# CTE Resource Center - Verso - Inventions and Innovations Task 1361277438

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Explain how inventions and innovations relate to the development of new products, processes, and systems.

Definition

Description should include needs, wants, supply and demand, and marketing.

Process/Skill Questions

  • What do humans need in order to survive on another planet?
  • What is the difference between needs and wants?
  • What effect does marketing and supply and demand have on invention and innovation?

Related Standards of Learning

English

6.6

The student will read and demonstrate comprehension of a variety of nonfiction texts.
  1. Skim materials using text features such as type, headings, and graphics to predict and categorize information.
  2. Identify main idea.
  3. Summarize supporting details.
  4. Create an objective summary including main idea and supporting details.
  5. Draw conclusions and make inferences based on explicit and implied information.
  6. Identify the author’s organizational pattern(s).
  7. Identify transitional words and phrases that signal an author’s organizational pattern.
  8. Differentiate between fact and opinion.
  9. Identify cause and effect relationships.
  10. Analyze ideas within and between selections providing textual evidence.
  11. Use reading strategies to monitor comprehension throughout the reading process.

7.6

The student will read and demonstrate comprehension of a variety of nonfiction texts.
  1. Skim materials using text features including type, headings, and graphics to predict and categorize information.
  2. Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
  3. Make inferences and draw logical conclusions using explicit and implied textual evidence.
  4. Differentiate between fact and opinion.
  5. Identify the source, viewpoint, and purpose of texts.
  6. Describe how word choice and language structure convey an author’s viewpoint.
  7. Identify the main idea.
  8. Summarize text identifying supporting details.
  9. Create an objective summary including main idea and supporting details.
  10. Identify cause and effect relationships.
  11. Organize and synthesize information for use in written and other formats.
  12. Analyze ideas within and between selections providing textual evidence.
  13. Use reading strategies to monitor comprehension throughout the reading process.

8.6

The student will read, comprehend, and analyze a variety of nonfiction texts.
  1. Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
  2. Apply knowledge of text features and organizational patterns to analyze selections.
  3. Skim materials to develop an overview or locate information.
  4. Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
  5. Analyze the author’s qualifications, viewpoint, word choice, and impact.
  6. Analyze details for relevance and accuracy.
  7. Differentiate between fact and opinion.
  8. Identify the main idea.
  9. Summarize the text identifying supporting details.
  10. Identify cause and effect relationships.
  11. Evaluate, organize, and synthesize information for use in written and other formats.
  12. Analyze ideas within and between selections providing textual evidence.
  13. Use reading strategies to monitor comprehension throughout the reading process.

History and Social Science

CE.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;
  2. analyzing how political and economic trends influence public policy, using demographic information and other data sources;
  3. analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;
  4. determining the accuracy and validity of information by separating fact and opinion and recognizing bias;
  5. constructing informed, evidence-based arguments from multiple sources;
  6. determining multiple cause-and-effect relationships that impact political and economic events;
  7. taking informed action to address school, community, local, state, national, and global issues;
  8. using a decision-making model to analyze and explain the costs and benefits of a specific choice;
  9. applying civic virtue and democratic principles to make collaborative decisions; and
  10. defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.

CE.11

The student will apply social science skills to understand of how economic decisions are made in the marketplace by

  1. explaining that because of scarcity, consumers, producers, and governments must make choices, understanding that everyone’s choice has an opportunity cost; and
  2. comparing and contrasting how traditional, free market, command, and mixed economies decide how to allocate their limited resources.

USI.2

The student will interpret maps, globes, photographs, pictures, or tables to

  1. locate the seven continents and five oceans;
  2. locate and describe major geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;
  3. locate major water features and explain their importance to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; and
  4. recognize key geographic features on maps, diagrams, and/or photographs.

USI.4

The student will apply social science skills to understand European exploration in North America and West Africa by

  1. describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;
  2. describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis on the American Indian and European concept of land; and
  3. identifying the locations and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.

USI.8

The student will apply social science skills to understand westward expansion and reform in America from 1801 to 1861 by

  1. describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California;
  2. explaining how geographic and economic factors influenced the westward movement of settlers;
  3. explaining the impact of westward expansion on American Indians;
  4. describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; and
  5. explaining the main ideas of the abolitionist and women’s suffrage movements.

USII.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;
  2. analyzing and interpreting geographic information to determine patterns and trends in United States history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;
  4. using evidence to draw conclusions and make generalizations;
  5. comparing and contrasting historical, cultural, and political perspectives in United States history;
  6. determining relationships with multiple causes or effects in United States history;
  7. explaining connections across time and place;
  8. using a decision-making model to identify costs and benefits of a specific choice made;
  9. identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
  10. investigating and researching to develop products orally and in writing.

USII.8

The student will apply social science skills to understand the economic, social, and political transformation of the United States and the world between the end of World War II and the present by

  1. describing the rebuilding of Europe and Japan after World War II, the emergence of the United States and the Soviet Union as superpowers, and the establishment of the United Nations;
  2. describing the conversion from a wartime to a peacetime economy;
  3. examining the role of the United States in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges;
  4. describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities; and
  5. evaluating and explaining the impact of international trade and globalization on American life.

USII.9

The student will apply social science skills to understand the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by

  1. examining the impact of the Civil Rights Movement, the Americans with Disabilities Act (ADA), and the changing role of women on all Americans;
  2. describing the development of new technologies in communication, entertainment, and business and their impact on American life;
  3. analyzing how representative citizens have influenced America scientifically, culturally, academically, and economically; and
  4. evaluating and explaining American foreign policy, immigration, the global environment, and other emerging issues.

WG.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities, and environments;
  2. using geographic information to determine patterns and trends to understand world regions;
  3. creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
  4. evaluating sources for accuracy, credibility, bias, and propaganda;
  5. using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
  6. explaining indirect cause-and-effect relationships to understand geospatial connections;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
  10. investigating and researching to develop products orally and in writing.

Mathematics

8.4

The student will solve practical problems involving consumer applications.

Other Related Standards

ITEEA National Standards

1. The Characteristics and Scope of Technology

 

2. The Core Concepts of Technology

 

4. The Cultural, Social, Economic, and Political Effects of Technology

 

6. The Role of Society in the Development and Use of Technology

 

TSA Competitive Events

Essays on Technology

 

Inventions and Innovations

 

Prepared Speech