Grade 7 & 8 Science & Literacy Planning

Grade: 7 Unit: Structures: Form and Function

OVE #1: analyze personal, social, economic and environmental factors that need to be considered in designing and building structures and devices

BE (attitudes, beliefs, CGE) STSE connection OVE #1

KNOW (content) OVE #3 DO (skills) OVE #2 OVE #3: demonstrate understanding of OVE #2: design and construct a variety of structures, and the relationship between structural forms investigate the relationship between design and function and the forces that act on and within them of these structures and the forces that act on them

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*classify structures – solid, frame, shell; *centre of gravity / stability; *applied forces; *external/internal forces; symmetry; factors affecting form (failure & success)

*safety – design & construct model; *investigate factors and efficiency for load; *inquiry, research skills, communication

*evaluate factors in designing and building structures*evaluate ergonomic design, safety and efficiency of objects

Big Ideas: *Structures have a purpose. (OVE 1) *The form of a structure is dependent on its function. (OVE 1, 2, 3) *The interaction between structures and forces is predictable. (OVE 2, 3)

Inquiry Questions: *How do our actions affect the natural world?*Does the use of certain materials have an impact on the environment?*How do form, function & forces affect a structure?

Opportunities for pre-assessment of knowledge and skills: KWL Chart for all three chapter titles (see “Before Reading” activity on p.127)

o KWL Chart Line Master B6 (Teacher Resource p.98) “Minds On” Unit Pre-assessment for STSE – B2 Considering Form & Function (p.94) use of “Steps to Inquiry” posters for skills: observations, questions, variables

o See Appendix 1

Designing With the End in MindAssessment “of” Learning:

Design and build a structure that holds the most weight while using the least amount of material. (OVE 1, 2)

Unit Test/Quiz (OVE 3)

Unit task breakdown: what are the skills necessary to complete this task, what subtasks are involved... Begin with a video – the Tacoma Narrows Bridge Disaster

http://www.youtube.com/watch?v=-x23NcN_TSk use “Steps to Inquiry” posters (Appendix 1) to have students:

o make observations (poster 1)o come up with “what am I wondering” questions (poster 1)o use observations & questions to guide students through posters 2-4o students come up with their own question and plan o consider using Skills Worksheet LM 8 – Controlling Variables (Program Overview p.34)o see wiki for example using the posters:

(http://dpcdsb-ssc.wikispaces.com/Grade+7+%26+8+Science) Consider the following to help build student knowledge around form and function:

o Classifying Structures (pp. 100-104) consider using Skills Worksheet LM 3 – Classifying (Program Overview p.29)

o Quick Lab B12 – What it feels like to be a Structure (p.113) complete before discussing forces pp.108-112

o Inquiry B19 – Loads to Measure (p.121)cont. on next page

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o Inquiry B27 – Structure Components and Materials (p.138)o Elements of Design pp.140-143

Add an extra piece to the challenge – cost & effect of your structure on society and the environment

o as a class decide on a cost for the amount of material used each type of material has a different cost

o include a reflection at the end on how their structure has an impact on society & the environment

Inquiry Based LearningStudent Inquiries:

Design and build a structure that holds the most weight while using the least amount of material.o Graphic Organizer: Steps to Inquiry copies for students (Appendix 1)o Assessment Rubric, Line Master 2 – Investigation/Inquiry Activity (those sections that are applicable)

(Program Overview p. 4-5)o Assessment Rubric, Line Master 3 – Technological Problem-Solving Activity (those sections that are

applicable for building structure) (Program Overview p. 6)o Assessment Rubric, Line Master 6 – Working Cooperatively (Teacher Resource p. 9)

Quick Lab B12 – What it feels like to be a Structure (p.113)o complete before discussing forces pp.108-112

Inquiry B19 – Loads to Measure (p.121)o Graphic Organizer: R.E.R.U.N Chart (as exit card) (Appendix 2)

Inquiry B27 – Structure Components and Materials (p.138)o Graphic Organizer: R.E.R.U.N Chart (as exit card) (Appendix 2)

Graphic Organizers to consider using:*KWL chart*Steps to Inquiry*R.E.R.U.N. Chart

Integration Opportunities: (Geography, History, Language, The Arts, Virtues, Religion/Family Life...) see literacy curriculum map

*Literacy – ch 4 “Thinking Literacy” feature During Reading supports note-taking and summarizing See student textbook supports for literacy as highlighted below *The Arts – D1: Creating and Presenting: apply the creative process to produce art works in a variety of Traditional two and three-dimensional forms D1.4 use a variety of materials, tools, techniques and technologies to determine solutions to Increasingly complex design challenges

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Literacy Supports: (Reading, Writing, Oral, Media) see literacy curriculum map Organization of Literacy Supports in Pearson’s Investigating Science & Technology textbooks

Chapter Grade 7 Grade 8 1 Previewing Text Features 2 Visualizing 3 Letter to Editor Newspaper Article 4 Making Connections 5 Inferring 6 Question & Answer Problem & Solution 7 Making Predictions 8 Monitoring Comprehension 9 Sequential/Procedural Compare & Contrast 10 Determining Importance 11 Asking Questions 12 Cause & Effect Description

Other resources I could use/integrate: (e.g. The 10 magazines...)The 10 Coolest Wonders of the UniverseThe 10 Greatest Accidental InventionsThe 10 Most Amazing Bridges XThe 10 Most Essential ElementsThe 10 Most Revolutionary Inventions XThe 10 Deadliest PlantsThe 10 Greatest Threats to Earth The 10 Most Essential Chemical MessengersThe 10 Most Extraordinary Medical ConditionsThe 10 Most Revolting ParasitesThe 10 Most Significant Medical BreakthroughsThe 10 Smartest Adaptations in Nature

Specific Sections from selected “The 10” resources – possibilities for guided reading/practice:*10 Most Amazing Bridges: all selections within the magazine have a subtitle “Engineering Feat”Pg. 46-7 chart compares span length, height and materials used for each of 10 bridges*10 Revolutionary Inventions: the wheel

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Vocabulary specific to this unit: Line Master B-2 Key Terms (Teacher Resource p.94) “Thinking Literacy” Getting Ready to Read feature: Open Word Sort (p.94) Words Matter: pp. 110 application & dynamic, 135 fatigue, 143 prefix - proto, 156 wise, 163 obsolescence

Ch 4: solid, frame & shell, combination structures, strength, force, external force, gravity, internal force, point of application, static load dynamic load, compression, tension, shear, torsion, sensor

*how does adding the words solid, frame, shell, combination change the word “structure”*use a cartoon character to visualize the words: compressed, tension, torsion, shear

Ch 5: stability, structural components, centre of gravity, structural stress, structural fatigue, structural failure, product recall, ergonomics, symmetry, prototype

*focus on prefix “proto” (see words matter feature on pg. 156) and brainstorm other words with this prefix*look at everyday meaning of words “stress, fatigue, failure” how do these words affect a structure?

Ch 6: consumer, manufacturers, market research, planned obsolescence*see pg. 163 words matter feature on “obsolescence”*focus on prefix “manu” (hand) and brainstorm other words with this prefix

Assessment Opportunities: “for” and “as” Learning:for learning:

learning goals and success criteria B2 Considering Form & Function – pre-assessment KWL Chart descriptive feedback (oral & written)

o during inquiries Steps to Inquiry posters (student copies) Assessment Rubric LM 2 Assessment Rubric LM 3 Assessment Rubric LM6 R.E.R.U.N. chart teacher observations/anecdotal notes & comments

possible use of exit cards (related but not limited to check and reflect, Chapter review, Chapter quiz/test)

online quizzes (sciencesource.ca)

as learning (self assessment): R.E.R.U.N. chart / exit cards KWL Chart

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Appendix 1: Steps to Inquiry – Initiate & Plan

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Appendix 2: R.E.R.U.N Chart

R.E.R.U.N. Chart

Recall: Summarize what you did in the Lab.

Explain: Explain the purpose of the Lab.

Results: Describe the results of the Lab and what they mean.

Uncertainties: Describe what you are still unsure about.

New: Write at least two new things that you learned from this Lab.

(Source: Science Formative Assessments by Page Kelly)

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