Building future-ready students through invention education

At some point, your students are going to find themselves in a situation that doesn’t go as expected. They'll have to figure things out, ask for input, and develop solutions.

The real-world skills (empathy, resourcefulness, etc.) you're helping them build are going to outlast the content they’re learning in the classroom. Using the invention process will help them build those skills in a hands-on, meaningful way.

Invention Process

1. Identifying a problem

2. Understanding the problem

3. Ideating solutions

4. Designing the invention

5. Building a prototype

6. Testing and iteration

7. Communicating the invention

Invention education directly aligns with Next Generation Science Standards (NGSS) 

In core science classes (tested science classes), standards are key. Invention education is a hands-on, student-centered approach that maps directly to the vision of the NGSS: engaging learners in three-dimensional science—Core Ideas, Practices, and Cross-Cutting Concepts. Because invention is a process, we do not focus on the content. Content standards take deep dives into content (like climate change, electromagnetism, genetics, etc.). An inventor could hit some of these depending on their invention topic, but these aren't blatantly spelled out which content standards educators would cover, through invention.

Here are some of the standards covered with invention education. The grade level is in the coding (3-5, MS, and HS). Invention maps to all grade bands, K-12. 

Engineering, Technology & Society (ETS) Performance Expectations

• NGSS.3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
• NGSS.3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
• NGSS.3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
• NGSS.MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
• NGSS.MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
• NGSS.MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
• NGSS.MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
• HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
• HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
• HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
• HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Science & Engineering Practices (SEPs)

All eight practices are naturally embedded in invention work (defining problems, modeling, investigating, analyzing data, using math/CS, designing solutions, arguing from evidence, and communicating)—at every grade level.

• Practice 1: Asking questions (for science) and defining problems (for engineering).
• Practice 2: Developing and using models.
• Practice 3: Planning and carrying out investigations.
• Practice 4: Analyzing and interpreting data.
• Practice 5: Using mathematics and computational thinking.
• Practice 6: Constructing explanations (for science) and designing solutions (for engineering).
• Practice 7: Engaging in argument from evidence.
• Practice 8: Obtaining, evaluating, and communicating information.

Cross-Cutting Concepts (CCCs)

These are scientific principles that run through multiple topics and every grade level. Invention inherently covers many of these. Most or all appear across invention projects, especially:

• Cause & Effect
• Systems & System Models
• Structure & Function
• Energy & Matter
• Scale
• Proportion & Quantity
• Stability & Change
• Patterns

There are other science content Performance Expectations (non-engineering) invention maps to in every grade band, for example 2-PS1-2. Analyze test data to choose materials best suited for a purpose. In 2nd grade, students should analyze data to choose materials and yes, invention education maps to that , too!

Invention education directly aligns with Portrait of a Graduate (PoG)

Schools across the country use national criteria for Portrait of a Graduate (PoG) work, but boards and committees choose criteria they want to use when evaluating their students. PoG is the vision for 21st century skills, character traits, and/or social-emotional competencies that outlines what students need in order to succeed in college, careers, and life—skills, mindset and competencies beyond content knowledge. Typical PoG evaluation topics include critical thinking, collaboration, communication, creativity, adaptability, and civic/ethical responsibility. 

• PoG Critical Thinking: Equips graduates with the ability to analyze complex challenges and develop solutions.
• PoG Creativity & Innovation: Cultivates innovative thinkers who can generate original ideas and apply them in practical ways.
• PoG Communication: Builds confident communicators who can clearly share ideas through speaking, writing, visuals, and digital media.
• PoG Collaboration: Prepares graduates to work productively with diverse teams and lead when needed.
• PoG Adaptability: Strengthens graduates’ ability to adjust strategies, handle challenges, and keep moving forward.
• PoG Global & Civic Responsibility: Develops responsible citizens who apply knowledge and skills for positive community and global impact.

Invention Convention is a living example of the Portrait of a Graduate in action. It’s where students practice and showcase the exact competencies PoG schools envision for their learners: critical thinkers, creative problem-solvers, communicators, collaborators, resilient learners, and responsible citizens.

How to get involved in Iowa Invention Convention

The Iowa Invention Convention is proud to be open to all K-12 students statewide, fostering a culture of innovation without financial barriers. Schools and students can participate regardless of resources, emphasizing passion and ingenuity over privilege. The program cultivates essential skills that translate beyond the classroom into real-world problem solving and leadership.

Want to bring invention into your classroom or home? Iowa educators and/or parents are invited to join an upcoming professional development session:

• Thursday, September 25, 2025, from 4:00-6:30p.m. (Online via Zoom), or
• Friday, October 24, 2025, all-day (In-person in Iowa City, IA)

These hands-on sessions will introduce invention education strategies that are easy to implement, engaging for students, and aligned with future-ready learning goals—equipped with free curriculum that can be used to guide students through the invention process.

To sign up, visit iowainventionconvention.org, and click the "REGISTER PD TRAINING" button toward the top of the page.

Iowa Invention Convention is brought to you by the Jacobson Institute, the K–12 outreach arm of the John Pappajohn Entrepreneurial Center at the University of Iowa.