Object, Object, Who’s Got the Object

Overview:

The students and teacher will go on a walk through the schoolyard/neighbourhood doing a litter collection/clean-up. They will use the items collected to begin a discussion about objects, the different materials that they are made of, and why they are made of those particular materials. These items can be sorted into garbage, recycling, and compost, discussing reasons for the choices and why it is important to use the 3 Rs (Reduce, Reuse, and Recycle) in everyday life. An investigation of object characteristics and material properties will result from this shared experience. After gaining knowledge of different objects, materials, and joining methods, students will be asked to design and build a structure using appropriate material and joining choices.

Grade Level: 1

Strand and Topic: Understanding Structures and Mechanisms: Materials, Objects, and Everyday Structures

Inquiry Focus:

What are objects? What are objects made from? What are materials?Why are certain materials best for making certain objects?What is the best way to fasten (join) certain materials together in order to make certain objects?How can the students use this knowledge to make informed choices when designing and building an object (structure) that meets a specific purpose?

Big Ideas:

Objects have observable characteristics and are made from materials. Materials have specific properties. An object is held together by its structure. The materials and structure of an object determine its purpose. Humans make choices related to their use of objects and materials that have a direct

effect on the environment.

Overall Expectations:

Science and Technology

1. Assess the impact on people and the environment of objects and structures and the materials used in them;

2. Investigate structures that are built for a specific purpose to see how their design and materials suit the purpose;

3. Demonstrate an understanding that objects and structures have observable characteristics and are made from materials with specific properties that determine how they are used.

Language: Oral Communication

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Language: Reading

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

Language: Writing

1. generate, gather, and organize ideas and information to write for an intended purpose and audience

Language: Media Literacy

1. demonstrate an understanding of a variety of media texts

Mathematics

- collect and organize categorical primary data and display the data using concrete graphs and pictographs, without regard to the order of labels on the horizontal axis

The Arts: Visual Arts

D1. apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings

Specific Expectations:

Science and Technology

1.1 identify the kinds of waste produced in the classroom, and plan and carry out a classroom course of action for minimizing waste, explaining why each action is important

2.1 follow established safety procedures during science and technology investigations 2.2 investigate characteristics of various objects and structures, using their senses 2.3 investigate, through experimentation, the properties of various materials 2.4 use technological problem-solving skills and knowledge acquired from previous

investigations, to design, build, and test a structure for a specific purpose 2.5 use appropriate science and technology vocabulary including in oral and written

communication

2.6 use a variety of forms to communicate with different audiences and for a variety of purposes

3.1 describe objects as things that are made of one or more materials 3.2 describe structures as supporting frameworks 3.3 describe materials as the substances from which something is made 3.4 describe the function/purpose of the observable characteristics of various objects

and structures, using information gathered through their senses 3.5 identify the materials that make up objects and structures 3.6 distinguish between objects (including structures) and materials found in nature and

those made by humans) 3.7 describe the properties of materials that enable the objects and structures made

from them to perform their intended function 3.8 list different kinds of fasteners and describe the uses of each 3.9 identify the sources in nature of some common materials that are used in making

structures

Language: Oral Communication

2.1 identify a few purposes for speaking 2.2 demonstrate an understanding of appropriate speaking behaviour in a few different

situations, including paired sharing and small and large group 2.3 communicate ideas and information orally in a clear, coherent manner 2.4 choose appropriate words to communicate their meaning accurately and engage

the interest of their audience 2.7 use one or more appropriate visual aids to support or enhance oral presentations

Language: Reading

1.1 read a few different types of literary texts, graphic texts, and informational texts 1.2 identify a few different purposes for reading and choose reading materials

appropriate for those 1.3 identify a few reading comprehension strategies and use them before, during, and

after reading to understand texts, initially with support and direction 1.4 demonstrate understanding of a text by retelling the story or restating information

from the text, including the main idea 1.6 extend understanding of texts by connecting the ideas in them to their own

knowledge and experience, to other familiar texts, and to the world around them

Language: Writing

1.1 identify the topic, purpose, audience, and form for writing, initially with support and direction

1.2 generate ideas about a potential topic, using a variety of strategies and resources 1.3 gather information to support ideas for writing in a variety of ways and/or from a

variety of sources

1.5 identify and order main ideas and supporting details, initially with support and direction, using simple graphic organizers and simple organizational patterns

1.6 determine, after consultation with the teacher and peers, whether the ideas and information they have gathered are suitable for the purpose

2.1 write short texts using a few simple forms

Language: Media Literacy

1.1 identify the purpose and intended audience of some simple media texts

Mathematics

- demonstrate an ability to organize objects into categories by sorting and classifying objects using one attribute (e.g., colour, size), and by describing informal sorting experiences (page 40)

The Arts: Visual Arts

D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by personal experiences

D1.2 demonstrate an understanding of composition, using principles of design to create narrative art works or art works on a theme or topic

D1.3 use elements of design in art works to communicate ideas, messages, and personal understandings

D1.4 use a variety of materials, tools, and techniques to respond to design challenges

Key Concepts:

Objects, materials, properties, build, fastened, re-use, reduce, and recycled

Prior Skill Sets:

Students will need to use:

- respectful listening and speaking skills during the knowledge building circle discussions;- observation skills, recording skills, and sorting skills during the exploration and

investigation of objects and materials; - cutting/fastening skills during the hands-on activities in order to be successfully engaged

in this inquiry.

Prior Knowledge:

Science and Technology

1.1 identify the kinds of waste produced in the classroom, and plan and carry out a classroom course of action for minimizing waste, explaining why each action is important

2.3 investigate, through experimentation, the properties of various materials

Materials and Equipment:

gloves glue tape paper clips brass fasteners construction paper paper cups craft sticks reusable materials scissors fasteners Non-fiction storybooks on objects and materials; multi-media resources; computer

access

Related Background Resources and/or Links:

Science and Technology Resources:

STAO “Connecting to the Natural World” (ideas for taking students outside; general ideas even though it is Junior) http://stao.ca/cms/gr-4-5-6-environmental-ed/1062-general-overview

Choose to ReuseLisa BullardMillbrook Press, c2012ISBN 9780761361046

How to Help the EarthTish RabeISBN 9780375869778

Nature CraftsRuth OwenPowerKids Press, 2014ISBN 9781477712856

Waste: Refuse, Misuse, and ReuseMelanie OstopowichRaintree, c2004

ISBN 0739869965

http://www.learningscience.org/psc1apropofmaterials.htm

http://www.linktolearning.com/grade1science.htm

https://www.youtube.com/watch?v=xOKr462HLc0

Indigenous Resources:

For Print Resources:First Nations owned bookstore and publishing house that offers a variety of authentic resources www.goodminds.com

Aboriginal Perspectives: The Teacher’s Toolkit:The toolkit was developed by the Ontario Ministry of Education to support elementary teachers in integrating First Nation, Metis, and Inuit histories, cultures, and perspectives. Available at:www.edu.gov.on.ca/eng/aboriginal/ toolkit.html and www.goodminds.com

Additional Resources:www.edu.gov.on.ca/eng/aboriginallibrary.queensu.ca/webedu/grad/aboriginal.pdfwww.nwmo.ca/aboriginaltraditionalknowledgeAboriginal science and technology society - www.casts.caAssembly of First Nations - www.afn.caHolistic learning modules- www.ccl-cca.ca/CCL/AboutCCL/KnowledgeCentres/AboriginalLearning/index.html

Safety:

Teachers need to follow the safety procedures referenced in the STAO Elementary Safety resource (http://stao.ca/res2/unifElemSafety/):

general safety, pages 7-9, 21, 25-33, 35-40 materials safety, pages 62-64 designing, building, and testing constructions safety, pages 73-76 equipment safety, pages 77-78 nature study safety, pages 96-97

Teachers need to follow established school and board safety procedures in order that all activities are conducted in a safe manner.

Students should be able to use safe practices to ensure their personal safety and that of others in a variety of situations.

Teachers/students need to follow established safety procedures for the use and disposal of gloves for litter picking and sorting.

Students need to follow established safety procedures in the use of scissors and fastening materials when completing activities and building the project.

Students need to follow established procedures for maintaining a well-organized work space.

Instructional Planning and Delivery:

The time required to complete this inquiry will depend upon student background, student skill sets, level of student interest, and any additional time necessary for the completion of student work. Estimated time of inquiry completion is approximately twelve instructional periods.

Engage (I SEE)

This stage is designed to create student interest and curiosity, and enables teachers to begin to assess prior knowledge of the students. This is a teacher-led activity to engage students and provide a shared experience from which to draw on later in the inquiry process. See Resource list for general ideas about taking students outside. Suggested timeline is approximately one instructional period.

Take the students outside to participate in a schoolyard or community clean-up. The story, How to Help the Earth by Tish Rabe, or another earth-friendly story, could be read prior to this excursion. The students should wear gloves to pick up litter and then put it into bags for later sorting and discussion. During this activity, students may have comments and questions about what they are doing. Record these for later reference on a chart, camera or iPad. Take advantage of any teachable moments to discuss related topics, such as why and how the litter got where it is, and why the students are participating in this type of activity (taking care of the earth). If needed, the objects already in the classroom garbage, recycling bin, and compost bin may be used to augment the collected litter or may be used in place of an outside clean-up activity.

Questioning (I WONDER)

The traditional storytelling/talking circle/knowledge building circle includes the concept of “group talk” where formal and informal conversation (think/pair/share, brainstorming, jigsaw, etc.) takes place. This includes the sharing of information in a safe manner with agreed upon rules of respect and responsibility (which are posted nearby). A “talking stone” is used to signify the speaker and is then passed around the circle from student to student. The circle is complete when all have had a chance to speak and be heard respectfully (can set a time limit but must have opportunity to resume); all are sincerely thanked for their respectful participation. Use of kinesthetic activities to confirm understanding of information shared (clap, look at a friend and smile, okay symbol, thumbs up, etc.) is included. This begins as a teacher-led circle until the students are familiar with the process. Then the students are able to take a more active role in which teacher and students co-lead, eventually leading to the stage when students are able to initiate the discussion and information sharing with independence.

In a knowledge building circle (inside the classroom or outside), the students are asked open-ended questions to inspire their own questions for further inquiry. This is also the time to reference the comments and questions given during the clean-up activity and build them into the discussion. This is a safe place to allow students to gradually take more initiative in the inquiry process as teachers are able to gauge when students are ready to move from more teacher-directed instruction to teacher-student co-led inquiry, and eventually to student-initiated inquiry. Books, such as Choose to Reuse by Lisa Bullard or Waste: Refuse, Misuse, Reuse by Melanie Ostopowich, could be read before, during, or after this discussion. Suggested timeline is approximately one instructional period.

Teacher-led Student-led

What do you notice about the litter we have picked up?

Why do you think the candy container is made out of plastic? How do companies decide what material to make these containers out of?

How can we sort these objects?

Where should these objects go now? How will we find out which bin to put these objects into – the garbage, the recycling bin, or the compost bin?

How can we try to keep the amount going into the garbage to a minimum?

Possible questions may include the following:

Why should we pick up the garbage?

Why do people throw their garbage outside instead of in a garbage can?

Why is there a lot of garbage found near the fence?

What would happen to all of this garbage if we did not pick it up?

Where should we put the garbage now?

Explore / Inquiry activity (I DO)

Objects versus Materials:

During a knowledge building circle, make a T-chart using teacher-led questions about the collected objects. On the left side of the T-chart and with student input, write down the objects collected during the clean-up activity. On the right side of the T-chart, ask the students what - the object on the left is made of; record this information for each object. When done, ask the students what word would best describe the words on the left side of the chart, leading them to the word ‘objects’. Do the same for the words on the right side of the chart, leading them to the word ‘materials’. Discussion may include why some objects are made out of the same material but have different purposes, why some objects are made out of different materials but have the same purpose, why some objects are made out of more than one material, etc. Suggested timeline is approximately one instructional period.

Assess Prior Knowledge: Have students record what they know about objects and materials, either in words or pictures or a combination in a learning log, storyboard, or oral presentation (recorded on iPad). This will provide an initial assessment of where individual students are in their understanding of objects and materials, and will allow the teacher to plan next steps to support their students’ learning.

Object/Material Exploration:

Teacher encourages students to direct their own further exploration of objects and materials by providing opportunities in which the students are asked to gather a variety of objects from the classroom (ensure that there are examples of items from other cultures) that can then be explored, sorted, and organized in different ways (size, shape, nature of material, number of materials used, purpose, etc.). Worksheet # 1 could be used to record the student sorting activity.

During this activity, anecdotal observations can be made about the students’ understanding of objects and materials and how they are related to one another. Ask questions and encourage student questions about why objects are made out of particular materials (Why are blocks made out of plastic/wood and not glass?) or why objects are made out of more than one material and why students sorted the way they did. Similarly, provide examples of objects that are made out of different materials (i.e.: cups made from plastic, china, and wood) for students to explore and discuss why manufacturers are able to make objects from certain materials but not others. Consolidate student ideas and findings during a knowledge building circle, recording further questions as they arise. Suggested timeline is approximately one instructional period.

Explain: Ask students to record what they now know about objects and materials in order to do a gap analysis of their understanding and give further instruction if/where needed. Students could record their findings in a journal, picture, audio/video recording on iPad or other electronic device, or in a manner of their choosing.

Fastening Materials Together:

Display a collection of fasteners (glue stick, liquid glue, clear tape, masking tape, paper clip, brass fastener, etc.). Encourage students to ask questions about what they see in order to help them take more responsibility in the inquiry process. If needed, help the students by asking questions, such as:

What do you notice about these objects? How are they the same/different? How can we find out which one is better?

Help the students design a means of testing each fastener using a fair test in which only one variable is changed (i.e.: the fastener). All fasteners are then pulled apart in the same manner to test their strength. The students should predict what they think will happen then test each fastener using the agreed upon method. Their findings are recorded with pictures, words, or a combination (Worksheet #2 could be used). During a knowledge building circle, discuss the student findings, explanations that they have for what happened, and whether their predictions were correct. Why? If not, why? Discuss any further questions they may have.

Different groups of students may then use different materials to test the fasteners. Hopefully, the students have this as one of their questions or the teacher can lead them to this by asking, ‘what do you think might happen if we use different materials with the same fastener?’, thus giving more information as to which fastener works better for which material. Encourage students to come up with their own investigations of objects, materials, and fasteners to assist them in taking ownership of the inquiry process. Consolidate the students’ findings, observations, explanations, and questions during a knowledge building circle. Suggested timeline is approximately two instructional periods.

Explain: Ask students to record what they found out about fasteners using pictures, words, or a combination in a learning log, performance (recorded on iPad), storytelling, etc.

Consolidation Activity:

In order to show their learning, students can create a short book that uses the following format with accompanying pictures (Worksheet #3 could be used as a template):

A ____________ is made out of _____________ because____________________ but a ____________ is not made out of___________ because_____________________.

Sample response:

A book is made out of paper because it is easy to write on but a book is not made out of glass because it is not easy to write on and it would break.

These books can then be shared with the class during a knowledge building circle where students and teacher can ask questions about their choices. This is a good opportunity to make anecdotal observations. Suggested timeline is approximately two instructional periods.

This will provide insight into student thinking and their understanding of the concepts of objects and the materials of which they are made.

Dependent upon student interest and ability to take initiative in the inquiry process, this could be extended to include a research project. Those students needing more teacher direction could do a project based on a teacher-initiated topic, such as the ease of finding the material needed for that object as well as reduce, reuse, and recycle considerations and opportunities, resulting in pictorial, written, or oral reports. Students more capable of taking initiative would research a

project of their own choosing and present it to the class via a self-selected strategy (performance, storytelling, storyboard, etc.). A field trip to a local newspaper or recycling facility would be informative for students.

Students may have questions that will lead to further research or experimentation that will be valuable in supplementing their understanding of objects and materials. Allow students the opportunity to explore further using their own ideas with teacher guidance as needed.

Students will need access to written materials, multi-media, and/or computers in order to do further research into the questions that they are wondering about. See Resource list.

Extension:

Students may want to create a sculpture using a variety of reusable materials and fasteners that they can then share with their peers.

Students may want to create 3R posters to encourage classmates and others in the school to do their part for the environment by reducing waste and using the recycling and compost bins appropriately.

Extend / Redesign:

Students are asked to design and build an object that can be used in their classroom for a specific purpose (i.e.: a pencil holder, a desk organizer, quill box, drum, etc.) using their knowledge of appropriate materials and fasteners. In order to ensure student-initiated project ideas, a student-led brainstorming session could be done during a knowledge building circle in order to get student-generated suggestions for objects. These ideas should be recorded by the students on chart paper or the blackboard/whiteboard. Students can then make their own selection from this list. The book, Nature Crafts by Ruth Owen, may help students with brainstorming ideas for this activity. Suggested timeline is approximately three to four instructional periods.

Success criteria need to be recorded during a class brainstorming session so that students know what is expected of them and what they need to do in order to achieve success. The success criteria should be posted and referred to often during the design-and-build process.

This could include the following:

Design Criteria: Object must: be made of more than one material be made of some re-used material (i.e.: from the recycling bin) be fastened using at least one of the fasteners explored in class perform the task for which it is designed (i.e.: hold pencils, etc.) be aesthetically pleasing (well-built and pleasing to look at)

Students need to have access to materials and fasteners in order to build their objects. They can help brainstorm a list of materials and fasteners that are available to be used in the construction process. This project may be completed in partners if some students have difficulty manipulating the materials and objects required for its completion.

Students need time to devise a plan (a labeled diagram or computer-assisted diagram will suffice) before beginning to build their chosen object. This plan may change during the building process but that is all part of the technological problem process (plan, test, revise, test, revise…). A final labeled diagram is one way to record this process of problem solving; an oral explanation of the changes and the reasons behind the changes would provide valuable information about student thought processes. Worksheet #4 could be used to record this planning process.

Once completed, the object can be shared with classmates and teacher in an oral, written, or visual presentation giving reasons behind material and fastener choices, a self-assessment of whether the object performs well, and what the student would change if they were able to build it again.

Indigenous Connections:

In order to be respectful of First Nations, Metis, and Inuit, this inquiry has used the holistic wheel as a guide to assist in planning knowledge building circles (storytelling circles), mini-lessons, hands-on activities that have real-world connections and assessment strategies that have been successful for students.

An outline of the holistic wheel follows:

Holistic Wheel:

Using the holistic wheel with all students when planning lessons will engage students through the following means:

Spiritual: holistic approaches that incorporate cultural concepts, resources, and/or artifacts

Physical: interactive and collaborative activities; visual and hands-on

Emotional: humour; storytelling and group talk (knowledge building circles); reflective

Intellectual: mini-lessons, procedures and routines, assessment tools; life-long learning; real-world connections

For further information, please use the resources cited in this unit.

Evaluate (I REMEMBER):

Throughout the Instructional Planning and Delivery process, there are multiple opportunities for teachers to assess learning. Teachers should use the “knowledge building circle” discussions, questions, and information sharing in the assessment for learning as students grasp the

knowledge that they are exploring, through anecdotal observations, questions and answers, teacher-student conferences with timely oral feedback, learning logs, labeled pictures, etc.

Teachers should use the “Explain” activities to assist in the assessment as student learning in the varied and differentiated ways given (creative journals, performances, songs, storyboards, presentations, visual arts, etc.) that will allow different learning styles to be successful.

The “Consolidation” and “Extend” activities can be used by teachers to assist in the assessment of student learning when students are able to use the knowledge that they have gained throughout the inquiry process in an applied, hands-on manner with real-life connections.

The success criteria could become the basis of a co-created rubric that would be used to evaluate the project (see example below).

Evaluation of this activity should include anecdotal observations of the design-and-build process, evaluation of how well the student was able to achieve the components of the success criteria, as well as a self-evaluation of how well the student felt the project fulfilled the design criteria set out at the beginning of the build and what the student would do differently if able to do the project again. Additional anecdotal observations of the experimental process should also be noted. Checklists, oral questions/answers, learning journals, student-teacher conferences, and teacher or self-selected presentations could also be used to assist in evaluating student learning based upon the focus of the activity.

Sample rubric based on design project success criteria:

Success Criteria Level 1 Level 2 Level 3 Level 4Structure uses more than one

Structure uses only one

Structure uses only one

Structure uses two recycled

Structure uses more than two

recycled material

material, not recycled

recycled material

materials recycled materials innovatively

Structure uses at least one fastener explored in class effectively

Structure uses one fastener with little effectiveness

Structure uses one fastener with some effectiveness

Structure uses one fastener with effectiveness

Structure uses more than one fastener effectively and creatively

Structure performs the task for which it was designed

Structure performs the task with little success

Structure performs the task with some success

Structure performs the task successfully

Structure performs more than one task successfully

Structure is aesthetically pleasing (well-built/looks good)

Structure shows little attention to detail

Structure shows some attention to detail

Structure shows attention to detail

Structure well thought out, extra detail

Student followed all safety procedures during the building process

Student needed reminders to use safety procedures

Student needed some reminders to use safety procedures

Student used safety procedures independently

Student used safety procedures independently and could effectively explain each rule

Student could explain why he/she used the chosen materials for the structure effectively

Student offered little explanation as to why he/she used the chosen materials for the structure

Student offered some explanation as to why he/she used the chosen materials for the structure

Student was able to explain why he/she used the chosen materials for the structure

Student was able to explain with detail and insight why he/she used the chosen materials for the structure

A Checklist may be used to indicate that the student has achieved the learning goal indicated. A checkmark indicates success.

Learning Goal Criteria:Knows what a fastener isIdentifies different types of fasteners

Describes what specific fasteners can be used for

A Checkbric can be used to indicate the level of student achievement for the learning goals indicated.

Learning Goal Criteria: 1Basic

2Moderate

3Considerable

4Thorough

Knows what an object isKnows what a material isUnderstands that specific objects are made out of specific materials for a reason

Worksheet #1: Object Sorting

Objects grouped together because _______________________________________.

Worksheet # 2: Fastening Materials

Objects grouped together because _______________________________________.

Objects grouped together because _______________________________________.

Objects grouped together because _______________________________________.

Objects grouped together because _______________________________________.

Fastener #1: ____________________________________________________________________

Material being fastened: __________________________________________________________

Prediction (what do you think will happen?): ____________________________________________________________________________________________________________________________________________________________

What happened when tested? ____________________________________________________________________________________________________________________________________________________________

Fastener #2: ____________________________________________________________________

Material being fastened: __________________________________________________________

Prediction (what do you think will happen?): ____________________________________________________________________________________________________________________________________________________________

What happened when tested? ____________________________________________________________________________________________________________________________________________________________

Fastener #3: ____________________________________________________________________

Material being fastened: __________________________________________________________

Prediction (what do you think will happen?): ____________________________________________________________________________________________________________________________________________________________

What happened when tested? ____________________________________________________________________________________________________________________________________________________________

Worksheet # 3:

A ____________ is made out of _____________ because____________________ but a ____________ is not made out of___________ because_____________________.

A ____________ is made out of _____________ because____________________ but a ____________ is not made out of___________ because_____________________.

A ____________ is made out of _____________ because____________________ but a ____________ is not made out of___________ because_____________________.

Worksheet #4: Planning Template

1. Draw a labeled picture of how you want to build your project.

2. Draw a labeled picture of your finished project.

3. What changes did you make to your project? Why did you make these changes?