Grade 8: Structures and Mechanisms
GRADE 8: STRUCTURES AND MECHANISMS
ACTIVITY #1: INTRODUCTION: PLACEMAT
Curriculum Expectation: 3.1
Preparation Time: 15 min.
Lesson Duration: 1 x 70 min. period
Purpose: Diagnostic Assessment of prior knowledge
Materials:
Chart paper
Markers
Method:
Teacher Preparation Chart paper is used as Placemats. The paper is divided into four sections. Prepare 5-10 Placemats on chart paper depending on class size. (You want groups of 4) Place one Placemat at each station with several coloured markers. Write one of the following statements in each section on the Placemat.
Statements:
Ø What is a system?
Ø Name some natural systems and their function/purpose.
Ø Name some man-made systems and their function/purpose.
Ø What are the parts of a system?
Delivery method:
Ø Divide students into groups of 4.
Ø Give brief introduction to topic.
Ø Explain Placemat activity.
§ Students sit in groups of four with a prepared sheet of chart paper in front of them.
§ Each student takes a different colour marker.
§ Students are given 5 minutes to respond to the question or statement in front of them.
§ After 5 minutes, they will rotate the sheet one turn clockwise so that each student is facing a new question.
§ Repeat this process until all questions/statements are answered by every student.
§ Each group presents their responses to the class.
§ Teacher emphasizes, facilitates, corrects assumptions and ensures that all key ideas are addressed.
Assessment:
This is a diagnostic assessment. Because every student within a particular group writes with a different colour marker, the teacher can review the responses and easily identify the ideas contributed by each student.
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Grade 8: Structures and Mechanisms
GRADE 8 STRUCTURES AND MECHANISMS
ACTIVITY #2 SCRAPBBOOK
Curriculum Expectation: 1.1, 1.2
Preparation Time: 30 min.
Lesson Duration: 1 x 30 min. period
Purpose: To increase scientific literacy and to develop an understanding of STSE issues prior to Town Hall Forum
Materials:
Sample newspaper articles
Markers
Student handouts (4 of General questions to guide the writing of summaries per student, 2 of Summary Organizer per student)
Method:
Teacher Preparation
Regularly read the newspaper and select articles that concern the affects of mechanization on society/communities locally and internationally. Prepare a sample scrapbook
Delivery method
Introduce students to reading the paper, discuss issues, perspectives and critically analyzing what the article is about. Model using the scrapbook worksheets (below) to summarize individual articles and to synthesize major themes (NOTE: this requires teacher has chosen articles for model scrapbook with care). Remind students you will provide a limited number of worksheets to each student.
Assessment:
See attached rubric: student scrapbooks will be collected and assessed.
Name:______
STUDENT ASSIGNMENT
At the beginning of the Systems in Action unit you will start a scrap book of newspaper articles concerning the pulp and paper industry. The articles could be about plant closures, the impact of pulp and paper on the environment, new technologies and trade disputes. As well, articles regarding immigrant challenges in finding employment should be included. You may include other articles that you think are relevant and that you are able to connect to an issue from the scenario.
You are expected to collect a minimum of 10 articles. With permission of the teacher, the internet may be used if not enough print articles can be found. Articles must be referenced and attached in the scrap book. You will write a short summary (2-4 sentences) of the main idea of each article and your reaction to the article. List any new vocabulary that you needed to learn in order to understand the article.
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Grade 8: Structures and Mechanisms
Name:______
General questions to guide the writing of the summaries:
Question / Jot NotesWhat is the issue?
What are the relevant facts related to the issue?
What kind of information is given to support the various views? (Facts, statistics, testimonials etc.)
How is the information presented?
What biases might the author have?
What information is missing?
What is your personal opinion/perspective of the article and of the larger issue?
Who are the stakeholders?
Which stakeholders stand to gain/lose the most if their view is accepted?
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Grade 8: Structures and Mechanisms
Summary Organizer of Scrapbook Articles Name:
Article Title, Date and Reference / Main Points in Article / How do main points support/refute citizen’s perspective / Synthesis of main points from articles that support/refute perspective1
2
3
4
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Grade 8: Structures and Mechanisms
Scrapbook Rubric
Criteria / Level 1 / Level 2 / Level 3 / Level 4 / ScoreSelection of Articles
K/U / Fewer than 6 articles collected. Relationship to issues unclear / 6-9 articles collected. Some related to issues in scenario / 10 articles collected. Articles relate clearly to issues in scenario / More than 10 articles collected. All articles relate clearly to all issues in scenario. Additional connections recognized / /4
Interpreting and Applying Concepts
K/U / Main issues not well identified. Few relevant facts stated / Main issues somewhat identified. Relevant facts only partially stated / Main issue usually identified. Relevant facts clearly stated / Main issue always identified. Relevant facts stated with exceptional clarity / /12
Demonstrates how Article Supports or Refutes Perspective
T/I / Uses article with limited effectiveness. Examples are unclear. / Uses article with moderate effectiveness. Examples are somewhat clear / Uses article effectively. Provides clear examples. / Uses article highly effectively. Provides examples of high clarity / /12
Connections to larger Issues/Other Issues
A / Synthesizes incomplete connections / Synthesises partially complete connections / Synthesises complete connections / Synthesises multiple complete connections / /12
Organization, Vocabulary, Spelling and Punctuation
C / Writing is unclear. Vocabulary used incorrectly. Many significant spelling/punctuation errors / Writes with limited clarity. Vocabulary used with limited correctness. Some spelling/punctuation errors / Writes clearly. Most vocabulary used correctly. Few spelling/punctuation errors / Writes with considerable clarity. Vocabulary used correctly and accurately. No spelling/punctuation errors / /4
TOTAL: / /44
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Grade 8: Structures and Mechanisms
GRADE 8 STRUCTURES AND MECHANISMS
ACTIVITY #3: WEBQUEST
Curriculum Expectations: 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
Preparation Time: 20 min.
Lesson Duration: 3 x 70 min. periods
Purpose:
Through a WebQuest, the students will have the opportunity to review the important characteristics of systems and simple machines in preparation for Activity #6 (Build a Machine). Much of this information will be review of material learned in prior grades (e.g., simple machines are covered in Grades 2 and 4). The WebQuest will also introduce students to the concepts of work and mechanical efficiency, as well as the related mathematical formulae. Finally, through the WebQuest, students will learn the nature of the rich performance task that they will be asked to complete in Activity #6. The WebQuest is intended to engage students who respond well to the use of technology.
Materials:
computers (e.g., laptop cart)
WebQuest booklets (pages9-15 of this unit plan)
pens or pencils
Method:
· The teacher will arrange the students into pairs. The teacher can either assign partners or let the students choose for themselves, depending on what works best in a particular class.
· The teacher will hand out the WebQuest booklets (see Appendix) and explain that the class will be doing a WebQuest in order to research important concepts concerning simple machines. If any students are unfamiliar with the term WebQuest, the teacher will explain that, using the questions in the booklet to guide their research, they will visit a series of predetermined websites to gather information.
· The teacher will tell students to pay careful attention to the characteristics of simple machines, because the WebQuest will lead into an activity in which they will be asked to build a machine.
· Once the students are seated at computers, the teacher will tell students to open the internet browser and to follow the instructions on the first page of the booklet. The teacher will advise the students that the initial website has been bookmarked on their computers: http://jango1963.googlepages.com/understandingstructuresandmechanisms
Teacher Preparation:
The WebQuest has previously been created and is available online. To reduce the amount of time wasted searching for the starting website on the internet, the teacher should make an effort to bookmark this site on the student computers prior to the start of class.
Prior to the start of this activity, the teacher should visit the “Teacher Page” link available on the initial website and download a copy of the WebQuest booklet. Copies of this booklet would then need to be photocopied for the students to use. The teacher will also need to schedule enough computer time for the students to complete this task.
Finally, before starting this activity with the students, the teacher should quickly go through the WebQuest to make sure that all of the websites can be accessed via school computers.
Assessment:
Performance on this activity will be assessed using a checklist. The checklist will be used to document completion of the WebQuest activity and to keep a record of learning and social skills. Each student will receive a copy of the checklist which will allow them to assess their own performance and that of their partner. There will also be a column for the teacher to record his/her own impressions.
A BLM of the checklist is given at the end of this lesson (page16 of unit plan).
Accommodations:
If needed, the teacher may pair students of varying levels of ability together in order to assure success. For example, an ELL learner would be paired with a technologically savy student. In the case of a student with visual deficits, a partner could be asked to read the material to him/her; in addition, worksheets with large print would be provided.
References:
Ministry of Education and Training. (2007). The Ontario curriculum, Grades 1 – 8: Science and technology. Toronto: Queen’s Printer for Ontario.
Ministry of Education and Training. (2002). The Ontario curriculum – Exemplars Grades 7 and 8: Science and technology. Toronto: Queen’s Printer for Ontario.
http://camillasenior.homestead.com/Review_Simple_Machines.pdf
http://camillasenior3.homestead.com/mechanicalefficiency.html
http://www.ftschool.org/fourth/science/simple_machines.html
http://sln.fi.edu/qa97/spotlight3/spotlight3.html
http://edheads.org/activities/simple-machines/glossary.htm
GRADE 8 STRUCTURES AND MECHANISMS
Grade 8 WebQuest – Understanding Structures and Mechanisms
Let’s Save Bosco!
To begin…
1) You will need to work with a partner. Once you have found a partner logon to a computer and start up the internet browser.
2) Go to http://jango1963.googlepages.com/understandingstructuresandmechanisms
3) Click on “Go to next page…” and read about Bosco the Elephant’s unfortunate situation.
4) Click on “Your task:” and to find out how you can help Bosco.
5) Before you can help Bosco, you need some background information. Click on “Let’s get started!” Answer the questions in this booklet as you work your way through the WebQuest.
Background Information – Systems in Action
This unit is called “Understanding Structures and Mechanisms – Systems in Action” but what exactly is a system? Follow the link to Wikipedia (http://en.wikipedia.org/wiki/system). Focusing mainly on the “Overview,” “System concepts,” and “Types of systems” sections, answer these questions:
1) Define the term system.
2) Take a moment to discuss with your partner what you’ve learned about systems. Give an example of:
i. a man-made system
ii. a sociocultural system
iii. an economic system
iv. a natural system
Background Information – Simple Machines
To help Bosco, you will need to build a mechanical system that will include two or more simple machines. To get the necessary background information, continue with the WebQuest and answer the questions below:
3) Define the following terms:
a. simple machine
b. compound machine
c. energy
d. force
e. load
f. effort
4) Complete the following table. For each type of simple machine, draw a picture and give a brief description. Also, for each machine name at least two common items that are examples of that type of machine.
Simple Machine / Picture / Description / ExamplesPulley
*** Please name, draw, and briefly describe all four types of pulleys. Use the back of the page if necessary.
Lever
***please name, draw, and describe all three types of levers. Use the back of the page if necessary.
Inclined Plane
Screw
Wheel and Axle
Wedge
Gears
5) Why do we use simple machines? How do they help us in our day-to-day activities? If I use a simple machine to complete a task (e.g., using a wedge to help split a log of wood), am I doing less work? Justify your answer.
6) Define the term work and give the mathematical formula that can be used to compute “work.”
7) Define the term mechanical advantage. How do we calculate mechanical advantage?
Assessment Checklist for WebQuest Activity
Please use this checklist to assess (i) your performance and (ii) the performance of your partner on the WebQuest. In the table below, fill in the “self” and “peer” columns using a number from 1 to 3 (“1” = not at all, “2” = sometimes, “3” always). The teacher will record his/her comments in the final column. For the question marked by an asterisk (*), circle “Y” for yes or “N” for no.
Skill or Ability / Rating of Self / Rating of Partner / TeacherYou (or your partner) remained focused on the task at hand (i.e., the WebQuest)?
You (or your partner) only visited websites necessary to complete the WebQuest.
You (or your partner) followed directions.
You and your partner worked together effectively as a team.
The volume and tone of your voice were appropriate for the activity (i.e., working on a computer with a partner)
We completed the WebQuest booklet.* / Y / N / Y / N / Y / N
I feel comfortable with the material about systems and simple machines explored in the WebQuest. / Rating and Comments: / Rating and Comments: / Rating and Comments:
GRADE 8 STRUCTURES AND MECHANISMS
ACTIVITY #4: HANDS-ON CENTRES
TEACHER NOTES
Overview of Enduring Understandings: Structures and Mechanisms (K-8)
Grade 1Everyday structures
§ Objects have observable characteristics and are made from materials
§ Materials have specific properties
§ An object is held together by its structure; its materials and structure determines its purpose
§ Humans make choices related to their use of objects & materials that have a direct effect on the environment / Grade 2
Movement
§ Movement is a change in position of an object
§ Mechanisms contain one or more simple machines within them, and enable objects to move
§ Simple machines and mechanisms make life easier and/or more enjoyable for humans / Grade 3
Strong & Stable Structures
§ A structure has both form and function
§ Structures are affected by the forces acting on them
§ Structures need to be strong and stable to be useful
Grade 4
Pulleys and Gears
§ Pulleys and gears are special kinds of wheels and axles used to meet a variety of needs
§ Pulleys and gears can be used to make work easier and/or faster, including changing speed, direction, and/or force of movement / Grade 5
Forces Acting on Structures and Mechanisms
§ Different forces have different effects on different structures and mechanisms
§ The types of forces acting on a structure or mechanism influences their design
§ Forces acting on structures and mechanisms can be identified, measured and countered
§ Forces that result from natural phenomena have an effect on society & the environment / Grade 6
Flight
§ Flight occurs when the characteristics of structures take advantage of certain properties of air
§ Air has many properties that can be used for flight and for other purposes
Grade 7
Form & Function
§ Structures have a purpose
§ The form of a structure is dependent on its function
§ The interaction between structures and forces is possible / Grade 8
Systems in Action
§ Systems are designed to accomplish tasks
§ All systems include an input and an output
§ Systems are designed to optimize human and natural resources
Enduring understandings form the basis of what students should already know (prior knowledge).