Draft for teacher review
How do inventors use problems, tests and improvements to develop an invention?
18 minutes · selected passages · drawing, oral or written responses
Review the selected reading before teaching. Source notes
Lesson draft. TumbleBooks source notes support the core; rehearse the selected reading before teaching.
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anchor
Chris Barton · Book ID 7972
Open book: Whoosh!: Lonnie Johnson's Super-Soaking Stream of Inventions[V] Catalogue identity and source text present. Selected read-along locations reviewed: 7, 8, 9, 17, 18, 19, 25. Playback and other locations remain unverified.
optional companion
Mary Ann Fraser · Book ID 8034
Open book: Alexander Graham Bell Answers the Call[V] Selected EXTENSION read-along locations reviewed: 23, 24, 25. This verifies only the selected passages; playback duration and other locations remain unchecked.
[P] The later water-gun prototype changes are not specified. They are excluded from the required revision task; use the documented transmitter repair. No missing engineering event is invented.
[V] Optional Bell EXTENSION locations reviewed: read-along pages 23, 24 and 25. Use the unexpected twang, repeated failed models, liquid-transmitter test and received-speech result only. [VERIFY: specific changes between models; the selected text does not name every revision.] Fallback: use Johnson only.
Identify a goal, an idea and an improvement from Johnson’s story.
I can name a problem and a source-supported change that helped.
The source notes below qualify what this draft can currently support.
No purchases required: access to the selected book(s), this page or plain paper, and a pencil or an oral/drawing response. A teacher read-aloud, shared screen or existing audio access can replace independent reading. Printing is optional.
Use only the selected sentences or short source-note paraphrases. Read-along numbers refer to Page-N clips, not printed pages. Ebook chapters/pages and supplied-extract sentence numbers are labelled separately. Do not autoplay complete clips.
Scroll sideways in the reading table for instructions and review status.
| Book / ID | Reading location | What to read or pause on | Review status |
|---|---|---|---|
| Whoosh!: Lonnie Johnson's Super-Soaking Stream of Inventions · 7972 | Read-along pages 7, 8, 9 | Use only the transmitter problem, walkie-talkie idea and fixed-transmission result. Omit the longer robot construction and science-fair history. Do not invent a separate test event. | [V] Selected location checked |
Reading plan: use a teacher read-aloud of the indicated sentences, capped at 200 words; do not autoplay every selected page in full. At a planning pace of 100 words per minute this reserves two minutes for reading, 90 seconds for navigation and 90 seconds for pauses. This is an estimate, not a measured classroom reading.
[VERIFY: a five-minute selected-reading rehearsal in the actual edition, including navigation and pauses.] If a source is unavailable, omit its dependent comparison and use only a checked anchor passage. If the anchor is unavailable, use the organizer to collect questions; that fallback does not meet the source-dependent science objectives.
| Word | Student-friendly definition | Source tag |
|---|---|---|
| prototype | An early version with room for improvement. | [V] 7972 |
| constraint | A limit or problem a design must work within. | [V] 7972, transmitter and child-sized pump examples |
| revision | A change made to improve a design. | [V] 7972, transmitter repair and new prototype |
| Minutes | Teacher action | Exact teacher questions | Likely responses | Partial/incorrect response and teacher move |
|---|---|---|---|---|
| 2 | Introduce the question and invite an initial response. | How do inventors use problems, tests and improvements to develop an invention? | Ideas vary; accept observations and questions without certifying guesses. | If a student guesses, ask what evidence could help them check. |
| 5 | Read only the selected passages listed in Materials. Pause to identify the source-supported detail. | What was not working, and what change helped? Which part can we show from this passage? | [V] The transmitter did not work; the walkie-talkie fixed the transmission issue. | If a student invents a test or revision, return to the passage and leave the box as [VERIFY]. If the unexpected stream is called the finished product, ask what work followed. |
| 5 | Choose the Linex episode. Name the goal of sending commands, the transmitter problem and the walkie-talkie solution. Leave a test-result box blank if this selected passage does not state that result. | What is your evidence? Which part still needs checking? | [V] The transmitter did not work; the walkie-talkie fixed the transmission issue. | If a student invents a test or revision, return to the passage and leave the box as [VERIFY]. If the unexpected stream is called the finished product, ask what work followed. |
| 3 | Share through SOLO, SUPPORTED or LISTENING; students can draw, speak or dictate. | Which part can we show from this passage? | A supported explanation or an explicit verification question. Predictions stay labelled as predictions. | If the response is incomplete, point back to one relevant detail rather than supplying a guessed event. |
| 3 | Collect the exit response using any participation mode. | Name a source-supported problem and improvement. | The robot could not receive commands; using a walkie-talkie fixed the transmission problem. | If a student invents a test or revision, return to the passage and leave the box as [VERIFY]. If the unexpected stream is called the finished product, ask what work followed. |
The five-minute reading slot is for selected passages. If rehearsal exceeds it, reduce the selections to one checked example. The full read is an EXTENSION.
| Mode | Drawing response | Oral response | Written response |
|---|---|---|---|
| SOLO — work independently from the page, book or organizer. | Draw one example for: Name a source-supported problem and improvement. Add or point to the evidence. | Privately rehearse an explanation, then tell it to the teacher or record it with an existing device. | Complete the organizer independently and add the evidence or a verification question. |
| SUPPORTED — use a partner, frames, word bank or teacher prompts. | Draw with a partner; use the vocabulary bank to label or dictate the key feature, stage or connection. | Use the frame: “I notice __. My evidence is __. I still need to check __.” A partner can prompt. | Write with a partner or scribe using the same frame. Choose words from the vocabulary table. |
| LISTENING — hear read-aloud/audio and respond without needing to read or write. | Listen to each short passage; draw a response or point to a teacher-drawn option. The teacher supplies any labels. | Listen and tell, point, gesture or use a communication aid to answer. No reading is required. | Dictate to an adult or partner, who writes the response and reads it back. The student does not need to read or write. |
Apply the chosen mode during the organizer, share and exit response. A listening response never requires the student to read or write; written output can be scribed.
Name a source-supported problem and improvement.
| Level | Look-for | Sample student response | Teacher next step |
|---|---|---|---|
| Got it | Meets the success criterion with source evidence or, in a gap outline, correctly identifies missing evidence. | The robot could not receive commands; using a walkie-talkie fixed the transmission problem. | Offer one new checked example to transfer the explanation. |
| Partly | Shows part of the criterion but leaves an explanation or evidence link incomplete. | I named the robot but did not explain the change. | Revisit one selected passage and complete the missing evidence link. |
| Not yet | Shows the listed misconception or supplies unsupported details. | He invented a new battery; I cannot show that in the passage. | Model one supported example and have the student point, draw or retell it. |
An unexpected discovery does not automatically become a finished invention.
A design organizer must allow gaps instead of inventing biography to fill every box.
Fact vs. figure of speech: flowing ideas are a metaphor. The named problems, tests and prototype work are biography; students’ own design challenges are separate extensions.
A separate, clean organizer with space to draw or write. Students may dictate or point while someone records their response.
Open K–2 student pageEXTENSION: Paper-only design challenge. Sketch an idea, receive feedback and revise. Student work is not evidence of any event in Johnson’s biography.
EXTENSION: Compare Johnson with Bell (Book ID 8034), read-along pages 23, 24 and 25. Read only the unexpected-sound paragraph, the failed-model/test sentences and the heard-speech result. Ask: What did a test show? What later work is named, and what remains unspecified? For K–2, use only the test and heard-speech result on pages 24–25. Keep the comparison outside the 18-minute core; omit it if unavailable.
EXTENSION: Read the full biography outside the timed lesson.
Extensions are optional teacher-created activities. They are not evidence of events or facts in the books.
[V] = supported by reviewed source text or specifically recorded page images; [P] = partly supported or inferred; [U] = unsupported by available source material. Page verification applies only where explicitly stated. These tags do not certify playback, human review or reproduction rights.
[V] 7972 describes a robot transmission problem solved using a walkie-talkie; it also describes testing a cooling-system idea and noticing a powerful water stream.
[V] 7972 describes finding or making parts including a child-manageable pump, assembling a prototype and testing it at a picnic; later it names a new prototype. [P] It does not specify every change between prototypes.
[V] 7972 describes finding or making parts including a child-manageable pump, assembling a prototype and testing it at a picnic; later it names a new prototype. [P] It does not specify every change between prototypes.
If a student invents a test or revision, return to the passage and leave the box as [VERIFY]. If the unexpected stream is called the finished product, ask what work followed.
[P] The later water-gun prototype changes are not specified. They are excluded from the required revision task; use the documented transmitter repair. No missing engineering event is invented.
[V] Optional Bell EXTENSION locations reviewed: read-along pages 23, 24 and 25. Use the unexpected twang, repeated failed models, liquid-transmitter test and received-speech result only. [VERIFY: specific changes between models; the selected text does not name every revision.] Fallback: use Johnson only.
[V] Numeric reading locations in Materials were checked against the recorded page images. They certify only those selected passages, not a whole-book or audiovisual review.
[VERIFY: duration of the selected reading in the actual edition, including navigation and pauses.] The 18-minute plan is a schedule, not a measured playback claim.
[VERIFY: any test or result not stated in the selected biography episode.] Leave the organizer box blank.
Catalogue identity was cross-checked against the repository’s authenticated 7 October 2026 catalogue snapshot. A catalogue entry is not a content claim. Raw texts and page images are excluded from this site.
Confirmed in this draft: No invented biographical events to fill an organizer.
Confirmed in this draft: The design challenge is labelled EXTENSION and is not part of Johnson’s story.
Self-audit: no invented source quotations, page numbers or timestamps; no direct source quotations are published.
Self-audit: the timed steps total 18 minutes in this version. Selected-reading duration still requires rehearsal.
Self-audit: optional activities are labelled EXTENSION; no standards codes appear in this lesson.
Changes from the requested full lesson: kept missing locators explicit; marked source gaps/inferences; used selected passages; held unsupported activities instead of filling them from memory. This is an editorial draft, not a final accuracy approval.
Change reported in this pass: added visually checked read-along locations and grade-specific reading selections; retained every unresolved locator and the reading-rehearsal requirement.
Trace a constraint, a test and a revision; distinguish discovery from product development.
I can explain why an unexpected discovery still needs development, using events supported by the text.
The source notes below qualify what this draft can currently support.
No purchases required: access to the selected book(s), this page or plain paper, and a pencil or an oral/drawing response. A teacher read-aloud, shared screen or existing audio access can replace independent reading. Printing is optional.
Use only the selected sentences or short source-note paraphrases. Read-along numbers refer to Page-N clips, not printed pages. Ebook chapters/pages and supplied-extract sentence numbers are labelled separately. Do not autoplay complete clips.
Scroll sideways in the reading table for instructions and review status.
| Book / ID | Reading location | What to read or pause on | Review status |
|---|---|---|---|
| Whoosh!: Lonnie Johnson's Super-Soaking Stream of Inventions · 7972 | Read-along pages 8, 9 | Read only the transmitter problem and walkie-talkie fix as the documented revision; omit robot history. | [V] Selected location checked |
| Whoosh!: Lonnie Johnson's Super-Soaking Stream of Inventions · 7972 | Read-along pages 17, 18, 19, 25 | Select the cooling-system test, water-stream discovery, child-manageable pump constraint, prototype assembly and picnic test. Page 25 names a later prototype but does not specify its changes; leave those details [VERIFY]. | [V] Selected location checked |
Reading plan: use a teacher read-aloud of the indicated sentences, capped at 200 words; do not autoplay every selected page in full. At a planning pace of 100 words per minute this reserves two minutes for reading, 90 seconds for navigation and 90 seconds for pauses. This is an estimate, not a measured classroom reading.
[VERIFY: a five-minute selected-reading rehearsal in the actual edition, including navigation and pauses.] If a source is unavailable, omit its dependent comparison and use only a checked anchor passage. If the anchor is unavailable, use the organizer to collect questions; that fallback does not meet the source-dependent science objectives.
| Word | Student-friendly definition | Source tag |
|---|---|---|
| prototype | An early version with room for improvement. | [V] 7972 |
| constraint | A limit or problem a design must work within. | [V] 7972, transmitter and child-sized pump examples |
| revision | A change made to improve a design. | [V] 7972, transmitter repair and new prototype |
| Minutes | Teacher action | Exact teacher questions | Likely responses | Partial/incorrect response and teacher move |
|---|---|---|---|---|
| 2 | Introduce the question and invite an initial response. | How do inventors use problems, tests and improvements to develop an invention? | Ideas vary; accept observations and questions without certifying guesses. | If a student guesses, ask what evidence could help them check. |
| 5 | Read only the selected passages listed in Materials. Pause to identify the source-supported detail. | Which documented change fixed the transmission problem? How was the unexpected stream different from the later work of building and testing a useful prototype? | [V] A walkie-talkie fixed the transmission problem. The later cooling-system test produced a strong stream; the water-gun prototype still needed parts, a manageable pump, assembly and a picnic test. | If a student invents a test or revision, return to the passage and leave the box as [VERIFY]. If the unexpected stream is called the finished product, ask what work followed. |
| 5 | Use the transmitter problem and walkie-talkie repair as a verified change. Then trace the cooling-system test, unexpected stream, child-manageable pump, assembly and picnic test. Do not infer unspecified later prototype changes. | What is your evidence? Which part still needs checking? | [V] A walkie-talkie fixed the transmission problem. The later cooling-system test produced a strong stream; the water-gun prototype still needed parts, a manageable pump, assembly and a picnic test. | If a student invents a test or revision, return to the passage and leave the box as [VERIFY]. If the unexpected stream is called the finished product, ask what work followed. |
| 3 | Share through SOLO, SUPPORTED or LISTENING; students can draw, speak or dictate. | How was the unexpected stream different from the later work of building and testing a useful prototype? | A supported explanation or an explicit verification question. Predictions stay labelled as predictions. | If the response is incomplete, point back to one relevant detail rather than supplying a guessed event. |
| 3 | Collect the exit response using any participation mode. | Separate the unexpected discovery from two verified development steps. | The strong water jet was unexpected. He still had to find parts and build and test a prototype. | If a student invents a test or revision, return to the passage and leave the box as [VERIFY]. If the unexpected stream is called the finished product, ask what work followed. |
The five-minute reading slot is for selected passages. If rehearsal exceeds it, reduce the selections to one checked example. The full read is an EXTENSION.
| Mode | Drawing response | Oral response | Written response |
|---|---|---|---|
| SOLO — work independently from the page, book or organizer. | Draw one example for: Separate the unexpected discovery from two verified development steps. Add or point to the evidence. | Privately rehearse an explanation, then tell it to the teacher or record it with an existing device. | Complete the organizer independently and add the evidence or a verification question. |
| SUPPORTED — use a partner, frames, word bank or teacher prompts. | Draw with a partner; use the vocabulary bank to label or dictate the key feature, stage or connection. | Use the frame: “I notice __. My evidence is __. I still need to check __.” A partner can prompt. | Write with a partner or scribe using the same frame. Choose words from the vocabulary table. |
| LISTENING — hear read-aloud/audio and respond without needing to read or write. | Listen to each short passage; draw a response or point to a teacher-drawn option. The teacher supplies any labels. | Listen and tell, point, gesture or use a communication aid to answer. No reading is required. | Dictate to an adult or partner, who writes the response and reads it back. The student does not need to read or write. |
Apply the chosen mode during the organizer, share and exit response. A listening response never requires the student to read or write; written output can be scribed.
Separate the unexpected discovery from two verified development steps.
| Level | Look-for | Sample student response | Teacher next step |
|---|---|---|---|
| Got it | Meets the success criterion with source evidence or, in a gap outline, correctly identifies missing evidence. | The strong water jet was unexpected. He still had to find parts and build and test a prototype. | Offer one new checked example to transfer the explanation. |
| Partly | Shows part of the criterion but leaves an explanation or evidence link incomplete. | I named the water jet but skipped the development work. | Revisit one selected passage and complete the missing evidence link. |
| Not yet | Shows the listed misconception or supplies unsupported details. | One accidental splash instantly became the finished product. | Model one supported example and have the student point, draw or retell it. |
An unexpected discovery does not automatically become a finished invention.
A design organizer must allow gaps instead of inventing biography to fill every box.
Fact vs. figure of speech: flowing ideas are a metaphor. The named problems, tests and prototype work are biography; students’ own design challenges are separate extensions.
A separate, clean organizer with space to draw or write. Students may dictate or point while someone records their response.
Open Grades 3–5 student pageEXTENSION: Paper-only design challenge. Sketch an idea, receive feedback and revise. Student work is not evidence of any event in Johnson’s biography.
EXTENSION: Compare Johnson with Bell (Book ID 8034), read-along pages 23, 24 and 25. Read only the unexpected-sound paragraph, the failed-model/test sentences and the heard-speech result. Ask: What did a test show? What later work is named, and what remains unspecified? For K–2, use only the test and heard-speech result on pages 24–25. Keep the comparison outside the 18-minute core; omit it if unavailable.
EXTENSION: Read the full biography outside the timed lesson.
Extensions are optional teacher-created activities. They are not evidence of events or facts in the books.
[V] = supported by reviewed source text or specifically recorded page images; [P] = partly supported or inferred; [U] = unsupported by available source material. Page verification applies only where explicitly stated. These tags do not certify playback, human review or reproduction rights.
[V] 7972 describes a robot transmission problem solved using a walkie-talkie; it also describes testing a cooling-system idea and noticing a powerful water stream.
[V] 7972 describes finding or making parts including a child-manageable pump, assembling a prototype and testing it at a picnic; later it names a new prototype. [P] It does not specify every change between prototypes.
[V] 7972 describes finding or making parts including a child-manageable pump, assembling a prototype and testing it at a picnic; later it names a new prototype. [P] It does not specify every change between prototypes.
If a student invents a test or revision, return to the passage and leave the box as [VERIFY]. If the unexpected stream is called the finished product, ask what work followed.
[P] The later water-gun prototype changes are not specified. They are excluded from the required revision task; use the documented transmitter repair. No missing engineering event is invented.
[V] Optional Bell EXTENSION locations reviewed: read-along pages 23, 24 and 25. Use the unexpected twang, repeated failed models, liquid-transmitter test and received-speech result only. [VERIFY: specific changes between models; the selected text does not name every revision.] Fallback: use Johnson only.
[V] Numeric reading locations in Materials were checked against the recorded page images. They certify only those selected passages, not a whole-book or audiovisual review.
[VERIFY: duration of the selected reading in the actual edition, including navigation and pauses.] The 18-minute plan is a schedule, not a measured playback claim.
[VERIFY: any test or result not stated in the selected biography episode.] Leave the organizer box blank.
Catalogue identity was cross-checked against the repository’s authenticated 7 October 2026 catalogue snapshot. A catalogue entry is not a content claim. Raw texts and page images are excluded from this site.
Confirmed in this draft: No invented biographical events to fill an organizer.
Confirmed in this draft: The design challenge is labelled EXTENSION and is not part of Johnson’s story.
Self-audit: no invented source quotations, page numbers or timestamps; no direct source quotations are published.
Self-audit: the timed steps total 18 minutes in this version. Selected-reading duration still requires rehearsal.
Self-audit: optional activities are labelled EXTENSION; no standards codes appear in this lesson.
Changes from the requested full lesson: kept missing locators explicit; marked source gaps/inferences; used selected passages; held unsupported activities instead of filling them from memory. This is an editorial draft, not a final accuracy approval.
Change reported in this pass: added visually checked read-along locations and grade-specific reading selections; retained every unresolved locator and the reading-rehearsal requirement.