The "Next Generation Science Standards" ("NGSS") emphasize integrating engineering design into the science classroom (NGSS Lead States 2013). Inventing is an authentic and relevant classroom approach, regardless of content area, located at one end of a design continuum opposite from routine problem solving. Invention, at the other end of the continuum, represents authentic, creative, and unique solutions (Committee for Study of Invention 2004). This article examines how invention activities are a fantastic way to integrate a variety of disciplinary core ideas and to increase student engagement. Many inventions start with identifying a need in the local community. When students work to solve local, authentic problems, engagement increases and they can draw upon disciplinary core ideas (Sarkar and Frazier 2008) across content areas. Invention can also make engineering design relevant and interdisciplinary, and frames engineering as a process that can improve the lives of others, rather than reinforcing the notion of engineering as a stale, technocentric field lacking an ethic of care (Gunckel and Tolbert 2018). Reframing engineering design as an activity that helps others can increase student interest for women and traditionally underrepresented people in the science, technology, engineering, mathematics (STEM) fields.