Inventor Quest: Discovering Brilliant Minds

Learning Goals & Products

Learning Goals

Students will be able to investigate an inventor’s problem, solution, key discoveries, and effects on daily life using biographies, primary sources, and reliable media.

Students will be able to define a design problem related to daily life by identifying measurable criteria for success and constraints on materials, time, or cost.

Students will be able to generate and compare multiple solutions using annotated diagrams and evidence about how well each idea meets the criteria and constraints.

Students will be able to communicate how an inventor and their own design process addressed problems while reflecting on growth in research, problem-solving, and teamwork.

Products

individual

Inventor Research and Engineering Notebook

Each student documents reliable source notes, the inventor’s impact on daily life, an investigable question, criteria and constraints, multiple annotated solution concepts, fair-test evidence, a justified revision, and a final reflection. The notebook provides independent evidence of research knowledge and engineering reasoning that feeds into the team showcase.

team

Famous Inventors Showcase and Tested Prototype Exhibit

Teams create and fairly test two models, use data to select and revise a solution, and present a museum-style exhibit explaining the inventor’s discoveries, impact, design trade-offs, test results, limitations, and team growth. The exhibit may use a physical model with a poster, annotated drawings, or slides and is presented at the class invention fair.

Student choices

Physical Model and Museum Poster — Display a revised physical prototype alongside an evidence-based museum poster and exhibit labels.

Annotated Design Display — Present detailed drawings, model images, test-data visuals, and revised design explanations on a gallery display.

Prototype Slide Exhibit — Use slides to show the inventor research, two tested models, data comparison, revision, and effects on daily life.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can use my prior knowledge and teacher-provided sources to ask simple questions about an inventor and the problem their invention solved, then name one idea that might help solve a related problem I can share my thinking with my group and help record observations during research and design activities.	I can ask investigable questions about an inventor, gather information from books or reliable media, and explain how the invention changed daily life I can define a simple design problem with some criteria and constraints and suggest more than one possible solution with support from my team.	I can combine information from several sources to explain an inventor’s problem, solution, and impact, then use that evidence to define a design problem with clear criteria and constraints I can generate and compare multiple solutions, create a diagram or prototype, and use fair testing with some control of variables to decide which idea works best.	I can independently and collaboratively use evidence from research, tests, and feedback to refine my ideas and justify which solution best meets the criteria and constraints I can explain how my thinking changed, connect my evidence to the inventor’s impact on daily life, and propose a thoughtful improvement or new question for future investigation.
Deeper Learning Competencies	Effective Communication	I can share simple ideas about my inventor or project using words, pictures, or a short sentence, and I can answer a question when someone asks me about my work With support, I can listen to others and tell one thing I learned from their ideas.	I can explain my inventor or design idea clearly to a partner or small group using some facts, labels, or drawings from my research I can listen to feedback and make a change to help my message or model be easier to understand.	I can present my inventor research, design problem, or prototype with clear details, evidence from books or reliable media, and a logical order that helps others understand my thinking I can ask and answer questions, use feedback from peers, the teacher, or the librarian, and revise my exhibit label, slide, or model to make my communication stronger.	I can confidently present my Famous Inventors Showcase to an audience, clearly explaining my inventor, key discoveries, how the invention changed daily life, and how my own understanding grew over time I can respond to questions, use feedback to improve my work, and communicate my ideas, research, and teamwork reflections in a polished and thoughtful way.
Deeper Learning Competencies	Collaboration	I can work with my team to share simple ideas, listen to others, and complete a shared task with teacher support I can take part in group decisions and help my team stay on topic during research or design time.	I can work with my team to ask questions, divide jobs, and use feedback to improve our ideas, notes, or model I can explain my thinking to teammates and help the group compare choices for our inventor project.	I can collaborate with my team to plan a fair test, gather information from reliable sources, and revise our work based on evidence and feedback I can help my group make decisions, solve problems, and share responsibilities so our exhibit is clear and accurate.	I can lead and contribute to my team’s collaboration by listening carefully, building on others’ ideas, and helping us make respectful shared decisions I can help my group use research, test results, and feedback to improve our final product and explain how our teamwork helped us succeed.
Deeper Learning Competencies	Content Expertise	I can use teacher- and librarian-selected books or media to learn basic facts about a famous inventor and name the main problem that person solved I can share what I learned using simple notes, a drawing, or labels with some relevant details about the inventor’s work.	I can gather information from biographies, primary sources, and other reliable media to explain how an inventor solved a problem and changed daily life I can organize my notes around a clear research question, describe a simple design problem, and use prior knowledge to suggest a possible solution.	I can combine information from several sources to explain key discoveries, the inventor’s impact, and why the invention mattered to people then and now I can generate more than one possible solution, create a diagram or prototype, and use evidence from fair tests to compare how well each idea meets the criteria and constraints.	I can independently synthesize research from multiple reliable sources to explain how inventors solved problems, improved daily life, and inspired new ideas I can use scientific ideas, data from controlled tests, and feedback to revise my model or solution, and I can clearly communicate what I learned through a polished exhibit, poster talk, or slides.
Deeper Learning Competencies	Self Directed Learning	I can use teacher or peer reminders to set a simple research or project goal, choose a source, and make one or two notes about what I notice or wonder I can use feedback to make a basic change to my work, such as adding a detail, fixing a label, or improving my plan with help.	I can set a clear goal for my research or project work, gather information from books, biographies, or other reliable media, and use a checklist or notes page to keep track of my progress I can use feedback from my teacher, peers, or librarian to revise my work and explain one way my thinking or strategy is improving.	I can plan my research and invention work by choosing useful sources, asking questions, and checking my progress against the project criteria and constraints I can use feedback to revise my notes, model, slides, or exhibit label, and I can explain how my choices show growing independence in solving problems and completing tasks.	I can independently manage my research and design process by setting goals, choosing and combining information from reliable sources, monitoring my progress, and adjusting my work when needed I can use feedback and reflection to improve my ideas, teamwork, and final product, and I can clearly explain how my learning, habits, and decisions changed over the project.
Deeper Learning Competencies	Academic Mindset	I can name a goal for my project, use teacher and peer reminders to stay on task, and try a simple next step when I get stuck I can share one thing I learned about my inventor or team process and tell how feedback helped me improve a little.	I can set a simple goal for my research or design work, use sources or feedback to make revisions, and explain one way I am growing as a learner I can work with my team to keep going through challenges and show that I can improve my ideas, notes, or model after help from others.	I can set clear goals, use feedback from the teacher, librarian, and peers to revise my research and design work, and explain how my choices helped my project improve I can reflect on my teamwork, communication, and problem-solving to describe specific strengths and next steps.	I can independently monitor my progress, adjust my research, design, or teamwork strategies when needed, and use evidence from feedback, testing, and reflection to explain how my thinking changed over time I can clearly describe my growth in research habits, collaboration, communication, and self-direction, and show how I used that growth to strengthen my final showcase product.