Download - La tech-mot, ça me parle !
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La tech-mot, ça me parle !
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PRESENTATION
• Competency• The sequence of events• Evaluation• Difficulties• Educational goals and competencies• Essential knowledge• Scope statement• Concepts• Materials
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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
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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.
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SEQUENCE
• They have to produce an instruction guide in only written format (no sketch).
– Using the appropriate words chosen from a list
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VOCABULARIES
• Examples of words
Lamp Electric circuit
Series circuit Open circuit
Source Parallel Circuit
Switch Alligator clip
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SEQUENCE
• Later, they exchange their instruction guide with a team of the other group.
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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!
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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.
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EXAMPLE
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EXAMPLE
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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).
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EVALUATION
• This learning activity must be completed in the beginning of the school year . – Students are aware of the importance of good
communication
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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).
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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
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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.
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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.
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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.
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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.
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CONCEPTS
• General concepts related to engineering :
- Scope of statement
- Construction scheme
- material
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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)
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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 ….