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| Pre-task Activities | Resources
| Expectations |
| Exemplars & Sample Products |
Community Involvement |
  
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This task has been identified as the London District
Catholic School Board Tech Challenge experience for 2007.
| Using the design challenges
on the student page our students will design one per student,
or one per partner, or one per group. Depending on your
experience (and that of your students) you might want
to have your students explore one specific challenge;
or to require groups to select an appropriate number of
tasks from those provided. |
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There are numerous ways to incorporate the use of design/tech
challenges either as a teaching tool, or as a culminating
experience or as a summative performance task.
1. Rotary
Teachers on Rotary may struggle with the management of projects
from many classes at one time. Here are a few suggestions
for how you might implement this task:
- Collaborate with your colleagues to arrange for multiple
classes to simultaneously complete design tasks with their
home room teacher.
- Arrange for some smaller tasks such as brainstorming,
initial designs, collaboration on idea plans, etc. to take
place before building periods. The building periods could
be done in the rotary with the science tech teacher. The
regular classroom teacher can provide the time to plan and
learn about their roles and can assist students in preparing
for the tasks to be completed with the rotary science teacher.
- Arrange for 1/2 day class swaps with your rotary colleagues
to allow for longer periods of sustained work on the project.
2. In the Gym
If you can get work tables for your gymnasium, you can comfortably
run a day-long challenge where students apply concepts they've
learned in preliminary work. If you go this route, you may
want to set up specific workstations for gluing, cutting,
or purchasing materials.
3. Multi-day experience
Some teachers prefer to use the design task as a cross-curricular
experience that can be done in very large blocks of time over
a shorter time period. If you engage art lessons, language
lessons, and science lessons into this task, you can leverage
teaching time from your weekly timetable to allow for larger
blocks of teaching/designing/building time.
4. Showcase of student
work
This rich learning experience
might culminate with a showcase experience, where students
host an 'open house' event for parents, teachers and
other students in the school.
5. London District Science
& Technology Fair
Don't forget to help us showcase student achievement by
nominating some of your students to represent your school
at our Tech Challenge display at the Galleria. |
Help us fill the tables at the
London Region Science & Technology Fair! |
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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
Gr. 6 Electricity and Electrical
Devices / Structures and Mechanisms:
Motion
Gr. 5 Forces Acting on Structures
and Mechanisms
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
Gr. 6 Oral & Visual Communication
Religion and Family Life Expectations
Gr. 8 Religion /
Family Life
Gr. 7 Religion /
Family Life
Gr. 6 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. |
| This
task supports the selected Catholic Theme(s) in
the following specific ways:
- Students are called to collaborate in creating
a vision for the future of education. Considering
the widely varying needs of staff and students,
creators are required to develop structural
models for education that are relevant and sustainable.
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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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| 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 December 12, 2006.
Copyright © 2006 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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