Shaping Structures for Sustainability

Overview:

In this inquiry activity, students will explore structures around their environment and pose questions related to form and function. They will use the technological problem-solving process to design and build a workable structure to investigate form and function concepts. They will relate their findings to established scientific facts and produce a scaled model of a structure, or the structure itself.

Grade Level: 7

Strand and Topic: Understanding Structures and Mechanisms: Form and Function

Inquiry Focus:

How can you use the technological design process to design, build, and improve upon a structure, taking into consideration various factors, such as form, function and environmental impact?

The time required depends on students’ background knowledge, skills set, level of interest, and any additional time required for completion of student work.

Big Ideas:

Structures have a purpose. The form of a structure is dependent on its function. The interaction between structures and forces is predictable.

Overall Expectations:

Science and Technology

1. analyse personal, social, economic, and environmental factors that need to be considered in designing and building structures and devices;

2. design and construct a variety of structures, and investigate the relationship between the design and function of these structures and the forces that act on them;

3. demonstrate an understanding of the relationship between structural forms and the forces that act on and within them.

Specific Expectations:

Science and Technology

1.1 evaluate the importance for individuals, society, the economy, and the environment of factors that should be considered in designing and building structures and devices to meet specific needs

1.2 evaluate the impact of ergonomic design on the safety and efficiency of workplaces, tools, and everyday objects

2.1 follow established safety procedures for using tools and handling materials 2.2 design, construct, and use physical models to investigate the effects of various forces on

structures 2.3 investigate the factors that determine the ability of a structure to support a load 2.4 use technological problem-solving skills to determine the most efficient way for a structure

to support a given load 3.1 classify structures as solid structures, frame structures, or shell structures 3.2 describe ways in which the centre of gravity of a structure affects the structure’s stability 3.6 identify and describe factors that can cause a structure to fail 3.7 identify the factors that determine the suitability of materials for use in manufacturing a

product

Language: Oral Communication

1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups

1.9 identify a wide variety of presentation strategies used in oral texts and evaluate their effectiveness

2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience

2.3 communicate orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the intended audience

2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning accurately and engage the interest of their intended audience

Language: Writing

1.1 identify the topic, purpose, and audience for more complex writing forms

1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources

1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a multi-paragraph piece of writing, using a variety of strategies

1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more research if necessary

2.1 write complex texts of different lengths using a wide range of forms 2.3 regularly use vivid and/or figurative language and innovative expressions in their writing 3.1 spell familiar words correctly 3.3 confirm spellings and word meanings or word choice using a variety of resources appropriate

for the purpose

Mathematics: Number Sense and Numeration

- solve multi-step problems arising from real-life contexts and involving whole numbers and decimals, using a variety of tools

- use estimation when solving problems involving operations with whole numbers, decimals, and percents, to help judge the reasonableness of a solution

- research and report on real-life applications of area measurements

Key Concepts: Structure and function, energy and force, elements of design and ergonomics, environmental stewardship

Prior Skill Sets:

Students should be able to:

use the Technological-Design Process:o “Critical aspects of technological problem-solving are: careful planning; purposeful

selection of tools and materials; testing, retesting, and modifications of a product or process; communicating about the solution; and recommending of changes or improvements.” (Ontario Science and Technology curriculum document, 2007, p. 17)

use tools safely and competently ask questions that demonstrate curiosity about what was observed look for and select information that relates to the exploration from various sources acknowledge and use sources of information appropriately propose an answer to the inquiry and describe steps to take to answer questions recount the steps taken and share the results of the investigation in a variety of ways

Prior Knowledge:

Understanding Structures and Mechanisms

Grade 1

3.1 describe objects as things that are made of one or more materials 3.2 describe structures as supporting frameworks 3.5 identify the materials that make up objects and structures 3.6 distinguish between objects 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

Grade 3

3.1 define a structure as a supporting framework, with a definite size, shape, and purpose that holds a load

3.2 identify structures in the natural environment and in the built environment 3.3 identify the strength of a structure as its ability to support a load 3.4 identify the stability of a structure as its ability to maintain balance and stay fixed in one spot 3.5 identify properties of materials that need to be considered when building structures 3.6 describe ways in which the strength of different materials can be altered 3.7 describe ways to improve a structure’s strength and stability 3.8 explain how strength and stability enable a structure to perform a specific function 3.9 describe ways in which different forces can affect the shape, balance, or position of

structures 3.10 identify the role of struts and ties in structures under load

Grade 5

3.1 identify internal forces acting on a structure, and describe their effects on the structure 3.2 identify external forces acting on a structure

Materials and Equipment:

laptops, iPads, or other photographic devices (or images from magazines and books) weights for experimentation balsa wood, dowels, cardboard, newspaper, and other materials for building hot glue, carpenter's glue, duct tape, masking tape, glue stick, and other adhesives fallen branches/sticks tools - hand and/or machine

Safety:

Refer to your specific board guidelines and the STAO Safety in Elementary Science and Technology: A Reference Guide for Elementary School Educators (2014) (http://stao.ca/res2/unifElemSafety/ ) for the following issues:

● follow and review established safety procedures● use of personal protective equipment (PPE) (p.35-36)● follow established safety procedures for using tools and handling materials (pp. 62- 95) ● investigating forces and motion (p.70-72)● designing, building, and testing constructions (p.73-76)

Instructional Planning and Delivery:

Engage -> Explore -> Explain -> Extend -> Evaluate

Type Structured or Directed

Guided Coupled Open or Full

Participant Teacher Initiated and Performed

Teacher Initiated, Students Performed

Teacher Initiated Student Initiated

Path to Inquiry

Accommodations and Modifications

Teacher Tip: This inquiry activity lends itself to allowing a wide range of learners to access the curriculum in a variety of ways. Nevertheless, the teacher should recognise that students can have a wide variation of abilities and should ensure that instruction is tailored according to individual needs and preferences. Within this document, there are several different entry points for students along the inquiry process. Teachers can choose to do one of the options (guided, coupled, open) with the entire class or choose to do different options with groups of students depending on student ability.

Engage (I SEE)

Activity 1

Teacher Directed Student Directed

Conduct a (photographic) survey of various structures found around the school. How can the structures be classified?

Teacher Tip: Include indigenous structures found in FNMI art, folklore, cultural activities, hunting, etc.

In groups, have students classify and sort their structures, first with their own classification system. The teacher can build vocabulary by developing a word wall, glossary, or journal entries that cover the appropriate terms, e.g., solid, frame, or shell structures. Students can then revisit the classification of the structures.

Activity 2

What is the design process and life of structures we use? Before and after viewing the video, engage students in naming the steps in the life of structures they use and have photographed. How far back and how far forward can we go from design and extraction to recycling and landfills? What are the careers involved in each step?Video, The Story of Stuff https://www.youtube.com/watch?v=9GorqroigqM

Teacher tip: The class can also explore and contrast the views presented in the video and the indigenous perspective of the circle and cycle of life.

Teachers can engage students while watching the video to record the steps of the life of structures that they photographed compared to what they saw in the video or use a KWL chart to record ideas while watching.

A graphic organizer with the graphics from the video (see below) can also be given to students on which they may write their note.

Video, The Story of Stuff https://www.youtube.com/watch?v=9GorqroigqM (From minute 1:00)

Video, The Story of Stuff https://www.youtube.com/watch?v=9GorqroigqM (from minute 20:27)

Questioning (I WONDER)

Questions that may have come up through the sorting of the structure pictures or after watching The Story of Stuff video can be noted and used as a basis for further inquiry; for example, careers that may interest students; or the different impact of choices of materials. Through a knowledge building circle (KB - http://learnteachlead.ca/projects/knowledge-building/), or an online forum, class-wiki, collaborative website, on chart paper, the questions noted are answered collaboratively and revisited as the unit progresses.

Examples of questions:

Teacher-led Student-led

What factors need to be considered when designing this structure?

What structures do we use at school, at home, in the city?

What are the materials that certain structures are made of? Why?

Why does the structure look the way it does?

What makes a structure fail?

What needs to be considered to make a structure safe? Useful?

What structures do we need, could we use at school? What can we create?

What was considered ergonomically in this structure?

Why are these structures the way they are?How can we improve on them?How can we make structures sustainable?

What types of materials can structures be made out of that are environmentally friendly?

What is planned obsolescence? And what can we do about it?

What are structures?What kinds of structures are there?Who designed them? Who built them? Where were they built?Why can this structure stand on its own?What purpose do structures have?How long does this _____last?How much load can this hold?How can anyone design a structure?How can you make money from your design?Why is this ____ built this way?What happens... if I change where this part is placed? if I change the amount of materials used?How can my purchase choices make a difference for the environment?What happens to my stuff when I throw it away?

Explore / Inquiry activity: (I DO)

Activity 1: Inquiry Design Activity

The design task is to build (or build a scaled model) of a structure. Students are asked to find a need for their structure (something they think the community or students might need). As part of their design, students should be aware of the internal and external forces that might act upon their structure. Students need to take into consideration these forces when designing and building (e.g., materials, building techniques, strengthening of materials, adhesives) in order for their structure not to fail.

Option 1 (Guided) The teacher sets the scope of the design task (i.e., birdhouses out of fallen sticks). The inquiry can be specific to the function and shape of that type of structure (i.e., types of houses each species prefers and why). Students can research a bird in their neighbourhood and research the preferred dimensions and form of the house. Students can go on a nature hike to collect natural materials, such as fallen sticks, to make their structure. This inquiry can also focus on choice of material with regards to environmental sustainability and durability.

Option 2 (Coupled) The teacher gives a limited range of themed structures that can be built and explored (i.e., wooden garden structures: benches, flower boxes, arches, or technology accessories: multiple iPad charging station, laptop cooling stand, tablet desk stand). The inquiry can be about the function and shape, and also other criteria for success, like building techniques, cost, durability, sustainability.

Option 3 (Open) Students are given free range of building a structure needed within the school. The inquiry can be about function, design, costs, aesthetics, sustainability, environmental impact, and materials.

Teacher Tip:

“When engaged in technological problem solving, students should be given opportunities to be creative in their thinking, rather than merely to find a prescribed answer.” (Ontario Science and Technology curriculum document, 2007, p. 16) Teachers are encouraged to have students work through a model that follows the Technological Design-Process, like SPICE:

S-Scenario

P- Problem

I- Investigate

C- Construct

E-Evaluate

Students are given a scenario to set the stage for the problem. For this particular activity, consider giving students a force in which they need to build a structure to withstand. Students then conduct some

planning, which can include rough drawings that are similar to isometric drawings. Students should include measurements to determine their usage of materials. Students are also encouraged to write some procedural plans of the steps that they will take to construct their structure from beginning to end. This encourages students to do some pre-planning before cutting and building to prevent unnecessary mistakes.

Through the construct stage, encourage re-design and proper use of tools and techniques of building. In the evaluation stage, students should be testing out their structure and system and revising when needed. Students should be encouraged to test their systems and structures throughout their design process. This can be done in Activity 2 (Experimental Inquiry) using the structures the students built themselves, or with structures provided by the teacher.

Once students are satisfied with their design, it is good practice to have students reflect about their process and final structure.

Teacher Tip: Students new to the Technological-Design process and building, may prefer to work with a partner. Groups of more than two for this project are not recommended due to the project’s scope. Materials should be taken into consideration when deciding individual versus group work.

Activity 2: Experimental Inquiry Activity

Student experimentation is needed as part of the Technological-Design Process. It is imperative that students test their designs and reflect upon any strengths or weaknesses related to them. It is encouraged that students make revisions to their design based upon experimentation and new knowledge that comes from specific experiments.

While it is suggested that students use their own structures for testing, it would also be suitable to have other classroom structures (e.g., stapler, metre stick, pencil case, etc.) for students to use while experimenting.

Teacher Tip: Activity 2 can be inserted in Activity 1 to have students reflect on their design and improve their design at various stages of the building and re-design process.

Option 1. (Guided) Stations are pre-determined ahead of time (see below) and class time is used for students to move through the stations and experiment with structures that are determined by the teacher.

Option 2. (Coupled) Teacher has pre-determined questions (see below) based on stability, shapes, joints, materials, adhesives, and ergonomics. Class time is used to have students design experiments to help test those concepts, potentially using the structures built in Activity 1. Design Inquiry.

Option 3. (Open) From student original designs, the question of improvement and comparison of designs is asked. The teacher then introduces the concept of forces, stability, and structural failure. Students decide which concepts are useful for study, and design experiments to test them.

Examples of experiments:

How does the centre of mass affect the stability of a structure? What shapes are the strongest (e.g., triangles, arches)? What joints the strongest (e.g., dove-tail, butt joint, mitre, gussets, etc.)? What materials are the strongest? What strengthening techniques are used (e.g., corrugation,

laminating)? What types of adhesives are the strongest and the most aesthetically pleasing? What design features are meant to help with ergonomics (e.g., testing various tool handles,

sitting on various chairs)?

Main inquiry question Example of directed experiment(Note: option 2 would use the student-built structures from activity 1)

Additional questions for inquiry and re-design opportunities

How does the centre of mass affect the stability of a structure?

Students use weights to change the centre of mass of a structure (a tower for example) and observe the effect on the stability.

What supports would be needed to keep the structure grounded? What types of forces could act on the structure that could change the centre of mass? How can an engineer plan to counteract that force?

What shapes are the strongest (e.g., triangles, arches)?

Students are provided with materials to build and test various shapes comparing how much weight they can support, e.g., pipe cleaners and straws.

What shapes are used in the structure? Why?Tip: If students do not have a variety of shapes to test, have them build shapes using any leftover material to test.

What joints are the strongest (e.g., dove-tail, butt joint, mitre, gussets, etc.)?

Students can build and test various joints using glue, wood, and/or cardboard material.

Students can compare building techniques with other students and discuss the advantages and disadvantages of the different types of joints.Tip: It is encouraged to have pictures or exemplars of the different types of joints available for students to see and compare. Another hands-on activity could include students building the different types of joints to compare.

What materials are the strongest?

Testing can be done with paper, cardboard, corrugated cardboard by having a strip holding weight across two desks as an example.

What strengthening techniques are used (e.g., corrugation, laminating)?

Students use their structures and explain why they chose the materials used; if they were to

redesign their structure, what changes to the materials would they make? What kinds of techniques do engineers use to strengthen materials? Why would an engineer choose to strengthen a material rather than use another type of material?

What types of adhesives are the strongest and the most aesthetically pleasing?

Testing can be done with white glue, glue stick, scotch tape, masking tape, and duct tape.

Students use their design and discuss what types of adhesives they used to build. Why would one choose one type of adhesive over another? Are structures designed so one can see the adhesive that was used? What kinds of techniques are used so that the use of an adhesive is not a major focal point of the structure?

What design features are meant to help with ergonomics (e.g., testing various tool handles, sitting on various chairs)?

Students can be given the opportunity to examine various examples of products, e.g., a shoe, stool, cooking utensil, etc., to compare which ones are more comfortable and adapted to the user and why.

Tip: if student structures allow for this type of testing, students can test the ease with which the structure can be used. If not, classroom items, such as chairs, scissors, etc., should be used as examples to help answer questions such as: Who is the target audience? What kinds of materials can make this more comfortable to use? What shapes were used to allow ease of use? What features of the human body and its mechanics were taken into consideration? Why do some structures that have the same function look so different?

A similar chart can be used for students:

Main inquiry question OBSERVATIONS(draw what you saw, explain what happened)

CONCLUSION(what can you deduct from your observations?)

How does the centre of mass affect the stability of a structure?

What shapes are the strongest (e.g., triangles, arches)?

What joints are the strongest (e.g., dove-tail, butt joint, mitre, gussets, etc.)?

What materials are the strongest?

What types of adhesives are the strongest and the most aesthetically pleasing?

What design features are meant to help with ergonomics (e.g., testing various tool handles, sitting on various chairs)?

Explain

The experimentation stage of this inquiry should allow for valuable discussion regarding ergonomics and building techniques. Emphasizing the role of the engineer, the idea of internal and external forces should be used to expand upon these points. Students should be able to use their experiences and contributions in classroom discussion to answer any questions from their initial Knowledge Building Circle.

The knowledge can be collaboratively built and consolidated using a knowledge circle, or an online forum, class-wiki, collaborative website, or on chart paper in the classroom. Special attention can be given to different learning styles, as different concepts can be recorded orally and uploaded to a site, video recorded for kinesthetic demonstrations, or drawn by students.

Student Support Resources:

YouTube. (2015). Defining a Problem: Crash Course Kids #18.1. Retrieved 28 July 2015, from: https://www.youtube.com/watch?v=OyTEfLaRn98

YouTube.(2015). Defining Success: Crash Course Kids #18.2. Retrieved 28 July 2015, from: https://www.youtube.com/watch?v=XyFUqFQfl30&index=4&list=PLhz12vamHOnZ4ZDC0dS6C9HRN5Qrm0jHO

(2015). Retrieved 21 August 2015, from: http://mrsbader.com/pdf/science/SPICEModel.pdf

Gordon, J. (1981). Structures, or, Why things don't fall down. New York, N.Y.: Da Capo Press.Ritchie, S., & Swenson, S. (2011). Look at that building! Toronto: Kids Can Press.

Woodworking, P. (2009). Birdhouses You Can Build in a Day. Avon: F+W Media.

YouTube. (2015). BBC Culture Is form and function all there is to design. Retrieved 28 July 2015, from: https://www.youtube.com/watch?v=qwiuuLz5tBo

Related Background Resources and/or Links:

Octe.on.ca. (2015). OCTE. Retrieved 13 July 2015, from: http://octe.on.ca/index.php?id=19

Ontariodirectors.ca. (2015). CODE Health & Safety Project. Retrieved 13 July 2015, from: http://www.ontariodirectors.ca/health_and_safety.html

LearnTeachLead.ca,. (2015). LearnTeachLead.ca - Student Achievement Division Resources - K to 12. Retrieved 13 July 2015, from: http://LearnTeachLead.ca

Woodworking, P. (2009). Birdhouses You Can Build in a Day. Avon: F+W Media.

Extend / Redesign

Re-design

After learning more about the form and function of structures, students revisit their design to see how they can improve upon it.

They may also re-design their structure after testing the stability, strength, and durability. Students should be aware of the forces that would act upon their structure and should be testing accordingly.

Students may seek peer feedback on functionality and ergonomics. Teacher conferencing to review the design process and success criteria can also be useful to students.

Extension possibilities:

- Structure Fair/Dragon’s Den: where students showcase their model structures, looking for funding to build life-size structures for the school

- Online Display- Spring Bird Fest, where the birdhouses are hung outside or donated to a local environmental

stewardship organization

Evaluate (I REMEMBER)

Criteria to look for in assessment pieces:

Consistently With prompts Not yet

Can the student use the vocabulary appropriately?

Does the technological-design process show signs that new knowledge was used to improve on the design?

Can the student justify choices of design for criteria success including sustainability?

Can the student identify the forces acting on the structure?

Possibilities for Assessment As/For/Of Learning:

Assessment As Learning:

Contributions to the Knowledge Building and student-generated questions (wiki, website, or other)

Design lab book with reflections

Assessment For Learning:

● Mini-conferences● Calculations and evolution of design portfolios● Checklist for inquiry/experimentation skills● Quiz on the types of structures● SPICE Design checklist (Scenario, Problem, Investigate, Construct, Evaluate) - this checklist can

be done individually, or during teacher conferencing so students may be re-oriented to the appropriate next steps

Self-evaluation for SPICE Model

1. Were my sketches clear enough for others to understand?

1 2 3 4 5

2. Did I include written suggestions on my rough sketch?

1 2 3 4 5

3. Did my product do what I designed it to do?

1 2 3 4 5

4. If I worked with others, how well did I cooperate?

1 2 3 4 5

5. If I worked with others, how would I rate my contribution to the product?

1 2 3 4 5

(5= My best effort; 3 = Medium; 1 = Poor effort)

Assessment Of Learning:

● Rubric/Success Criteria checklist for assessment of the finished product● Visual communication piece, e.g., a poster to promote their product, online ad● Tools and equipment rubric (see below)

Science and Technology Performance Task – Grade / Division K-8

CRITERIA Performance Indicators

Level 1 Level 2 Level 3 Level 4

Design Process plan Develops a plan with limited clarity and a few steps

Develops a workable plan with some clarity and some steps

Develops a clear workable plan including steps in a logical sequence

Develops a workable plan and modifies the plan as necessary

Design Process use of materials

Uses tools, equipment, and materials with limited regard to safety

Uses tools, equipment, and materials with some regard to safety

Uses tools, equipment, and materials safely

Uses tools, equipment, and materials safely and appropriately

Design Process use of design process

Demonstrates little use of the design process (plan, build, test, evaluate, communicate)

Demonstrates some use of the design process (plan, build, test, evaluate, communicate)

Uses the design process (plan, build, test, evaluate, communicate)

Uses the design process (plan, build, test, evaluate, communicate) effectively

Modeltranslate plan to model

Translates design plans into a working model, with assistance

Translates design plans into a working model with limited assistance

Successfully translates design plan into a working model based on criteria required

Successfully translates design plan into a working model based on criteria required

Modelmodel performs intended task

Creates model that performs intended function in a limited manner

Creates model with some evidence of intended function

Creates model that functions successfully according to specifications

Creates model that functions beyond expectations

Communication terminology

Uses little appropriate terminology for grade level

Uses some appropriate terminology for grade level

Uses most appropriate terminology for grade level

Uses all appropriate terminology for grade level

Communication clarity

Report lacks clarity Communicates with some clarity

Communicates clearly and

Communicates clearly, precisely, and

precisely (e.g., oral or written) through all stages of task

insightfully

Communication presentation skills / style

Limited awareness of importance of style to suit purpose

Uses a presentation style that is somewhat appropriate to purpose and audience

Chooses a presentation style that is appropriate to purpose and audience

Skilfully chooses a presentation style that maximizes the impact for purpose and audience

Communication of basic concepts

Communicates understanding of few of the basic concepts

Communicates understanding of some of the basic concepts

Communicates understanding of most of the basic concepts (for grade level) e.g., oral or written

Communicates understanding of all of the basic concepts

Learning Log reflection for purpose

Makes limited reflection

Reflects on results but makes few changes

Reflects on results in order to make necessary changes and evaluate information gathered

Uses sophisticated reflection to record results. Makes changes and evaluates information gathered

Learning Log goals / time lines

Sets a few goals and describes few of the steps needed to achieve goals

Sets some goals and describes some of the steps needed to achieve goals

Sets clear goals and describes each step needed to achieve goals

Sets clear goals and describes each step needed to achieve goals and adjusts as necessary

Learning Log resources

Selects, records, and uses resources with limited appropriateness

Selects, records, and uses somewhat appropriate resources

Selects, records, and uses appropriate resources

Selects, records, and integrates appropriate resources

Group Work contribution to group goal

Has limited success working toward group goals

Demonstrates some commitment to the group goals; carries out specific roles with some success

Demonstrates commitment to the group goals and carries out assigned roles

Actively identifies group goals and fulfills a variety of roles in group

*Adopted from Halton District School Board

Technology Possibilities use of traditional woodworking equipment, e.g., handsaws, drills, screws, wood glue

3D modelling software, e.g., 123D Design for iPad 3D printing Photography PowerPoint, Glogster, Prezi, VoiceThreads, and other presentation tools

Indigenous Perspective:

What types of materials are and were used by various cultures? What types of structures are and were used by indigenous people? What features of these structures make them useful (strong, flexible, reusable, accessible)? How

are these structures environmentally sustainable? What is the indigenous perspective on the circle and cycle of life?

See Shared learnings : integrating BC aboriginal content K-1 https://www.bced.gov.bc.ca/abed/shared.pdf for a sample lesson (Circle Lesson: The Interrelatedness of Everything in the Natural World, p. 143)

Read the stories of “Mother Earth” to students http://www.torontozoo.com/pdfs/tic/ways-of-knowing.pdf p. 88

“People invent and discover technologies to meet their wants and needs. Aboriginal people have made many contributions to Canada and the world through their invention of such things as petroleum jelly, chewing gum, the canoe, and snowshoes, and the growing of corn. Aboriginal people’s inventions have allowed them to survive in their environments for centuries. What Settlers Learned from Aboriginal People – Technology: Students research an item or a technology invented by Aboriginal people before or during the early settlement period, and compare the older version of the item or technology with the version in use today.” Aboriginal Perspectives: A Guide to the Teacher’s Toolkit, 2009, pg. 10