Bộ sách Scott Foresman reading street grade 5 advance teaching guides gồm các quyển sau: 5.1.1 This Is the Way We Go to School 5.1.2 Forecasting the Weather (Earth Science) 5.1.3 Harvesting Medicine on the Hill 5.1.4 African American Athletes (Social Studies) 5.1.5 The Land of Opportunity (Social Studies) 5.2.1 When the Disaster Is Over (Social Studies) 5.2.2 A Safe Heaven (Social Studies) 5.2.3 Making Friends in Mali 5.2.4 Saving Endangered Species (Life Science) 5.2.5 The National Guard Modern Minutemen (Social Studies) 5.3.1 The Patent Process (Social Studies) 5.3.2 The Inspiration of Art (Social Studies) 5.3.3 Whats New with Dinosaur Fossils (Life Science) 5.3.4 Music Gets the Blues (Social Studies) 5.3.5 Hollywood Special Effects (Social Studies) 5.4.1 Cheaper, Faster, Better Recent Technological Innovations (Social Studies) 5.4.2 Feel, Think, Move (Life Science) 5.4.3 A Home for Humans in Outer Space Is It Possible? (Space and Technology) 5.4.4 Nathaniel Comes to Town 5.4.5 What Makes Great Athletes? (Social Studies) 5.5.1 The Sandwich Brigade 5.5.2 Inventions from Space Travel (Space and Technology) 5.5.3 Astronauts and Cosmonauts (Space and Technology) 5.5.4 The Shaping of the Continents (Earth Science) 5.5.5 Journey to Statehood (Social Studies) 5.6.1 Oceans of Resources (Social Studies) 5.6.2 MixedUp Vegetables (Life Science) 5.6.3 From Salt to Silk Precious Goods (Social Studies) 5.6.4 Flying into the 21st Century 5.6.5 Unexpected Music (Social Studies)
Trang 1The Patent Process
SUMMARY The author describes a variety of
aspects of the patent process She explains
why people need patents, how people get
patents, and what patents are used for
The author also refers to some well-known
inventions that have been patented and
describes the work of prominent inventors
LESSON VOCABULARY
clients eligible
exclusive rights intellectual property
notary patent
patent attorney patentee
provisional patent
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss with
students the title and the author of The Patent
Process Ask students to think about the title
and what the book will be about
BUILD BACKGROUND Discuss with students
what they know about patents Ask: What
do you know about how inventors protect
the rights to their inventions? Ask students
to mention inventions that they use often
Discuss whether they have had ideas for
inventions
PREVIEW/USE TEXT FEATURES Have students
examine the chart on page 5 Discuss the
difference between one type of patent
and another Invite students to look at the
photographs on pages 6–7 Discuss the
differences between the pairs of sneakers
Ask: Why do you think someone might
have needed a patent for the newer pair
of sneakers?
Explain that a patent is a way of
protecting an inventor Inventors seek patents
primarily to get formal recognition as the
inventors and to make sure they get paid for
their work
READ THE BOOK SET PURPOSE Have students set a purpose for their reading Suggest that they may wish
to consider whether patents have had an overall benefit to inventors or whether patents interfere with inventors’ work
STRATEGY SUPPORT: TEXT STRUCTURE Remind
students that along with the external structure
of headings, this book has an internal structure of organization Suggest that as
students read, they take notes to help them determine whether the material is organized according to time order, cause and effect, main idea and details, or some other form of internal text structure
COMPREHENSION QUESTIONS
PAGE 5 What reasons might people have for wanting exclusive rights to their inventions?
(They might not want someone else to make or sell their inventions.)
PAGE 9 Based on the sketch prepared and submitted by Alexander Graham Bell, what generalization can you make about the level
of detail needed in inventors’ sketches when
they apply for patents? (The sketches do not need to be complicated.)
PAGE 10 What seems to be the author’s
purpose? (The author is explaining the process
of applying for a provisional patent The author’s purpose is to inform the reader.)
PAGE 19 Examine the chart What does the structure of the chart allow the reader to
do? (The reader can compare the number of patents that people in each state received during a particular year.)
5.3.1
AUTHOR’S PURPOSE TEXT STRUCTURE
52 The Patent Process
Trang 2Skill Work
REVISIT THE BOOK
READER RESPONSE
1 Possible response: The information is
complicated; it is easier to read and
understand in the form of a chart
2 Possible response: 18 th century: Samuel
Hopkins, soap; Ben Franklin, bifocals;
George Washington Carver, peanut butter,
chili sauce, wood stain; 19 th century: Levi
Strauss, jeans; Alexander Graham Bell,
telephone; John Dunlop, bicycle tires;
Thomas Edison, development of light bulb;
George Ferris, Ferris wheel; 20 th century:
Wright Brothers, working airplane; Martin
Cooper, cell phone; Arthur Fry, Post-it®
notes; Ellen Ochoa, robotic systems;
Marc Andreesen, Mosaic®; Parkinson and
Getting, GPS
3 Possible response: because they come from
someone’s intellect, or mind
4 Possible response: page 11, because it
shows a four-year-old’s invention
EXTEND UNDERSTANDING Invite students to look
at the process chart on page 13 Discuss
how the chart allows the author to transmit a
wealth of material in a very simple way Ask:
How well do you think you understand this
material, based on how it is presented here?
RESPONSE OPTIONS
WRITING Invite students to write a few
paragraphs about the modern invention each
student believes no one can live without
Suggest that they give support for their
reasoning by using examples of how the
inventions are used
SCIENCE CONNECTION
Encourage students to go
to the library or the Internet
to research patent disputes
(They can use the keywords patent dispute.)
Have them share their findings with their
classmates Invite them to discuss the
disputes and tell, if the information is
available, who won the patent
The Patent Process 53
TEACH/REVIEW VOCABULARY
Have students play a form of Twenty Questions Select one student to start the game He or she should choose a word The remaining students should ask questions
to gain clues as to which word has been chosen Each question must be phrased so
that it can be answered with a yes or no.
TARGET SKILL AND STRATEGY
AUTHOR’S PURPOSE Remind students that authors write for their audience—they write
with a particular purpose in mind Suggest
that as they read, students consider whether the author wants to inform, entertain, or persuade the reader, or whether the author
is simply trying to express herself or himself
TEXT STRUCTURE Remind students that
all text is written with a particular structure, both internal and external Suggest that
they look over the headings in the book to assess how this material is structured, or organized, for the reader Ask: How do the headings give you clues about the author’s purpose?
ADDITIONAL SKILL INSTRUCTION
GENERALIZE Remind students that when
we generalize, we draw conclusions based
on a few examples that can apply to many situations Discuss how learning about one kind of patent might give us information about other kinds of patents Have students review the text on page 8 and identify a
generalization made there (The sketches and explanations associated with an invention can sometimes be quite simple.)
Trang 3© Pearson Education 5
Name
Author’s Purpose
• Author’s purpose refers to what the author is trying to accomplish
• The author may want to inform, entertain, persuade, or express himself or herself.
Directions Reread the following excerpt from The Patent Process Then answer the questions.
On July 31, 1790, President George Washington signed the first United States patent It went
to Samuel Hopkins of Philadelphia, Pennsylvania, who had developed a method for mixing
potash and pearl ash to be used for making soap
George Washington isn’t the only United States president linked to the first patents Thomas Jefferson, who became President in 1801, examined the very first patent applications while
serving on the original three-person patent board According to the United States Patent and
Trademark Office, it now takes about 6,500 people to do the job that three people once did!
1 Based on these paragraphs, what seems to be the author’s purpose?
2 Which sentence tells you information about the person who earned the first United States patent?
3 Which sentence tells about the president who was involved in granting the first United States patent?
4 What kind of comparison is made between how patents were processed during Jefferson’s time
and how they are processed today?
5 What conclusion might you draw about why the author wants to give readers the information
in this paragraph?
The Patent Process
54
Trang 4© Pearson Education 5
Name
55
Vocabulary
Directions Write a paragraph about an inventor and his or her invention It can be imaginary
Use all of the vocabulary words
The Patent Process
Check the Words You Know
intellectual property notary patent patent attorney patentee provisional patent