have the students select a single particular invention that they feel has been exceptionally important in the lives of people.  They will research and reflect on this invention with the goal of developing a written and visual message about it that will give the reader/viewer a quick view understanding of its impact and importance and that will convey the student’s enthusiasm about it.

Students should conduct online research to inform themselves about the invention as well as the inventor(s) of it. As they collect information they should also gather images, as at least one will be required for the designed “informational square” they will develop as their contribution to the class’ “information quilt” they will produce to display in the school as a result of their work.  As they work in teams they can develop their own Inventions Chromebook files of pictures, audio, videos, recorded narrations, maps of invention sites, and more as well as their research and signs for the exhibit.  The teacher can weigh in with private or public comments decide what aspect of the exhibit can be shared with the class as a whole.

The teacher may wish to change or augment this list of questions, or perhaps, engage the class in a whole group discussion to write its own questions and compile its own, uniform list of questions to guide their work.   Again, all of these activities can be recorded or videoed so a satisfying project in progress set of artifacts are available to the teacher for evaluation, the students for mindfulness and reflections and the public for feedback and accountability.

After gathering the information and images and reflection on the focus questions listed below, the students create an “information square” filling a standard size square space (6 x 6 or 8 x 8 inches is recommended) on a single page of a word processing document with as much text and as many images as they feel is necessary, and which they can effectively fit, to present and explain the invention of their choice. By inserting a variety of text boxes to hold the written elements and title and headline (large type) elements, as well as the graphics. After students have experimented with a variety of arrangements of the elements, adjusting for size, style, and placement, the piece will be finished.

In a whole group session have the students post their individual information squares on one wall and then, begin a process of creating a single arrangement of all the squares to form a single, class work on another free wall. A lively discussion may ensue as the student’s express ideas about which square should be placed next to which other ones and decisions are made that shape this whole class work to be displayed prominently in the school. This discussion can be recorded for the narration as part of an online exhibit or an onsite one.  Use of the Chromebooks makes both immediately doable and in far less time than the traditional inventions research exhibit would have taken to mount.
Focus Questions: Why was this invented?

  1. Who invented it?
  2. Where was it created?
  3. What need is it designed to meet?
  4. How well does it meet that need?
  5. What impact has it had?
  6. Has it spun off into inventions that do even more?
  7. What future inventions will likely appear now that this one has proven successful?
  8. Who has benefited from it?
  9. Who can own or use this invention?
  10. How do people feel about this invention?
    – why do people like this invention?
  11. What things should people know about this invention before they use it?

How would you sum up your feelings about this invention and its meaning to people?

Potential paper and cyber products:

Individual Student Piece:  “Information Square” – A digital file bearing a single page poster-style piece placed within a square delineated by a border (6” x 6” or 8” x 8” recommended).

Whole Class Piece: An arrangement of all of the students’ pieces joined as a “quilt”

FYI this project done with the Chromebooks cannot only address the Stem standards but also ELA :

Common Core Standards in ELA  
Reading: Literature and Informational Literature Key Ideas and Details: RL._.1RL._.2RL._.3
Craft and Structure:  RL._.4RL._.5RL._.6
Integration of Knowledge and Ideas:  RL._.7RL._.8RL._.9
Range of Reading and Complexity of Text:  RL._.10
Writing Text Types and Purposes: W._.1W._.2W._.3
Production and Distribution of Writing: W._.4W._.5W._.6
Research to Build and Present Knowledge: W._.7 –  W._.8W._.9
Range of Writing: W._.10
Speaking & Listening Comprehension and Collaboration: SL._.1SL._.2SL._.3
Presentation of Knowledge and Ideas: SL._.4SL._.5SL._.6
Language Conventions of Standard English:  L._.1L._.2
Knowledge of Language:
Vocabulary Acquisition and Use: L._.4L._.5L._.6
for Students
1.       Creativity and Innovation: a – b
2. Communication and Collaboration: a – b

3.       Research and Information Fluency: a – b – c

4. Critical Thinking, Problem Solving, and Decision Making: a – b – c

5. Digital Citizenship: a – b – c

6. Technology Operations and Concepts: a – b- d


Assessment might be infused as follows:

Suggested Rating Criteria:

  • Does the finished information square reflect an accurate understanding of the impact and significance of the student’s focus invention?
  • Does the finished information square adequately communicate the student’s understanding and feeling about the focus invention?
  • Does the student bridge the content gap to show how a scientific or artistic invention affects history, economy, and culture?
  • Does the display of knowledge correctly attribute and credit print, secondary and expert resources used?



The class jointly arranges and combines its collection of individual pieces into a single, massive quilt. After thought, reflection, and decisions are made about how to arrange the many small pieces into a single, unified whole – being mindful of how each piece affects the appearance and meaning of the others – they can be joined to one another (using clear tape, etc.) or glued onto a single, large sheet of paper (or papers joined).

This is then displayed on a prominent, empty wall in the school with an explanatory description word processed and mounted next to it. This may include the names of the contributing artists and the name for the piece that the class selects.



This project facilitates PARCC communication arts collaboration, writing, and team work to train for advertising and marketing skills vital to an infinite number of corporate and cultural endeavors.

Invention Exhibits were part of the traditional curriculum grades K-12 long before STEAM emerged to highlight aspects of science, technology, engineering, arts and mathematics.  Chromebooks make this traditional topic current, captivating and challengingly coalescing.




Inventions That Shook The World – The 1900s (Episode 1)

Inventions That Shook The World – The 1910s (Episode 2)

Famous Inventions that Changed the World

10 Funny Inventions That Changed the World

25 Inventions That Changed Our Way Of Life

– 1000 Inventions and Discoveries by Rodger Bridgeman

The Kids’ Invention Book / First Avenue Editions by Arlene Erlbach

 Dr. Rose Reissman,

Academic and Grant Funding Director for Sector 5

About Sector 5,

Sector 5, Inc. (OTCQB: SFIV), is a Proud American Corporation, that sells, manufactures and develops new innovative consumer electronics under Sector 5 and other brands. The Company markets its partnership with Google approved Chromebooks to educational organizations, other B2B and B2C sales channels, with retail sales on Amazon. It is in development of several new products to serve the educational, business and retail markets. Follow the company on and and find further information at For Sector 5’s Forward Looking Statements, click here.





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