This task is designed for all intermediate students (grades
7 and 8) for the 2008-2009 school year. It is the second intermediate
division science project of a proposed two-year cycle and
focuses on the topic: Form and Function (Understanding Structures
and Mechanisms). The goal is to bring teachers and students
within a division together in order to increase collabloration
and expertise in the area of technological design. Teachers
/ divisions / schools will decide when the task is to be completed
within the school year. Invention Conventions, Structure Showcases,
etc are encouraged upon completion in order for students to
demonstrate their work.
Students from each school will be invited to showcase their
project designs in London District Catholic School Board's
annual Intermediate Tech Challenge. This evenit is held in
conjunction with the London Distict Sciene and Technolocy
Fair, normally scheduled for the first weekend in April. Information
about Tech Challenge will be communicated to schools and teachers.
If at any time, you have questions, etc about the project
please fell free to contact Sharon Gillies via email (s.gillies@office.ldcsb.on.ca)
or phone (519-663-2088 ext. 42104).
It is hoped that the task will continue to grow and be improved.
This can only happen with your imput and feedback.
What is this project about?
THis project allows intgermediate students to learn about
systems and technology skills. By completing this project,
your students will complete a number of expectations and work
towards understranding the "big ideas" in the Ontario
science and technology currciulum- Understanding Structures
and Mechanisms strand. This hands-on technology project also
allows for authentic learning and assessment activities.
What are they building?
In this task, students will design and build one of the following
devices to be used at a Recycling plant, otherwise known as
a Materials Recovery Facility:
1. A Sorting or Separating Device - When
new materials are brought into the facility, the materials
are sorted through before being shipped off to the next stage
in the recycling process. The sorting or separating device
should have some sort of mechanized parts to move the materials
along (like a conveyor belt) and sort metals from paper.
2. A Pulverizer – This mechanism that
will be used to crush or compress metals, cans, paper, you-name-it,
so that it will take up less space when they are transporting
it to the next stage of the recycling process.
3. A Lifting - Grabbing Device - When paper,
wood, metal, soil, or other materials are brought into the
recycling facility, they need to be moved to the baler, sorter,
or just to another area for storage. The lifting - grabbing
device would operate like a moving shovel or claw attached
to a moving vehicle or to a tower.
4. A Dumping Mechanism - This device should
make it easier to pick up and dump blue boxes or green bins
and dump them into a larger container, like a cart or a recycling
truck. This device might also be used to dump materials onto
the sorting device.
Other project designs can be permitted with your approval.
The finished product: The finished product may take the form of a scale
model or more of a concept design. Some will be very polished
and others will be framework creations, Regardless, tudents
should have a product from which to communicate their learning
to you and/or their peers.
Optional Cross-Curricular Activities:
Language
- Create a flow chart showing the recycling
process
- Learn about creating structures, mechanical advantage,
and mechanical efficiency
Art
- Create artistic drawings of the final product
- Design drawings
- Create a company logo and company cards for themselves
- Create a poster urging people to reduce, reuse and
recycle
Drama
- Act out the life of a object that has been reduced
(e.g. passed over), then purchased and re-used, and
finally recycled
- Act out a recycling system
- Make a commercial demonstrating the product they
have created
- Create a news broadcast informing the public of the
new product
Religion
- Discuss the idea of being stewards of creation
- Discuss the church's opposition to bottled water
based on the idea that clean water should be a right
for all and not a commodity to be bought. Discuss the
amount of waste and materials that need to be recycled
as a result of having bottled water.
- Debate whether the LDCSB should ban bottled water
Guidance
- Learn about recycling and waste-management types
of work
- Learn about designers, engineers, tool and die makers,
and others who might be involved in the construction
of machines
Pre-task Activities:
Day
Topic
Lesson Ideas
1
Recycling project introduction
- Introduce the idea of recycling using a word web
(groups can be given chart paper and a marker and are
instructed to write down ideas related to recycling)
This is a good time to show how gears work, hydraulics,
motors, etc. - whatever you are comfortable with and
have access to.
Photocopy and handout copies of the student
workbook. Review the workbook with students
and put them in groups of 3 or 4 to begin brainstorming
ideas.
The project can be completed in groups of 1 -4 at the
discretion of the teacher. Each member of the group
is responsible for bringing at least one idea to the
group. If the teacher chooses to allow students to complete
the work independently, they still should be given time
to discuss their ideas with peers before selecting and
drawing their final design.
7-10
Construction periods
Set aside either 2 whole days, or 4 half days to construct
the device. You may want to give yourself additional
time to allow them to finish. Allowing large blocks
of time to complete tasks eliminates the additional
set-up and clean-up times that would occur if set up
on multiple days.
When groups appear close to be finished, make sure
they have work to complete (e.g., final drawings, work
on presentations, science journal reflections, etc.
). This will reduce of-task behaviour.
11
Wrap-up
Allow time to complete any of the additional activities
(e.g., preparing for presentations, writing assignments,
etc. )
Resources
Needed
Materials and Tools
In order to complete this rich performance task, a
number of resources are linked to the student page of
this task. In addition, teachers may find the following
resources to be helpful in presenting this rich learning
task:
Materials that can be used:
· Tech tool kits
· Syringes and vinyl tubing (3/16th fuel line
or medical tubing from TSC stores, medical supply stores,
or other educational supply stores)
· Jinx wood and doweling
· Bristol board, Cardboard
· Elastics, straws, string, tape, glue, duct
tape
· Brass fasteners, paper clips, etc.
· Gears, pulleys
· Fabric, Popsicle sticks, paints
· Additional materials as approved by teacher
Tech Challenge Toolkit
Tech kits and construction materials were provided
to all elementary schools in the London District Catholic
School Board. For photos, descriptions and amounts,
consult the Elementary Tech Kit
List
* Note to teachers: These tools should be available
in your school. If you need to replenish these materials,
feel free to contact the curriculum department for ordering
details.
Sample Rubrics
Here are some sample rubrics that your may choose to
use or modify. Please click on them to view.
When you are assessing design and technology tasks,
you will want to assess both the process (i.e., how
well you use materials, follow safety rules, test and
make modifications, etc.) as well as the product (i.e.,
How well did they complete drawings, construction of
their prototype, etc.). The following rubrics can be
used to guide your assessment in conjunction with anecdotal
observations and class list/checklists.
The Technology Task
Construction Rubric or Science
and Technology Rubric
Optional Activities (Choice Board/Menu Items)
Math Rubric
Drama and Media Literacy Rubric
Art Rubric
Writing Rubric
Expectations
In this performance task, the following expectations are
addressed and or evaluated:
Dignity of the Human
Person
Created in the image and likeness of God, all human life
is sacred and all people have dignity. Human persons do
not lose dignity because of gender, disability, poverty,
age, or race.
Community and the Common Good The human person realizes dignity and rights
in relationship with others, in community. "We are
one body; when one suffers, we all suffer." We are
called to respect each other and work for the good of
others, the common good.
Preferential Option for the Poor
and Vulnerable
The God of Jesus Christ is above all a God who cares for
the poor and marginalized. A distinctly Catholic perspective
on the world maintains that we can measure the quality
of any society by the way its most poor and vulnerable
are treated.
Human Rights and Responsibilities
Catholic teaching on the dignity of the person and the
common good imply that all people have a fundamental right
to life, food, shelter, health care, education and employment.
They have a right to participate in decisions that affect
their lives. Corresponding to this is the duty to respect
the rights of others in the wider society and promote
the Reign of God.
Dignity of Work and Service The Catholic Church teaches that human persons
realize themselves in work. The economy exists to serve
people, not the other way around. Workers have the right
to: meaningful work; safe working conditions; participation
in decision making processes which affect their work;
security in case of sickness, disability, unemployment
or old age; and the right to form unions.
Stewardship for Creation God’s creation is a sacred gift, entrusted
to our care. This value has deep biblical roots in both
the Hebrew and Christian scriptures. Those “who
practice stewardship recognize God as the origin of life,
the given of freedom and the source of all they have and
are and will be. They know themselves to be recipients
and caretakers of God’s many gifts. They are grateful
for what they have received and eager to cultivate their
gifts out of love for God and one another.
Love and Justice A necessary condition for Jesus’ command
of love of neighbour is justice. Charity must manifest
itself in actions and structures that must respect human
dignity, protect human rights and facilitate human development.
To promote justice is to transform the structures that
block love. Action of behalf of justice is not an option
but a constitutive dimension of the Gospel.
Peace
Peace is the work of justice and the result of love. Much
more than the absence of conflict, it speaks of a harmony
or shalom which is fundamental to God’s original
vision for all of creation.
Hope
Hope is that virtue by which we take responsibility both
for ourselves and for the world. It is rooted in the fulfillment
of God’s promises in Christ.
Faith “Faith
is the assurance of things hoped for, the conviction of
things not seen.”(Hebrews 11:1) The gift of faith
assures us of God’s steadfast and abiding love.
At the same time, it is a reasoned assent to revealed
truth.
Mystery, Wonder and Awe
When the finitude of our human nature is confronted by
the infinite nature of our God, our responses may be as
inspired as they may be humbling. Yet humanity is called
into an intimate and loving relationship with our Creator.
While we may lack a complete understanding of that relationship,
nonetheless the experience always presents an opportunity
for celebration.
This
task supports the selected Catholic Theme(s) in
the following specific ways:
a discerning believer formed
in the Catholic Faith community who celebrates the signs
and sacred mystery of God's presence through word, sacrament,
prayer, forgiveness, reflection, and moral living.
an effective communicator who speaks,
writes and listens honestly and sensitively, responding
critically in the light of gospel values.
a reflective, creative and holistic thinker
who solves problems and makes responsible decisions with
an informed moral conscience for the common good.
a self-directed, responsible, lifelong learner
who develops and demonstrates their God-given
potential.
a collaborative contributor who finds
meaning, dignity and vocation in work which respects the
rights of all and contributes to the common good.
a caring family member who attends
to family, school, parish, and the wider community.
a responsible citizen who gives witness
to Catholic social teaching by promoting peace, justice,
and the sacredness of human life.
This
task supports the selected Catholic Theme(s) in
the following specific ways:
The goals of the guidance and career education program are
that students:
understand the concepts related to lifelong learning,
interpersonal relationships (including responsible citizenship),
and career planning;
develop learning skills, social skills, a sense of social
responsibility, and the ability to formulate and pursue
educational and career goals;
apply this learning to their lives and work in the school
and the community.
Learning Skills
The learning skills identified below are highlighted in this
task and represent practical links for tracking student achievement
and for connecting learning to the guidance and career education
program. For more information on Learning Skills, you can
access the Guide
to the Provincial Report Card or Learning
Skills Appendix D.
homework
completion
initiative
class participation
cooperation with others
conflict resolution
goal setting
independent work
use of information
problem solving
Exemplars
and Student Products
With your assistance, we hope to add samples of student
work to this space. If you have photos of students at work,
or would like to share samples that your students have produced,
please contact Rodd Lucier vie email (r.lucier@office.ldcsb.on.ca)
or telephone (519-663-2088 ext. 2520)
Wherever possible, Rich Performance
Tasks have 'Real World' connections. By engaging participants
from the school and wider community, we can create experiences
for students that are authentic and highly motivating.
In presenting your students with a Rich Performance Task,
you may choose to invite the participation of family and community
members. For this task in particular, here are some suggestions
for how to provide 'real world'
connections for your students and the community:
1] Is there an occupation that
lends itself to natural exploration with this task?
2] Is there a presentation
component in this task? Do you have community members who
might be interested in being a part of a real world audience?
3] Are there opportunities
for community members to assist in providing materials to
help make your project more authentic?
In the event this
activity were to be placed on a searchable database, we
would need some keywords for search purposes (grade level,
subject(s), strand(s) activity related...)
