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Designed for grades 3–8, it blends historical context with hands-on learning, connecting invention stories to student activities. Topics span states of matter, engineering and design, literacy activities, and multidisciplinary engagement through a face automata activity and guided discussion questions. Standards alignment supports math, science, engineering, and crosscutting concepts.","| | SUMMARY\u003Cbr>Explore the remarkable legacy of Beulah Louise Henry, a trailblazing woman inventor with over 100 inventions and 49 patents. This lesson plan, tailored for grades 3-8, provides engaging activities that cover states of matter, engineering and design, and literacy, and provides a historical lens on women inventors and significant events. Unleash creativity and learning across various subjects with this multifaceted educational resource. |\n| --- | --- |\n\n\n| \u003Cbr>BEULAH LOUISE HENRY\u003Cbr>Trading card lesson\u003Cbr>Background |  |\n| --- | --- |\n| Beulah Henry was a prolific inventor with 49 U.S. patents and over 100 inventions credited to her name. She received her first patent at 25 years old for a vacuum-sealed ice cream freezer. Her numerous inventions included improvements to sewing machines, typewriters, cash registers, umbrellas, dolls, and toys. Henry founded two companies of her own and served as a consultant to many more. The image to the right shows Beulah Henry next to her fan cover invention, which was designed to prevent injury from spinning fan blades. | |\n| A New York Times article said,“She can make anything with\u003Cbr>Student activities scissors and a hairpin.” |  |\n| o A USPTO inventor card activity challenge: Animal motion with Beulah Henry\u003Cbr>o  Beulah Henry: A pioneer for women inventors\u003Cbr>o  Beulah Henry’s first patent: Keep it cold\u003Cbr>o Young inventors make it happen!\u003Cbr>Grades 3-8: Content and topics |  |\n| Engineering, science, math, ELA and history\u003Cbr>o Design\u003Cbr>o Physiology\u003Cbr>o Physics\u003Cbr>o Chemistry\u003Cbr>o Biomechanics\u003Cbr>o 19th-20th century history & technology\u003Cbr>|  |\n\n\n| Instructions\u003Cbr>1. Read the newspaper story at the beginning of the activity.\u003Cbr>2. Describe how an automata functions, then have students study Beulah Henry’s “Eye Structure for Dolls” patent.\u003Cbr>3. Cut out the templates for the face automata activity for younger students. Place them in envelopes for distribution.\u003Cbr>4. Gather patent drawings from Beulah Henry’s toy patents or use the ones in the timeline.\u003Cbr>5. Links to Beulah Henry's patents:\u003Cbr>a. Movable Lip for Toy Figures and Means for Actuating the Same\u003Cbr>b. Simulated Dispensing Device\u003Cbr>c.  Eating Toy Animal\u003Cbr>d. Water Sport Apparatus\u003Cbr>6. After students have created the face automata, they can work on inventing an automaton from materials available in the classroom. The Exploratorium has a project about creating cardboard automata that may be helpful.\u003Cbr>Student activity handout\u003Cbr>o Young Inventors make it happen!\u003Cbr>Evaluate: Discussion\u003Cbr>Time: 20 minutes |\n| --- |\n| \u003Cbr>Lead a discussion or create a journal reflection with students. |\n| Use the following questions to guide student discovery and connections to the inventions of Beulah Henry:\u003Cbr>o What opportunities do women today have that differ from Beulah Henry’s era? Describe some of the challenges and successes she had as an inventor.\u003Cbr>o Why do you think newspapers referred to Beulah Henry as “Lady Edison?”\u003Cbr>o What unique ability (considered a disability for some people) did Beulah Henry have that enabled her to become a pioneer woman inventor? |\n\n\n| Standards alignment\u003Cbr>\u003Cbr>Math, Grades 3-12 |\n| --- |\n| Mathematical Practices\u003Cbr>MP.2 Reason abstractly and quantitatively.\u003Cbr>MP.4 Model with mathematics.\u003Cbr>MP.5 Use appropriate tools strategically. |\n| \u003Cbr>Next Generation Science Standards |\n| Science and Engineering Practices\u003Cbr>Constructing Explanations and Designing Solutions\u003Cbr>Crosscutting Concepts\u003Cbr>Influence of Science, Engineering, and Technology on Society and the Natural World\u003Cbr>Disciplinary Core Ideas\u003Cbr>Developing Possible Solutions\u003Cbr>2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.\u003Cbr>3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.\u003Cbr>3-PS2-2. Make observations and/or measurements of an object's motion to provide evidence","cbCaidK7QGxcGJzU","https://ap.wps.com/l/cbCaidK7QGxcGJzU","pdf",8850386,62,"English","en",105,"# Beulah Louise Henry - Trading card lesson\n## Background\n## Student activities\n## Student activity handout\n## Evaluate: Discussion\n## Standards alignment\n## Mathematical Practices\n## Next Generation Science Standards","[{\"question\":\"What is the main focus of the Beulah Henry trading card lesson plan?\",\"answer\":\"The lesson plan highlights Beulah Louise Henry’s inventions and patents and uses them as a historical and creative foundation for student activities, design tasks, and literacy connections.\"},{\"question\":\"What student activity does the lesson plan include for younger learners?\",\"answer\":\"Students cut out face automata templates for the activity and place them in envelopes for distribution, allowing younger students to participate using prepared materials.\"},{\"question\":\"How does the lesson plan connect to science and engineering standards?\",\"answer\":\"It supports practices like constructing explanations and designing solutions, and it aligns with core ideas such as reversible and non-reversible changes from heating or cooling and investigations of forces and motion.\"}]","Beulah Louise Henry - 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