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Technology and Science Challenge Activity for Developing Competencies

Engage students in a sequence of events to enhance competencies in searching for solutions, using knowledge, and communicating in science and technology. Students form teams to complete an electrical challenge and an assembly task, creating written instruction guides with technical vocabulary. Evaluation and collaboration promote communication skills and critical thinking. The activity aims to improve accuracy, terminology use, and understanding of technological concepts.

sybill-velasquez
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Technology and Science Challenge Activity for Developing Competencies

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  1. La tech-mot, ça me parle !

  2. PRESENTATION • Competency • The sequence of events • Evaluation • Difficulties • Educational goals and competencies • Essential knowledge • Scope statement • Concepts • Materials

  3. COMPETENCY • COMPETENCY 1 : Search answers/solutions for scientific or technological problems • COMPETENCY 2 : Use his scientific and technological knowledge • COMPETENCY 3 : Communicate by the language used in science and technology

  4. SEQUENCE • Divide the class into two groups (A and B). • Every group will form teams of 3 or 4 students (A1, A2, B1, B2, etc.).. • The A group will perform a basic electrical challenge. • The B group will perform a simple assembly: building of a car.

  5. SEQUENCE • They have to produce an instruction guide in only written format (no sketch). • Using the appropriate words chosen from a list

  6. VOCABULARIES • Examples of words

  7. SEQUENCE • Later, they exchange their instruction guide with a team of the other group.

  8. SEQUENCE • The team accepting an instruction guide must be capable of accomplishing the related assembly • If the team needs help during the assembly task, it can use exclusively written communication not oral!

  9. SEQUENCE • Teams accomplish assembly and produce a guide using schematic and containing only technological vocabulary, exclusively using written communication. • Attention, in the instruction guide made of schematic no text (sentences) is allowed.

  10. EXAMPLE

  11. EXAMPLE

  12. EVALUATION • After the evaluation, the teams work together to combine the written and the schematic guides. • It allows to accomplish a simple and understandable guide • Develop competency 3: compare their data /processes with others (PFEQ p.281).

  13. EVALUATION • This learning activity must be completed in the beginning of the school year . • Students are aware of the importance of good communication

  14. EVALUATION • Team (A) will have the opportunity to share information with team (B) to create a simple/clear guide final. • This allows to gain knowledge through interaction with others, to structure his comments, to make explanations, or formulate and transmit the results(PFEQ p.280).

  15. DIFFICULTIES • Difficulties appear while preparing the guide text instructions. • They often skip details that seem easy or obvious to them. • Accuracy is an important factor, often neglected. • In addition, the use of appropriate terms is not obvious

  16. EDUCATIONAL GOALS • Allow students to develop a critical thinking and a good working method. • This scenario can lead them to react constructively to criticism and comments of others • Allows to develop the knowledge of a terminology and a specialized symbolism.

  17. COMPETENCY • Competency 3  : Communicate with the aid of languages used in sciences and technology. (PFEQ p.281) • Produce a written communication tool or schematized … the choice of terms and the use of technological symbols is important.

  18. ESSENTIAL KNOWLEDGE • Essential knowledges are related to the technological world: • Students learn to integrate technology into their daily activities. • General Concepts are engineering and technological systems.

  19. SCOPE STATEMENT • The Learning activity consists of a scope of statement (PFEQ p.288) • They must achieve a construction sheme (PFEQ p.288) and provide the steps to follow in order to finish the task. • In addition, they should understand the technical terms related to specific materials (QEP p.288) and components.

  20. CONCEPTS • General concepts related to engineering  : - Scope of statement - Construction scheme - material

  21. CONCEPTS • General concepts related to the technological systems: - basic mechanical functions (displacement of the car) - elements of a system (technological terms) - system and total function (electrical circuit)

  22. EXAMPLE 1: A Home with a Electrical Power challenge • MaterialsA set of LEGO blocks (Hint: Special Edition LEGO, Better building more fun, 4 years and over, number 6092) ; The whole contains blocks necessary to build a house, doors and windows (optional, since it can leave holes in the building to represent them). A power source Two alligator clamps A small bulb A switch ….

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