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A Grade 7 & 8 Project |
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The
World Around Us!
Our
School Day
At
the Post Office
Mapping
our Neighbourhood
Buildings
in our Community
Canadian
Animals and Waterfowl
Communities
Around the World
Pioneer
Life
Wanna
Be a Canadian!
Welcome
to our Community
Our
Government
Stuffed
Animals, Sweaters, and Sweat Shops
Community
Design Challenge
Researching
Natural Resources and Migration
In this design challenge, you will plan and construct a mechanism that is functional and meets a need in your community. Each group will design, plan, construct and present a mechanism from a strand in the science curriculum. Each group member will play a specific role in order to meet the criteria of this project. Enjoy!
Content:
Project
Overview
Student
Roles
Assessment
and
Evaluation
Student
Samples
In groups of five, you need to plan, design, construct and present findings and a working model to meet the project's minimum requirements. The design challenge posed is that groups of students must design and build a device or model that is a new design (either invented or improvement upon devices in existence) that would be of use to you or others in your community.
The minimum requirements of this challenge are:
-do background research in your strand of science and technology
-plan, design and construct a mechanism that illustrates a concept or theory from your particular strand
-perform your role in order to effectively function as a group
-make a web page that journals your findings and research.
-present role summaries, design and research to class
Choose to invent something related to your strand in science that might address a problem from your list. Can you create something better? Something that solves the problem in a different more efficient way? Is there a product that is on the market somewhere else in the world?
Project
Manager/Editor
It is the role of the Project Manager to set the agenda, and to oversee the project to ensure timelines and criteria can be met. The Project Manager must check the Project Resource Guide at http://www.ipl.our/youth/projectguide.
Primary
Researcher
The Primary Researcher will locate key research information, approve research found by the group and compile major research findings for presentation. The Primary Researcher must check the web site Inventions and Inventors at http://library.hilton.kzn.school.za/Science/inventors.htm
Scientist
As the scientist, this student must ensure that the scientific basis is clear in project design, and work on the technical construction of their design. The Scientist must check the web site How Stuff Works at http://www.howstuffworks.com for further insight.
Secretary/Editor
The secretary is responsible for recording notes and setting up the project report on the computer - HyperStudio, Claris Works or Claris Home Page, complete with links to to the internet.
Engineer/Architect
The Engineer and/or Architect checks, designs and tests the product. Helpful sites to check might include:
- http://www.howstuffworks.com/
- http://www.ideafinder.com
- http://web.mit.edu/invent/
- Project Resource Guide: http://www.ipl.org/youth/projectguide/
Teacher Role:
List the expectations
Meets with members in role to ensure that task is on
target.
Provide timelines and due dates
List criteria for each role
As a group you will evaluate the procedure and you will also be evaluated by the teacher for your design, display and presentation.
The group will be assessed on their completion of the project and its contribution to our community. Individual assessment will be made based on their contribution to the group according to their role description.
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Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Inquiry and design skills |
- shows little awareness of the safety procedures - uses tools, equipment, and materials correctly only with assistance |
- shows some awareness of safety procedures - uses tools, equipment, and materials correctly with some assistance |
- usually shows awareness of safety procedures - uses tools, equipment, and materials correctly with only occasional assistance |
- consistently shows awareness of safety procedures - uses tools, equipment, and materials correctly with little or no assistance |
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Communication of required knowledge |
- communicates with little clarity and precision - rarely uses appropriate science and technology terminology and units of measurement |
- communicates with some clarity and precision - sometimes uses appropriate science and technology terminology and units of measurement |
- generally communicates with clarity and precision - usually uses appropriate science and technology terminology and units of measurement |
-consistently communicates with clarity and precision - consistently uses appropriate science and technology terminology and units of measurement |
|
Relating of science and technology to each other and to the world outside the school |
- shows little understanding of connections between science and technology in familiar contexts - shows little understanding of connections between science and technology and the world outside the school |
- shows some understanding of connections between science and technology in familiar contexts - shows some understanding of connections between science and technology and the world outside the school |
- shows understanding of connections between science and technology in familiar contexts - shows understanding of connections between science and technology and the world outside the school |
- shows understanding of connections between science and technology in both familiar and unfamiliar contexts - shows understanding of connections between science and technology and the world outside the school, as well as their implications |
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Understanding of basic concepts |
- shows understanding of few of the basic concepts - demonstrates significant misconception - gives explanations showing limited understanding of concepts |
- shows understanding of some of the basic concepts - demonstrates minor misconceptions - gives partial explanations |
- shows understanding of most of the basic concepts - demonstrates no significant misconceptions - usually gives complete or nearly complete explanations |
- shows understanding of all of the basic concepts - demonstrates no misconceptions - always gives complete explanations |
Please look at the following Student Web Sites resulting from this project:
Optics http://Opticz.web.com/
Cells http://www.geocities.com/rob_cell/Cells_at_work.html
Fluids http://www.fluids.web.com/
Water Systems http://www.geocities.com/domi_josh/home.html
Mechanical Efficiency http://www.geocities.com/ball_schoola/can_crusher.html
