Medieval Machine Mayhem!

Overview:

In this inquiry activity, students will explore and understand what machines are and how they work. Students will produce culminating pieces of work summarizing and extending their knowledge of machines from the Medieval/Renaissance time periods. They will investigate mechanical advantage in a variety of mechanisms and simple machines as related to Medieval/Renaissance times. Students will ask questions about the machines and develop and implement experiments to provide solutions to their queries.

Strand and Topic: Systems in Action: Understanding Structures and Mechanisms

Grade Level: 8

Inquiry Focus:

How did medieval engineers solve problems using machines?

How can you use the technological design process to build and improve upon the mechanical advantage and work done as it relates to medieval machines?

The time required depends on students’ background knowledge, skills set, level of interest, and any additional time required for completion of student work.

Big Ideas:

Systems are designed to accomplish tasks. All systems include an input and output. Systems are designed to optimize human and natural resources.

Overall Expectations:

Science and Technology

1. assess the personal, social, and /or environmental impacts of a system, and evaluate improvements to a system and/or alternative ways of meeting the same needs

2. investigate a working system and the ways in which components of the systems contribute to its desired function

3. demonstrate an understanding of different types of systems and the factors that contribute to their safe and efficient operation

Specific Expectations:

Science and Technology

assess the social, economic, and environmental impacts of automating systems (from a historical standpoint)

2.3 use scientific inquiry/experimentation skills to investigate mechanical advantage in a variety of mechanisms and simple machines

2.4 use technological problem-solving skills to investigate a system that performs a function or meets a need

2.6 use appropriate science and technology vocabulary, including mechanical advantage, input, output, friction, gravity, forces, and efficiency, in oral and written communication

2.7 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes

3.1 identify various types of systems 3.2 identify purpose, inputs, and outputs of various systems 3.3 identify the various processes and components of a system 3.6 calculate the mechanical advantage of various mechanical systems

Mathematics

- describe different ways in which algebra can be used in real-life situations - model linear relationships using tables of values, graphs, and equations - solve and verify linear equations involving a one-variable term and having solutions that are

integers- solve problems that require conversions involving metric units - collect and organize categorical, discrete, or continuous primary data and secondary data - read, interpret, and draw conclusions from primary data (e.g., measurements, observations)

presented in charts, tables, and graphs - solve angle-relationship problems involving triangles, intersecting lines, and parallel lines and

transversals- solve problems involving right triangles geometrically, using the Pythagorean

relationship

Language: Oral Communication

1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups

2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, using a variety of speaking strategies and adapting them to suit the purpose and audience

2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning effectively and engage the interest of their intended audience

2.7 use a variety of appropriate visual aids to support and enhance oral presentations

Language: Writing

1.2 generate ideas about more challenging topics and identify those most appropriate to the purpose 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic sources

1.4 sort and classify ideas and information for their writing in a variety of ways that allow them to manipulate information and see different combinations and relationships in their data

1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more planning and research if necessary

2.1 write complex texts of a variety of lengths using a wide range of forms 3.1 spell familiar words correctly 3.3 confirm spellings and word meanings or word choice using a wide variety of resources

appropriate for the purpose

Language: Media Literacy

3.4 produce a variety of media texts of some technical complexity for specific purposes and audiences, using appropriate forms, conventions, and techniques

History

A3.3 identify key social and economic changes that occurred in and/or affected Canada during this period (Including the industrial revolution)

The Arts: Visual Arts

D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to increasingly complex design challenges

D1.3 use elements of design in art works to communicate ideas, messages, and understandings for a specific audience and purpose. (Example: drawing models with 3D view and face views)

Key Concepts:Simple machine, systems, input, output, force, work, energy, efficiency, mechanical advantage, load

Prior Skill Sets:

Students should be able to:

- design and carry out a plan to achieve a solution using the Technological-Design Process:“Critical aspects of technological problem solving are: careful planning; purposeful selection of tools and materials; testing, retesting, and modifications of a product or process; communicating about the solution; and recommending of changes or improvements.” (Ontario Science and Technology curriculum document, 2007, p. 17)

- work safely with tools- write observations based on experimentation and ask questions that demonstrate curiosity

about what was observed- understand the use of independent and dependent variables when experimenting using the

Scientific Method- look for and select information that relates to the exploration from various sources- propose an answer to the inquiry and describe steps to take to answer questions

Prior Knowledge:

Understanding Structures and Mechanisms

Grade 2

3.1 describe different ways in which objects move 3.2 identify ways in which the position of an object can be changed 3.3 identify the six basic types of simple machines – lever; inclined plane; pulley; wheel and axle,

including gear; screw; and wedge – and give examples of ways in which each is used in daily life to make tasks easier

3.4 describe how each type of simple machine allows humans to move objects with less force than otherwise would be needed

Grade 4

3.5 distinguish between pulley systems and gear systems that increase force and those that increase speed

3.8 identify the input components that drive a mechanism and the output components that are driven by it

Grade 5

2.2 measure and compare, quantitatively and/or qualitatively, the force required to move a load using different mechanical systems, and describe the relationship between the force required and the distance over which the force moves

3.3 explain the advantages and disadvantages of different types of mechanical systems

Grade 7

2.2 design, construct, and use physical models to investigate the effects of various forces on structures

3.2 describe ways in which the centre of gravity of a structure affects the structure’s stability 3.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure

Understanding Matter and Energy

Grade 3

2.2 investigate forces that cause an object to start moving, stop moving, or change direction 2.3 conduct investigations to determine the effects of increasing or decreasing the amount of

force applied to an object 3.3 describe how different forces applied to an object at rest can cause the object to start, stop,

attract, repel, or change direction 3.4 explain how forces are exerted through direct contact or through interaction at a distance

Social Studies

Grade 4

A1.4 compare two or more early societies in terms of their relationship with the environment A2.1 formulate questions to guide investigations into ways of life and relationships with the

environment in two or more early societies, with an emphasis on aspects of the interrelationship between the environment and life in those societies

A2.5 evaluate evidence and draw conclusions about ways of life and relationships with the environment in early societies, with an emphasis on aspects of the interrelationship between the environment and life in those societies

A3.2 demonstrate the ability to extract information on daily life in early societies from visual evidence

A3.5 describe the importance of the environment for two or more early societies, including how the local environment affected the ways in which people met their physical needs

A3.6 identify and describe some of the major scientific and technological developments in the ancient and medieval world

Materials and Equipment:

examples of everyday simple machines laptops or iPads weights for testing purposes levers (metre rule, ruler, etc.) blocks or books for ramps balsa wood, dowels, elastics, hot glue, carpenter's glue, and other materials for building tools - hand and/or machine (saw, drill) mitre box and clamps pulleys of various sizes gears of various sizes syringes of varying sizes and tubing

Safety:

Refer to your specific board guidelines and the STAO Safety in Elementary Science and Technology: A Reference Guide for Elementary School Educators (2014) (http://stao.ca/res2/unifElemSafety/ ) for the following issues:

safe usage of personal protective equipment (p. 34-35) following and reviewing established safety procedures (p. 37-40) following established safety procedures for using tools and handling materials (p. 64-68, 72-75) investigating forces and motion (p.70-72) designing, building, and testing constructions (p.73-76)

Instructional Planning and Delivery:

Engage -> Explore -> Explain -> Extend -> Evaluate

Type Structured or Directed

Guided Coupled Open or Full

Participant Teacher Initiated and Performed

Teacher Initiated, Students Performed

Teacher Initiated Student Initiated

Path to Inquiry:Teacher Directed Student Directed

Accommodations and Modifications

Teacher Tip: This inquiry activity lends itself to allowing a wide range of learners to access the curriculum in a variety of ways. Nevertheless, the teacher should recognise that students can have a wide variation of abilities and should ensure that instruction is tailored according to individual needs and preferences. Within this document, there are several different entry points for students along the inquiry process. Teachers can choose to do one of the options (guided, coupled, open) with the entire class or choose to do different options with groups of students depending on student ability.

Engage (I SEE)

To begin the inquiry, generate curiosity and interest by introducing the topic using one or more of the following suggestions. Students should be encouraged to think about and formulate questions relating to the structures observed in the examples shown.

- Watch a movie or clip related to medieval technology, e.g., https://www.youtube.com/watch?v=7bFTw95pJp8 ) thinking of the technology http://channel.nationalgeographic.com/videos/medieval-war-machines/

- Museum visit: e.g., Canada Science and Tech museumSmith.edu,. (2015). Smith College Museum of Ancient Inventions: Museum Directory. Retrieved 29 July 2015, from: http://www.smith.edu/hsc/museum/ancient_inventions/hsclist.htm

- Read a book (see examples in the Student Support Resources section)- Look at Leonardo DaVinci’s designs http://www.leonardodavincisinventions.com/war-machines/- Examine samples of everyday machines/technology, e.g., rake, can opener, wheelbarrow, knife

Questioning (I WONDER)

Through a Knowledge Building Circle (KB - http://learnteachlead.ca/projects/knowledge-building/), or an online forum, class-wiki, collaborative website, or on chart paper, gather student questions. Teachers should use the Engage portion of this inquiry to provide a starting point for discussion and interest. Students should reflect upon the resources and generate questions that they would like to investigate based upon the inventions and engineering in the Middle Ages.

Teachers can add their own questions to start students off or redirect the topic. Teachers can also use inventions and systems of this century, or of the Industrial Revolution (to link to the grade 7 History curriculum) to help set the tone for discussion. The class can choose questions that will be revisited, answered collaboratively, and expanded on throughout the unit. Students are also encouraged to answer the gathered questions during this process, if they can.

Teacher-led Student-Led - examples

What machine did you see? What machines didn’t you have, but that might have existed in those times?Why did they build these machines?Were they successful?Which is more efficient - a trebuchet or catapult?Could you survive in medieval times?What is common between these devices?What are the parts of this technology?How do you ensure a machine is more efficient?What machines are important in your household? Which is the most important?Can you think of a machine that would make your life easier?Does an input always need to be more than the output?How could you improve on medieval technology? How could you survive the battle of…? How could you invent a new simple machine?How could a machine help you survive?

How can we build one of these machines?How can I make it accurate?How can I make it better?What is the difference between a catapult and a trebuchet?How much can the machine hurl?What did they use to build machines in medieval times?What would happen if I change ____?What is the best machine to lift ______ ?What do engineers do?I find ____ aspect of medieval life interesting.What were medieval machines used for?

Explore/ Inquiry activity: (I DO)

Activity 1: Initial Exploration

Provide students with a variety of materials (e.g., balsa wood, dowels, string, pulleys, gears) to create a machine/device/technology that a medieval person might have needed to accomplish a task (e.g., catapult, water wheel, drawbridge, farming equipment). Students could also use building kits, such as LEGO and K’Nex to build their device.

The focus of this activity is for students to explore materials, building techniques, and to provide an opportunity for students to design a device similar to those that they saw in the Engage portion of the inquiry. This is a short-duration open-ended exploration build (one or two periods). In later activities, students are asked to use their structures to test concepts, and to revisit their design and improve upon them.

Some students may benefit from exemplars or models of structures that are already built so that they are not working from memory. These can be pulled from the ENGAGE activity done previously.

Teacher Considerations:

“When engaged in technological problem solving, students should be given opportunities to be creative in their thinking, rather than merely to find a prescribed answer.” (Ontario Science and Technology curriculum document, 2007, p. 16) Teachers are encouraged to have students work through a model that follows the Technological Design-Process, like SPICE:

S-Scenario

P- Problem

I- Investigate

C- Construct

E-Evaluate

Students are given a scenario to set the stage for the problem. For this particular activity, consider having students take on the role of a medieval person wanting to invent something to accomplish a task. Students then conduct some planning, which can include rough drawings that are similar to isometric drawings. They should include measurements to determine their usage of materials. Students are also encouraged to write procedural plans of the steps that they will take to construct their structure from beginning to end. This encourages students to do some pre-planning before cutting and building to prevent unnecessary mistakes. Through the construct stage, encourage re-design and proper use of tools and techniques of building. In the evaluation stage, students should be testing their structures and systems and revising, if needed. Students should be encouraged to test their systems and structures throughout their design process. Once they are satisfied with their design, it is good practice to have them reflect about their process and final structures.

Teacher Tip: Students new to the Technological-Design process and building, may prefer to work with a partner. Groups of more than two for this project are not recommended due to the project’s scope. Materials should be taken into consideration when deciding individual versus group work.

After students have completed their build, the teacher can use the student examples to pullout proper unit vocabulary: force, fulcrum, lever, pulley, etc. If possible, this would also be a good place to

introduce how to use spring-scales to measure force: https://www.youtube.com/watch?v=FbVP9_ZCi_A

Take this time after the activity to review initial Knowledge Circle questions. Have some been answered? Are there more questions to add to the list of already-generated questions?

Activity 2: Experiments to Improve Machines

Provide students with other simple machines (e.g., levers, pulleys, and inclined planes) and materials to experiment with, in addition to the machines built in the previous activity.

Option 1 (Guided) Have stations for each concept where students will execute the experimentExamples of experiments:

- If the input of the machine changes, what happens to the output (e.g., change where the fulcrum is on a lever)?

- How does one calculate/compare work of the machine (e.g., changing the force or the distance on a lever; work = force x distance)?

- How does one calculate and improve mechanical advantage of the machine (e.g., changing the location of the fulcrum to increase the output; MA = Load/effort)?

- What other variables can be changed (e.g., number of pulleys, number of teeth on gears) that might affect input/output, work, and/or mechanical advantage?

Option 2 (Coupled) Teacher asks the questions and the class designs the experiments togetherExamples of questions:

- If we change the input of the machine, what happens to the output? Can we increase or decrease it?

- How can we compare the work of the different machines? What formulas will we need? (Work = Force x Distance)

- How can we calculate and improve the mechanical advantage of a machine? (MA = Load/effort)- What other variables can be changed that might affect input/output, work, and/or mechanical

advantage?

Option 3 (Open) From student original designs, the question of improvement and comparison of designs is asked. The teacher then introduces the concepts of work, input/output, and mechanical advantage.

Explain

From the above experiments, students should be able to answer some of the questions they first posed in the initial Knowledge Building Circle. Students are encouraged to use the device that they built to help answer any of the questions. Students should be able to explain, using proper vocabulary learned in the Activity 2 of the Explore section of this inquiry. From the experimentation phase, more questions might have arisen and this is an opportunity to explore any new questions students might have.

Throughout the activities, knowledge can be collaboratively built using a Knowledge Building Circle, an online forum, class-wiki, collaborative website, or on chart paper in the classroom. Special attention can be given to different learning styles, as different concepts can be recorded orally and uploaded to a site, video recorded for kinesthetic demonstrations, or drawn by students.

Student Support Resources:

EUREKA video series including (Pulley, Inclined plane, Work, Weight vs. Mass, Gravity, Acceleration parts 1 & 2, Speed, Mass, Inertia). Original series from TVO.[TheRoboticsOrg]. EUREKA - Inclined Plane. [Video File]. Retrieved Web. 13 July 2015: https://www.youtube.com/playlist?list=PL660w5cniBNwCWaW4W1I7P5OidHHB5JOj

Leonardo Da Vinci’s Inventionshttp://www.leonardodavincisinventions.com/war-machines/ r. (n.d.). Retrieved July 17, 2015.

Videos - Design processYouTube. (2015). Defining a Problem: Crash Course Kids #18.1. Retrieved 28 July 2015, from: https://www.youtube.com/watch?v=OyTEfLaRn98

YouTube. (2015). Defining Success: Crash Course Kids #18.2. Retrieved 28 July 2015, from: https://www.youtube.com/watch?v=XyFUqFQfl30&index=4&list=PLhz12vamHOnZ4ZDC0dS6C9HRN5Qrm0jHO

(2015). Retrieved 21 August 2015, from: http://mrsbader.com/pdf/science/SPICEModel.pdf

Books or other media (movies) that show medieval devices and daily life:Beckett, W. (1997). The Duke and the Peasant: Life in the Middle Ages (Adventures in Art). Prestel Publishing.

DeVries, K., & Smith, R. (2012). Medieval Military Technology. North York, ON: University of Toronto Press.

YouTube. (2015). New Medieval Technology park. Retrieved 27 July 2015, from: https://www.youtube.com/watch?v=4ADd4la0Cw4

YouTube. (2015). Technology in the Middle Ages. Retrieved 27 July 2015, from: https://www.youtube.com/watch?v=F0IZw1oi5CE

Wigelsworth, J. (2006). Science and Technology in Medieval European Life. Westport, Conn.: Greenwood Press.

Whitney, E. (2004). Medieval Science and Technology. Westport, Conn.: Greenwood Press.

Related Background Resources and/or Links:

OCTE.on.ca,. (2015). OCTE. Retrieved 13 July 2015, from: http://octe.on.ca/index.php?id=19

Ontariodirectors.ca. (2015). CODE Health & Safety Project. Retrieved 13 July 2015, from: http://www.ontariodirectors.ca/health_and_safety.html

LearnTeachLead.ca. (2015). LearnTeachLead.ca - Student Achievement Division Resources - K to 12. Retrieved 13 July 2015, from: http://LearnTeachLead.ca

Teachengineering.org. (2015). Launch into Learning: Catapults! - Lesson - www.TeachEngineering.org . Retrieved 27 July 2015, from: https://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_catapult/cub_catapult_lesson01.xml

Extend / Redesign

After learning more about simple machines and systems, students revisit their design to see how they can improve upon their original design. Students should improve their design by increasing mechanical advantage and work done.

Other criteria for success include: Durability Aesthetics cost/materials accuracy (if building a throwing device)

Extension possibilities:- conducting a Medieval Times Science Fair showcasing student models and final calculations- applying what they have learned to solve a contemporary problem, e.g., how to lift a sunken

boat using a floating platform- using SKYPE to talk to engineers that are working on current systems and machines- conducting other investigations as to what technological problems people face today (i.e., NASA,

industrial manufacturing)- comparing structures of Medieval Times to those in the Industrial Revolution (linking to the

grade 7 History curriculum) and the impact those new machines had in their historical context

Optional/Alternative build ideas- a system for a disabled person to use (e.g., chair lift, arm reach extender)

- a mechanical device that fulfills a current need/solves a problem that is identified by students (e.g., robot)

Evaluate (I REMEMBER)

Things to look for in assessment pieces:

Consistently With prompts Not yet

Can the student use the vocabulary appropriately?

Does the technological-design process show signs that new knowledge was used to improve on the design?

Can the student justify choices of design for criteria success?

Can the student calculate the mechanical advantage and work done by different machines?

Possibilities for Assessment As/For/Of Learning:

Assessment As Learning:

- Contributions to the Knowledge Building and student-generated questions (wiki, website, or other)

- Lab/Design Notebooks - Students keep track not only of their design ideas and how new knowledge can be applied, they can also keep track of new questions they may have, and reflect on the skills, knowledge, and materials they may need.

Assessment For Learning:

- Peer review and feedback- SPICE Design checklist (Scenario, Problem, Investigate, Construct, Evaluate) - this checklist can

be done individually, or during teacher conferencing so students may be reoriented to the appropriate next steps

- Quiz on mechanical advantage to ensure students can do the calculations for their own project- Self-evaluation for Spice model (see below)

Self-evaluation for SPICE Model

1. Were my sketches clear enough for others to understand?

1 2 3 4 5

2. Did I include written suggestions on my rough sketch?

1 2 3 4 53. Did my product do what I designed it to do?

1 2 3 4 5

4. If I worked with others, how well did I cooperate?

1 2 3 4 55. If I worked with others, how would I rate my contribution to the product?

1 2 3 4 5

(5= My best effort; 3 = Medium; 1 = Poor effort)

Assessment Of Learning:

- Portfolios- Medieval Times Science Fair- Medieval Village Exposition- Tools and equipment rubric (see below)

Science and Technology Performance Task – Grade / Division K-8

CRITERIA Performance Indicators

Level 1 Level 2 Level 3 Level 4

Design Process plan Develops a plan with limited clarity and a few steps

Develops a workable plan with some clarity and some steps

Develops a clear workable plan including steps in a logical sequence

Develops a workable plan and modifies the plan as necessary

Design Process use of materials

Uses tools, equipment, and materials with limited regard to safety

Uses tools, equipment, and materials with some regard to safety

Uses tools, equipment, and materials safely

Uses tools, equipment, and materials safely and appropriately

Design Process use of design process

Demonstrates little use of the design process (plan, build, test, evaluate, communicate)

Demonstrates some use of the design process (plan, build, test, evaluate, communicate)

Uses the design process (plan, build, test, evaluate, communicate)

Uses the design process (plan, build, test, evaluate, communicate) effectively

Modeltranslate plan to model

Translates design plans into a working model, with assistance

Translates design plans into a working model with limited assistance

Successfully translates design plan into a working model based on criteria required

Successfully translates design plan into a working model based on criteria required

Modelmodel performs intended task

Creates model that performs intended function in a limited manner

Creates model with some evidence of intended function

Creates model that functions successfully according to specifications

Creates model that functions beyond expectations

Communication terminology

Uses little appropriate terminology for grade level

Uses some appropriate terminology for grade level

Uses most appropriate terminology for grade level

Uses all appropriate terminology for grade level

Communication clarity

Report lacks clarity Communicates with some clarity

Communicates clearly and precisely (e.g., oral or written) through all stages of task

Communicates clearly, precisely, and insightfully

Communication presentation skills / style

Limited awareness of importance of style to suit purpose

Uses a presentation style that is somewhat appropriate to purpose and audience

Chooses a presentation style that is appropriate to purpose and audience

Skilfully chooses a presentation style that maximizes the impact for purpose and audience

Communication of basic concepts

Communicates understanding of few of the basic concepts

Communicates understanding of some of the basic concepts

Communicates understanding of most of the basic concepts (for grade level) e.g., oral or written

Communicates understanding of all of the basic concepts

Learning Log reflection for purpose

Makes limited reflection

Reflects on results but makes few changes

Reflects on results in order to make necessary changes and evaluate information gathered

Uses sophisticated reflection to record results. Makes changes and evaluates information gathered

Learning Log goals / time lines

Sets a few goals and describes few of the steps needed to achieve goals

Sets some goals and describes some of the steps needed to achieve goals

Sets clear goals and describes each step needed to achieve goals

Sets clear goals and describes each step needed to achieve goals and adjusts as necessary

Learning Log resources

Selects, records, and uses resources with limited appropriateness

Selects, records, and uses somewhat appropriate resources

Selects, records, and uses appropriate resources

Selects, records, and integrates appropriate resources

Group Work contribution to group goal

Has limited success working toward group goals

Demonstrates some commitment to the group goals; carries out specific roles with some success

Demonstrates commitment to the group goals and carries out assigned roles

Actively identifies group goals and fulfills a variety of roles in group

*Adopted from Halton District School Board

Technology Possibilities:

design software for 3D model creation (e.g., 123D Design for iPad, sketchup.com) 3D printing use of Duplo/Lego/K’nex or other building systems use of wood or straws to model designs use data collection hardware, e.g., motion probes, and software to collect and organize data

Indigenous Perspective:

According to the Western and Northern Canadian Protocol educator resource,“Teaching and learning take place within the rich and complex context of the school community. Student engagement and learning become enriched when students feel safe and experience a

sense of belonging within their school community. Creating warm and caring schools and learning environments where First Nations, Métis, and Inuit students feel safe and valued has a positive influence on student engagement and learning. This is accomplished through positive, inclusive, and respectful attitudes as well as through the presence of affirming First Nations, Métis, and Inuit images—such as art, posters, books, videos, and positive messages celebrating diversity—throughout the school” (Our Way Is A Valid Way, WNCP, 2013, pg. 34)

Teachers should strive to make connections to the curriculum by incorporating the indigenous worldview in ways that appreciate and affirm the diversity in thinking about science and the natural world. The following are a few examples of how to ensure FNMI understandings are reflected in teaching about structures:

invite traditional storytellers and Elders to share stories relating to structures and land use allow students to visit historical sites that show traditional structures and to engage in building

things with Elders and other community members, e.g., baskets, bowls, etc. use thematic story circles weave FNMI language into the science curriculum incorporate or adapt Medicine Wheel and Circle of Life teachings to learning about structures use Traditional Ways of Knowing in the teaching of structures, e.g., for Traditional Laws;

students can demonstrate cultural practices related to stewardship, such as using the least materials to accomplish a task

“People invent and discover technologies to meet their wants and needs. Aboriginal people have made many contributions to Canada and the world through their invention of such things as petroleum jelly, chewing gum, the canoe, and snowshoes, and the growing of corn. Aboriginal people’s inventions have allowed them to survive in their environments for centuries. What Settlers Learned from Aboriginal People – Technology: Students research an item or a technology invented by Aboriginal people before or during the early settlement period, and compare the older version of the item or technology with the version in use today.” Aboriginal Perspectives: A Guide to the Teacher’s Toolkit, 2009, pg. 10