Innovation and Inventing

Overview

Today students explore what innovation is and how it is different from invention. They look at familiar examples, sort them using simple visuals, and discuss why innovation helps people and communities.

Learning intentions

• Students will understand the difference between innovation and invention.
• Students will identify everyday examples of each from school, home, and community.
• Students will use visual supports to explain ideas and justify their thinking.
• Students will practise sharing ideas respectfully in a small group.

Success criteria

• I can describe innovation as improving or creating a better way to solve a problem.
• I can describe invention as making a new product, tool, or idea.
• I can correctly sort examples into innovation or invention with a reason.
• I can explain how innovation affects people or the community.

Curriculum links

• Design and Technologies: investigating how people develop solutions and considering purpose and impact on others.
• Design thinking: using simple questions to explore problems, ideas, and options.
• Digital literacy for learning: using visuals and basic information to communicate understanding (teacher guided).
• General capabilities: communication and collaboration through discussion and shared sorting tasks.

Lesson structure (45 minutes)

1. 5 — Hook with visuals (whole class) Show two large picture cards: one “new invention” (e.g., a brand-new type of water bottle) and one “innovation” (e.g., a water bottle that is redesigned to keep drinks cooler). Ask: “What’s the difference?” Let students do quick think–share.

2. 7 — Mini-teach: Innovation vs invention (teacher talk + movement) Use gestures: “Invention” as “new idea/tool,” “Innovation” as “better way/change.” Give 2–3 age-appropriate examples (school lunch container that changes shape for easier packing; a traffic-light crossing that adds an audible signal for safety; a newly invented toy feature). Students repeat the definitions using the class sentence starters.

3. 10 — Guided sorting in pairs (hands-on stations) Set up two zones labelled “Innovation” and “Invention” with picture cards. Students move in turns and place one card in a zone, then hold up a colour token to show their choice. Teacher prompts: “What problem or need do you think this helps?” Keep the task short and varied to match attention needs.

4. 8 — Group discussion circle (teacher prompts) For 3–4 selected cards, ask: “Is this new or is it improving? How do you know?” Students respond using a simple frame: “I think it is ___ because ___.” Encourage turn-taking; use the 4-student group to ensure everyone speaks.

5. 7 — Storyboard: ‘Better for people’ (seat + quick craft) Each student creates a mini storyboard (three small boxes) using provided templates and icons:

• Box 1: a problem they know (e.g., “My pencil keeps breaking”)
• Box 2: a possible innovation (improve a method/tool)
• Box 3: who benefits (people at school/home). Teacher circulates and supports wording with prompts.

6. 6 — Gallery share (quick presentations) Students present their storyboard to the group (30–45 seconds each). Others give one affirmation or question: “That is helpful because…” or “Could it also…?” Teacher reinforces key vocabulary.

7. 2 — Exit reflection (individual, low demand) Students answer orally or by pointing to a visual: “Today I learned innovation is…” and “Today I learned invention is…” Teacher checks for understanding and misconceptions.

Resources

• Large visual cards: “Innovation” and “Invention” labels
• Picture card set of age-appropriate examples (school, home, community)
• Coloured token cards for sorting choices
• Sentence starter strips (e.g., “I think it is ___ because ___”)
• Mini storyboard template (three boxes) and simple icon set (problem, tool, people)
• Markers, crayons, glue sticks
• Timer or visual countdown for each task
• Optional: one short age-appropriate teacher-created slide or poster with definitions and icons

Assessment

• Formative check during sorting: correct classification and ability to give a reason.
• Observation of communication: students use the sentence starter to explain thinking.
• Storyboard review: evidence that students connect innovation/invention to purpose and impact on people.

Differentiation

• Support (ADHD/Autism): clear visual instructions, short timed tasks, predictable routine, and turn-taking with token cards to reduce waiting.
• Support: provide example storyboards as models; allow drawing-first, then brief verbal explanation.
• Extension: ask “Could it be both?” for select students—identify an invention that later becomes an innovation through improvement.
• EAL/SEN: allow responses using single words plus pointing; provide picture vocabulary cards (new, improve, better, help, safety).