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| Pre-task Activities | Resources
| Expectations |
| Exemplars & Sample Products |
Community Involvement |
  
This task is designed for all intermediate students
(grades 7 and 8) for the 2007-2008 school year. It is
the first intermediate division science project of a
proposed two-year cycle and focuses on the topic: Systems
In Action (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.
In 2008-2009, the intermediate division project will
focus on Form and Function (Understanding Structures
and Mechanisms).
Lead-up to the Challenge....
Although it may appear that there are many pre-tasks
( popsicle frames, jinx wood frames, easel, and a group
desk) the benefits of completing them are numerous.
Pre-tasks can be eliminated if similar tasks have already
been completed either this school year, or in a previous
grade.
* Note that the tasks are written for different audiences:
Pre-task A
is written for students; Pre-task
B, Pre-task
C, and Pre-task
D are written for the teacher.
It is recommended that if lessons are usually 60+ minutes
that both Pre-task A
(Note: subtask VI may be assigned for homework) and
Pre-task B
be completed on separate days (to reinforce concepts)
and be added to a pencil and paper text book lesson.
(Pre-task A, B, and C make good mini- RPTs for a junior
class)
Pre-task C
would use a full 60+ lesson time with incomplete work
being assigned for homework or complete during art class.
Time can be saved by assigning the decorating and painting
of jinx word outside of class.
Pre-task D
takes 2 lessons.
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It is strongly recommended that for
safety purposes all pre-tasks require students to wear safety
glasses when cutting or drilling as sawdust or small pieces
of wood can fly into the eyes causing damage.
To save desk tops place a piece of 1⁄2” plywood
in drilling centres and show how wood can be clamped so that
drilling occurs over air space. (See picture)
Cheap plastic placemats save desktops from paint or glue.
Placing a piece of saran wrap (clear plastic sheet; overhead,
etc.) between geometric drawing and jinx wood allows for accurate
placement of pieces.
Transporting pieces in clear Ziploc bags reduces the chances
of tiny lost pieces and gives the teacher a clear view for
marking. (Grocery bags DO NOT work well for several reasons
... holes, invisible from outside, get mistaken for trash,
clumsy, etc.)
The TASK easily connects science to art, history,
geography, math, media, and language.
It is suggested that an additional class could be allowed
for the geometric drawing (math) and/or purchasing and selling
materials (over the lunch hour? With students in charge of
the store? Geography?).
You may decide to have only one person per group (the accountant)
who will be in charge of one accounting book or each student
may have their own accounting book but either way requesting
to speak only to accountants will save time for the teacher
as well as force students to work as a team. Bartering plays
a major role in this Klondike Gold Rush era so have students
scour their camps (homes) to look for as many bartering items
as they can find. (Mini eye-hooks, screws, nails; wire, string,
tubing; magnets etc are great products for the government
to buy.) The teacher will be amazed at the expense that saves
your school and what terrific products become available. Have
each group keep what they need and barter the rest with either
the HBC or fellow prospectors. Technobucks
go a long way to restocking your classroom with boxes of Kleenex
and other traditional items that students are asked to contribute.
If storage is a problem consider allowing
each group (or member) a shoe box to leave little bits and
pieces that all members have access too and each member a
large Ziploc bag with name on. To store ‘for sale’
items grocery stores often have many stackable sized boxes.
To connect with Language and Media RPTs
could be presented as a commercial, video or a newscast presentation
of the latest inventions of the 19th century.
To connect with Geography apply the command and market economy
system which prevents a lot of waste of products and allows
for added materials without teacher cost. Students also end
up taking more responsibility for their RPT costs. They think
twice before using tools AND do not leave papers and pieces
of jinx wood lying around. (See Contract
A)
If you decide not to use the command and market economy
system present the students with a list of items added to
their contract form and tell them to use them wisely. (See
Contract B)
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Student Workbook:
This student workbook may prove to be a helpful resource.
It leads students through the design process and is modeled
after the Technology Challenge Booklet. (Word
or Rich Text or PDF)
Rubrics:
Here are some possible rubrics based on the revised Achievement
Chart for Science and Technology. They are indended only as
a guide and may be added to or modifed as you deem appropriate
for your class. The rubric used for the Tech Challenge event
is also included for reference.
** PDF versions of these are linked to the student page
Thinking and Inquiry:
Initiating and Planning - Word
or Rich Text or
PDF
Processing - Word or Rich
Text or PDF
Critical/Creative Thinking - Word
or Rich Text or PDF
Communication - Word
or Rich
Text or PDF
Tech Challenge Rubric - Word
or PDF
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:
Construction Notes:
- Consider having each group/student create a 'standard'
desk or chair to become familiar with the construction process.
- Be sure that all team members are familiar with the safety
guidelines.
- The project will be more manageable if you limit the construction
space for this project by limiting the scale of products.
Such an area may be provided in a construction paper template
or you may find it simple to limit work to the size of student
desktops (individual desk or group of desks...)
- You may find students to be more creative if they are
allowed to bring additional materials and fabrics from home.
We recommend that you limite each group to the use of only
a few specific materials beyond those provided.
- Tech challenge can be effectively run by providing students
with a budget and supply list that includes prices
for materials. If this is part of your task, you should
consider requiring each group to use the tech
challenge accounting form. The original tech challenge
allotment was $250 Techno-Bucks. Consider this your license
to print
money!
In order to complete this rich performance task, a number
of resources are linked to the student page of this task.
For this task, the following handouts, and construction materials
are recommended:
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structure wood (jinx wood)
.....1cm x 1cm
x 60 cm
.....1cm x 1cm
x 90 cm
dowel 3mm, 4mm, or 7mm
graph paper
standard blank copy paper
sheet of cardstock/cardboard
construction paper
bamboo skewers
10 cm of string
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paper clip
popsicle stick
pipe cleaner
elastic band
balloon
thumb tack
paper cup
plastic zip tie
plastic straw
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gear set
nut and bolt
flat head wood screw
container of finishing nails
carpenters glue
12 volt electric motor
10 cm of electrical wire
syringe
10 cm I.V. tubing for syringe
(A.K.A. clear fuel line)
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Note to teachers: Many of these materials
or similar replacements will need to be gathered
to augment the supplies provided to your tech
challenge kits. You may elect to allow students
to provide whichever of these materials they would
like to use. |
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* Schools in the LDCSB have been supplied with standard toolkits
for the completion of design challenges. Each group of students
should have access to the following tools:
| Tech Challenge Toolkit
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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.
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* 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. |
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In this performance task, the following expectations are
addressed and or evaluated:
Note: In assessing student achievement
talk to students! While they are building, they should
be able to explain concepts appropriate to the grade level.
Ontario Curriculum
Science &
Technology Expectations
Multiple Subtasks:
Gr. 8 Mechanical Efficiency
/ Fluids
Gr. 7 Structural Strength and Stability
Mathematics
Expectations
Geography Expectations
Grade 8 economic systems
* In order to meet these expectations, you should consider
introducing the concepts of a market economy and a demand
economy by sharing this explanatory
letter with your students.
Language
Expectations
Gr. 8 Oral & Visual Communication
Gr. 7 Oral & Visual Communication
Religion and Family Life Expectations
Gr. 8 Religion /
Family Life
Gr. 7 Religion /
Family Life
Catholic Themes
Open
the Eastern Ontario Catholic Cooperative planner.
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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task supports the selected Catholic Theme(s) in
the following specific ways:
- Students are called to collaborate in designing
and creating a specific product. In experiencing
various economies, students will become aware
of the value individuals can contribute to the
community by sharing their wealth.
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Ontario Catholic Graduate Expectations
PDF
version | Flash
version
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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. |
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an effective communicator who speaks,
writes and listens honestly and sensitively, responding
critically in the light of gospel values. |
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a reflective, creative and holistic thinker
who solves problems and makes responsible decisions with
an informed moral conscience for the common good. |
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a self-directed, responsible, lifelong learner
who develops and demonstrates their God-given
potential. |
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a collaborative contributor who finds
meaning, dignity and vocation in work which respects the
rights of all and contributes to the common good. |
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a caring family member who attends
to family, school, parish, and the wider community. |
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a responsible citizen who gives witness
to Catholic social teaching by promoting peace, justice,
and the sacredness of human life. |
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task supports the selected Catholic Theme(s) in
the following specific ways:
- Participants are required to think creatively
and to participate actively in meeting ensuring
their work meets the needs of the group, and
the community at large; and will be required
to communicate their work to an audience of
their peers and possibly to representatives
of the local community.
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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 |
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initiative |
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class participation |
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cooperation with others |
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conflict resolution |
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goal setting |
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independent work |
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use of information |
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problem solving |
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Exemplars
and Student Products
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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)
In order to publish samples of student work, the RPT
Permission to Publish form must be completed and forwarded
for filing. View completed
sample.
Student Designs 2008:
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| 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 opporunities for
community members to assist in providing materials to help
make your project more authentic?
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Publication
& Copyright Details
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Last updated on June 12, 2007.
Copyright © 2007 London District
Catholic School Board and its licensors.
All rights reserved.
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...)
Keywords: teacher, rich performance task, RPT,
assessment, catholic graduate expectations, designing
a task, science & technology...
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