touchy- feely - queen's...

Touchy-FeelyBook

Strand: Matter and MaterialsTopic: Characteristics of Objectsand Properties of Materials

1GRADE

Context and Purpose

Unit Overview

Making Decisions

Looking at Values

Teaching the Unit

New Vocabulary

Summary of Resources

MOE Expectations

Links to Other Subjects

Blackline Masters

2

3

4

5

6

24

25

26

28

29

Elementary Science andTechnology Partnership

Acknowledgements

Project director and editor Dr. Malcolm Welch, Faculty of Education, Queen’s University, Kingston, Ontario, Canada, K7L 3N6

Project deputy director Dr. Andréa Mueller, Faculty of Education, Queen’s University

Lead authors Jamie Gaudet, Algonquin & Lakeshore Catholic District School Board

Dr. David Barlex, Director, Nuffield Design & Technology Project

Teacher and Faculty partners Algonquin & Lakeshore Catholic District School Board

Christina Ackerman, Faith Bland, Paul Couture, Paul Cox, Pauline Dockrill, Rosemary Engemann,

Theresa Frendo-Cumbo, Jamie Gaudet, Lisa McDonald, Gail Ows, Lisa Romano, Walter Sepic,

Jamie Tees, Sheena Whalen

Catholic District School Board of Eastern Ontario

Colleen Bennett, Dawn Fewer, Heather Garlough, Chris Shannon

Faculty of Education, Queen’s University

Dr. Peter Chin, Dr. Cathy Christie, Joan McDuff, Dr. Hugh Munby

Consultant Dr. David Barlex, Director, Nuffield Design & Technology Project

Layout Douglas Gifford

Illustrations Michael Shumate and Rob Loree

Project administrator Tricia Walker

The EST project wishes to thank all those teachers, administrators, school board personnel and

students who supported the piloting of the curriculum materials and who provided valuable feedback.

Financial assistance for the production of this unit provided by the Imperial Oil Foundation.

© Algonquin & Lakeshore Catholic District School Board 2005© Catholic District School Board of Eastern Ontario 2005© Faculty of Education at Queen’s University 2005

ISBN 1-894855-03- 5

2 3

The Context

The context of this design and make activity is

that of producing a touchy-feely book that would

amuse and intrigue a preschool-aged child.

The first task is for students to explore how

they can use their five senses to recognize and

describe a variety of materials. They must then

determine which of these materials would be

appealing and interesting for a young child.

Students must explore and experiment with a

variety of materials to determine which would

be useful in making a children’s book. They must

then explore a variety of methods of fastening

different materials together that they will use to

construct their book.

The Purpose

In this unit students will learn:

how their five senses can be used to recognize

and use a variety of materials;

to describe various materials using

information gathered through their senses;

to identify properties of materials that are

important to the purpose and function of

objects that are made from them;

to identify materials that can be used to join

and fasten other materials and apply this

knowledge in constructing a book;

to design and make an aesthetically pleasing

product (book).

Context and Purpose

2 3

Unit Overview

The Support Tasks

1 Exploring touch

90 minutes

2 Exploring hearing

90 minutes

3 Exploring sight

90 minutes

4 Exploring smell

90 minutes

5 Exploring taste

90 minutes

6 Attaching materials to book pages

60 minutes

7 Book-making materials

60 minutes

The Big Task: The design and make activity

The Big Task is for students to use their

knowledge of the properties of materials and the

characteristics of objects to design and make a

touchy-feely book that would amuse and intrigue

a preschool-aged child.

3 x 60 minutes

The Evaluation60 minutes

Unit Review30 minutes

NOTEAs part of your introduction to this unit, write the Big Task (the Design and Make Activity) on

chart paper and post in a prominent location in the classroom. Tell students this is what they will

be doing in this unit. Next tell students that before they can design and make a product, they must

learn appropriate knowledge and skills. This is achieved through a series of Support Tasks. Post

in a prominent location a list of the Support Tasks for this unit. Tell students that at the end of each

Support Task you will ask them what they have learned and how it will help them be successful

with the Design and Make Activity.

ALLERGIES WARNINGPlease note that Support Tasks 4 and 5 involve smelling and tasting a variety of foodstuffs. A letter

listing these foodstuffs must be sent to parents to ensure that no students with relevant food

allergies take part in these activities.

4 5

Making Decisions

Design Decisions

Students will decide on the following:

Who the book is for;

The appearance of the book:

To meet the needs and preferences of the user;

The materials to make the book;

The materials to be explored in the book;

The construction of the book:

How the book is held together;

How the materials are attached to the book.

4 5

Looking at Values

Grades 1 - 3

Making design decisions involves making value

judgements. Making these judgements is an ongoing

process that will permeate this unit. Teachers should

engage students in thoughtful discussion that will

help them make decisions that are important to

themselves and eventually to society.

Values are influenced by personal priorities. This

is particularly relevant in the case of Grade 1 - 3

students. Teachers should explore how students

feel and what they think, knowing their experience

is centred on themselves, their friends and their

family. Discuss how these relationships might

influence them when making decisions.

Teacher input

Explain to students that products and services are

designed and made to meet a need or want. Tell

students that when they decide about the worth

or importance of a product, they are making a

value judgement about its quality. Tell students

that a democratic society requires each student to

become an informed citizen who will use his or her

knowledge and value system when making decisions

about technology in settings outside the school.

Explain to students that as they learn to recognize

and discuss values, they will begin to compare

how their own values are similar to or distinct

from those of friends and others. Ask questions

that will help students conceptualize what values

are and how these values might impact their

life, both now and in the future. Recognize that

students’ answers will reveal value judgements

that become more complex and sophisticated

with practice and experience.

At appropriate times throughout the unit, use the

following questions as starting points to engage

students in thinking about and discussing values.

Aesthetic values

In what ways is the product pleasing to the

senses?

Do I like my product? If so, why? If not, why

not?

Technical values

What materials were used in the production?

What skills were needed to make the product?

Does the product perform its intended

function?

Will the product withstand extended use?

Economic values

Who else would want to own the product?

Why would someone else want to own the

product?

Environmental values

How long will the product last?

What happens to the product when it is no

longer wanted?

Social values

Whose needs or wants were considered

during the designing?

What needs or wants were considered during

the designing?

Moral values

How does the product affect me?

��

��

��

6

Teaching the Unit

7

Teaching the Unit

suggested timing

Support Task 1: Exploring touch

90 minutes

Tell the class that before they do this it would

be useful to have a list of “touch” words. Take

suggestions from the class and generate on the

chalkboard a list of words to describe what things

feel like. If students find this difficult have some

objects with different surfaces available and hold

them up for visual inspection and ask “What word

can I use to describe this surface?” It is useful to

come up with pairs of words that are opposites,

e.g. rough/smooth, hard/soft, cold/warm, as well

as single words such as fuzzy and bumpy.

Student activity

Working in groups of four, students use the touch

box to feel but not see the objects and decide

which words to use to describe the objects in the

box. You can use BLM1 “Exploring Touch” for

students to record their observations.

Each group of students will proceed as follows:

1. One student will reach into the touch box and

pick up an item.

2. The other students in his or her group will

take turns asking a question from the

checklist, e.g. “Is the object hard?”

Setting the context and criteria for success

Introduce the class to the idea of making a touchy-

feely book. Explain that the aim is to make a

book that could be enjoyed by younger children.

Explain that the book should have a limited

number of words but would be enjoyed by younger

children in a hands-on fashion. Use commercial

examples of such books to explain that these

books often allow children to explore their five

senses. Discuss the five senses and how they can

be used to experience a variety of things in the

environment. Students should be continually

reminded to think about the book they will be

asked to design and make as they work through

the Support Tasks. They should think of how each

Support Task will help them to make decisions

about what they will include in their book and

how they will construct their book.

Teacher input

Tell students that they are going to learn to

describe what objects are like just by touching

them – without seeing them! Explain that each

table will have a special “touch box” that they can

use to feel the things in the box but not see the

things in the box. Show the class a touch box like

the one below.

6

Teaching the Unit

7

Teaching the Unit

suggested timing 3. Group members will record the data on the

checklist with either a for yes or an for

no. They will also indicate whether or not

they think it is appropriate to include in their

books.

4. Once the group members have exhausted the

list of characteristics on the checklist, the

student holding the object will then guess

what material the object is made out of and

what the object is. The object can then be

removed from the box and students will

discuss:

what it is;

what material it is made from;

why it is made from that material.

5. A new group member will reach into the touch

box and pick up an object and the process

is repeated until all the objects have been

removed from the box.

Relating this Support Task to the Big Task

At the conclusion of this Support Task have

students tell you what they have learned about the

sense of touch and how different materials feel.

Next ask students how this information will help

them design and make a touchy-feely book.

New vocabulary

bumpy, cold, fuzzy, hard, rough, smooth, soft,

sticky, warm

Resources requiredStimulus materials: examples of commercially-available “sensory” books;

6 touch boxes (one per group) containing pencil stubs, erasers, marbles, metal pencil sharpeners, styrofoam cups, off-cuts of woollen and silky fabrics, post-it™ notes, pieces of dry sponge

Consumable materials: BLM1 “Exploring Touch”

Tools: pencils

Safety checkDiscuss the hazards and risks involved when working in a group and with other people’s property. Discuss how these risks can be managed by the way students behave and treat the items on display.

��

��

��

8

Teaching the Unit

9

Teaching the Unit

suggested timing

Support Task 2: Exploring hearing

90 minutes

Teacher input

Tell students that they are going to explore their

sense of hearing by experimenting with a variety

of materials. Demonstrate how different materials

can be manipulated to make a variety of sounds.

Begin by asking the class to look at some of the

materials and to suggest to you how they might

be used to make different sounds. Demonstrate to

the class the following examples:

1. Rub two materials together, e.g. sandpaper

and wood, to make a sound.

Ask the class the following questions:

What materials were used to produce the

sound?

How were the materials used to make the

sound?

What words can you use to describe the

sound? (e.g., harsh, soothing)

How will the sound change if you rub two

pieces of sandpaper together or two pieces

of wood together?

Do you think the sound might be

appropriate for your touchy-feely books?

2. Put some small items, e.g. beans, inside a

container and shake it to make a sound.

Ask the class the following questions:


sound?


sound?


sound? (e.g., noisy, loud)

How will the sound change if you use sand

instead of beans?

Do you think the sound might be

appropriate for your touchy-feely books?

What other words can be used to describe

sounds? (e.g., happy, high, low, soft).

Student activity

In this activity students are asked to create four

sounds, including at least one sound using each

method demonstrated by the teacher, i.e. rubbing

materials together and putting smaller materials

inside a larger container to create a shaker.

Students will work at tables on which there is a

variety of materials. Each student will develop

four different ways to use the materials at his or

her table to produce different sounds. After each

new sound is produced they are to record their

findings on the work sheet BLM2 “Exploring

Hearing."

8

Teaching the Unit

9

Teaching the Unit

suggested timing For each sound they will again be asked to answer

the following questions:


sound?


sound?


sound?

Do you think the sound might be appropriate

for your touchy-feely books?

The answers to these questions will be used by

students to fill in the worksheet, BLM2 "Exploring

Hearing."



students tell you what they have learned about

the sense of hearing and how different materials

sound. Next ask students how this information

will help them design and make a touchy-feely

book.

New vocabulary

happy, harsh, high, loud, low, noisy, soft,

soothing

Resources requiredStimulus materials: none required

Consumable materials: BLM2 “Exploring Hearing,” variety of materials that can be manipulated to produce sound, small block of wood, small plastic containers (e.g. film canisters), granular substances that will cause sound when shaken in the container (e.g. beans, rice, sand, sugar), textured surfaces (e.g. sandpaper, corrugated paper)

Tools: pencils

Safety checkDiscuss the hazards and risks involved in hitting materials together to produce sounds and using

small items like sand and beans, and how these risks can be managed by the way students behave

and treat these items.

��

��

��

10

Teaching the Unit

11

Teaching the Unit

suggested timing

Support Task 3: Exploring sight

90 minutes

Student activity

Working individually, students will look at

the samples on the sight poster and fill out the

worksheet BLM3 “Exploring Sight.” Through this

activity they revisit the names and sight-based

describing words for each of the objects and use

the information to answer questions and make

judgements.

Teacher input

Tell the class that they are going to learn to

describe what objects are like by using their sense

of sight only. Ask students to generate a list of

suitable “describing” words. Write the words on

the chalkboard.

Present the class with a large collection of objects,

including buttons, leaves, small stones, card

packaging, tin foil, feathers and mirrors. For each

of the describing words, have students choose an

object that could be described using this word. As

the class does this, pin each object onto a display

board and label it with a number, its name and

the appropriate describing word. This display will

serve as the basis for the student activity in which

the learning about sight-based describing words

is consolidated.

10

Teaching the Unit

11

Teaching the Unit

suggested timing




sense of sight and how different materials look.



New vocabulary

clear, shiny, translucent, transparent

Resources requiredStimulus materials: a variety of materials and objects having a range of visual

properties and a size suitable for class demonstration, e.g. buttons, leaves, small stones, card packaging, tin foil, feathers, mirrors, minerals, cans, bottles

Consumable materials: BLM3 “Exploring Sight”

Tools: pencils

Safety checkDiscuss the hazards and risks involved in handling small objects and how these risks can be

managed by the way students behave and treat the items on display.

��

��

��

12

Teaching the Unit

13

Teaching the Unit

suggested timing

Support Task 4: Exploring smell

90 minutesTeacher input

Tell students that they are going to explore a

variety of materials with their sense of smell. Ask

the class to give examples of things they are sure

they could identify just by using their sense of

smell. After discussing these smells show them a

series of pictures of materials that have distinctive

smells. Ask students to generate a list of words that

could be used to describe these items. Write the

words on the chalkboard. Discuss with students

examples of useful words to describe smells, e.g.

strong or sweet, and words that are less useful in

describing smells, e.g. stinky. Explain to them

that their job will be to match these words and

pictures with an appropriate sample smell.

Give each student a copy of the worksheet BLM4

“Exploring Smell.” Explain that their job is to

match each smell with the word and picture on

the worksheet.

Student activity

Students work in small groups trying to match

each smell to the appropriate picture and word.

In addition they will indicate whether they think

the smell is useful or not useful to them in making

their touchy-feely books.

Teacher input

When they have completed BLM4, go through

each sample telling students which smell each

sample was. As students are told this information

they can check off the appropriate box that will

indicate their accuracy in identifying smells.

A letter describing this Support Task and listing the foodstuffs to be smelled should be sent home prior to

commencing this activity to ensure that there are no students with relevant food allergies in the class.

12

Teaching the Unit

13

Teaching the Unit

suggested timing



students tell you what they have learned

about the sense of smell and the smells of

different foodstuffs. Next ask students how this

information will help them design and make a

touchy-feely book.

New vocabulary

stinky, strong, sweet

Resources requiredStimulus materials: a variety of pictures of things that have distinctive smells

Consumable materials: BLM4 “Exploring Smell,” a variety of smell samples that are safe for students to explore, e.g. lemon or lemon juice, orange or orange juice, pickle, perfume, cinnamon, peppermint extract, crushed garlic, crushed onion, pine needles, popcorn

Tools: pencils

Safety checkDiscuss the hazards and risks involved in smelling unknown or unfamiliar substances and how

these risks can be managed by working carefully and by the way students behave.

14

Teaching the Unit

15

Teaching the Unit

suggested timing

Support Task 5: Exploring taste

A letter describing this Support Task and listing the foodstuffs to be tasted should be sent home prior to

commencing this activity to ensure that there are no students with relevant food allergies in the class.

90 minutesStudent activity

Tell students that their task will be to taste a

variety of edible products and to determine

in which of the four taste categories each one

belongs. Explain that they will begin the activity

by tasting the example foodstuff listed for each

taste category on the worksheet BLM5 “Exploring

Taste.” Having tasted the example from each of

the four taste categories they will then be ready to

classify some products on their own.

Ensure students understand they are to taste just

a small quantity of each foodstuff, as some will

have strong tastes.

After each sample, students will be responsible

for checking off the correct taste category word

next to the picture and indicating whether or not

this taste might be useful in making their books.

Each group will have a variety of taste samples

to experience and they will take turns until

everyone has been exposed to each taste.

Teacher input

Tell students that they are going to explore a

variety of materials with their sense of taste.

Ask the class to give examples of tastes they like

and dislike. Write a list of these tastes on the

chalkboard. Have students list as many describing

words as they can to go with these tastes. Explain

to students that our sense of taste is found on our

tongues (in the taste buds) and that it basically

detects four tastes: Sweet, salty, sour, and bitter.

Give some examples of each of these tastes:

Chocolate – bitter

Sugar – sweet

Vinegar – sour

Table salt – salty.

��

��

��

14

Teaching the Unit

15

Teaching the Unit

suggested timing

Teacher input

When they have finished, go through each

foodstuff sample telling students which taste each

one was. As students are told this information

they can check off the appropriate box that will

indicate their accuracy in identifying tastes.




sense of taste and the tastes of different foodstuffs.



New vocabulary

bitter, salty, sour, taste buds


Consumable materials: BLM5 “Exploring Taste," a variety of taste samples from each of the taste categories: bitter: unsweetened chocolate, lettuce (endive); sweet: sugar, jelly beans; sour: pickles, lemon juice; salty: salt, pretzels, potato chips

Tools: pencils

Safety checkDiscuss the hazards and risks involved in tasting products and how these risks can be managed by following instructions and working carefully.

16

Teaching the Unit

17

Teaching the Unit

suggested timing

Support Task 6: Attaching materials to book pages

60 minutes

Teacher input

Tell students that when they are making their

touchy-feely books they will need to attach the

materials they have selected to the pages of the

books. Demonstrate to students and discuss with

them the following ways of attaching materials

and objects to the pages of their touchy-feely

books:

Tying with string;

Stapling;

Gluing;

Taping;

Using hot glue gun (teacher use only).

Use stiff card to represent one page of the book

and ask students to suggest ways of joining the

following materials to the card: Carpet scrap,

cotton balls, small piece of wood and sandpaper.

Demonstrate each method at least once,

asking students to describe advantages and

disadvantages. Stress to the class that the

materials in the book must be well-attached

because the target audience for the book is young

children who will probably not be exploring the

book in a gentle fashion.

Student activity

Divide the class into groups of four and tell each

group that they are responsible for attaching one

of the materials (carpet, cotton ball, small piece

of wood or sandpaper) to the card using four

different methods (tying with string, stapling,

gluing or taping). Give each working group a

different material.

Once the fastening has been completed, bring the

class together so that each group can discuss their

experiences and perform a “rip test.” This test will

inform the rest of the class as to which attachment

method is best for their particular material, e.g.

the best way to attach wood to cardboard, the best

way to attach cloth to cardboard, etc. The rip test

will consist of the students in each group slowly

pulling at each item they have fastened to their

card to test how well it has been attached. This

activity should give all students some idea as to

which methods of attachment will work best with

different materials.

��

��

��

16

Teaching the Unit

17

Teaching the Unit

suggested timing




attaching materials to book pages. Next ask

students how this information will help them

design and make a touchy-feely book.

New vocabulary

none

Resources requiredStimulus materials: demonstration materials: stiff card, carpet scrap, cotton balls, small

pieces of wood, sandpaper, string, staples, PVA glueConsumable materials: stiff card, adhesive tape, PVA glue, string, carpet scraps, cotton balls,

small pieces of wood, sandpaper, leaves, rocks, artists’ prints, tin foil, colour wheel, rocks, minerals, cans, bottles, card packaging

Tools: scissors, staplers, glue gun (for teacher use only)

Safety checkDiscuss the hazards and risks involved in using scissors and joining materials and how these risks

can be managed by working carefully and using the correct procedures.

18

Teaching the Unit

19

Teaching the Unit

suggested timing

Support Task 7: Book-making materials

60 minutes

Now show the class how two pieces of card can be

joined together by using a paper punch to make

holes and by threading a length of yarn through

these holes. Ask the class how many holes will be

needed and where they should be placed (cut).

Remind students of the following important

criteria:

The book must stay together when it is being

read by its target audience (pre-schoolers);

The pages must turn freely so that the reader

can easily manipulate and explore the book.

Explain to the class that now they are going to

explore this binding method to find out how to use

it really well.

Teacher input

Explain to students that books can be made from

many different materials and that books can be

held together in a variety of different ways. For

their touchy-feely books they will use card for the

pages, but they are going to have some decisions

to make regarding the shape of the pages and how

their books will be held together.

Show the class four different sorts of card shape

that they might use:

A square;

A rectangle;

A triangle;

A circle.

Ask students what they think would be the

advantages and disadvantages of each page shape.

Next ask students if they can suggest other shapes

for the pages. It is important to also ask students

to speculate on whether or not these additional

shapes would work as part of a book.

��

��

��

18

Teaching the Unit

19

Teaching the Unit

suggested timing

Student activity

Working individually, each student produces one

two-page card book using the paper punch and

string method of binding. They then experiment

with ways of pulling it apart and make suggestions

as to how it might be improved so that the pages

turn freely yet are firmly fixed into the book. Once

the fastening has been completed each student

can explain his or her methods of improvement.




book-making materials. Next ask students how

this information will help them design and make

a touchy-feely book.

New vocabulary

square, rectangle, triangle, circle

Resources requiredStimulus materials: stiff card cut into shapes (squares, rectangles, triangles, circles)

Consumable materials: class sets of stiff card cut into shapes (squares, rectangles, triangles, circles), several different sorts of yarn

Tools: paper punches, scissors

Safety checkDiscuss the hazards and risks involved in using scissors and a paper punch and how these risks

can be managed by working carefully and using the correct procedures.

20

Teaching the Unit

21

Teaching the Unit

suggested timing

The Big Task: Designing and making a touchy-feely book

3 x 60 minutes

In Support Tasks 1 – 5 students explored a variety

of matter and materials that helped them prepare

for choosing matter and materials for their touchy-

feely books. In addition, in these Support Tasks

they also learned some appropriate vocabulary

with which to describe a variety of matter and

materials.

In Support Tasks 6 and 7 students learned

appropriate methods for constructing their

touchy-feely books. They discussed the best ways

to attach a variety of materials to the pages of their

books and the best ways to attach all the pages of

their books together.

Student activity

Establishing performance criteria

Review with the class the touchy-feely book

design specification provided, BLM6 “Touchy-

Feely Book Specification.” Tell students to use

this specification worksheet to make their design

decisions. Ensure students understand that the

books they produce will be compared to the

books they outlined in their specifications and

that the specifications will be used to assess how

successful they have been in meeting the needs of

the user.

Teacher input

Tell students that now each one of them is going to

use what they have learned in the Support Tasks

to design and make a touchy-feely book. Show

them commercial examples of touchy-feely books

and point out the following:

Each page has text in the same location;

Each page has either a picture or material to

be explored in the same location.

Stress to students that although each page of their

books may be different, the structure, or how

the books are organized, will remain the same

throughout.

Clarifying the design decisions

Discuss the following design decisions with the

class. Discuss any further design decisions that

students may wish to explore.

Who the book is for.

The appearance of the book:

To meet the needs and preferences of the user;

The materials to make the book;

The materials to be explored in the book.

The construction of the book:

How the book is held together;

How the materials are attached to the book.

Using knowledge and skill gained from the

Support Tasks, review with students what was

learned in each Support Task. Focus on the

following:

��

��

20

Teaching the Unit

21

Teaching the Unit

suggested timing

Establishing a work schedule

Each student will be given the following timetable

to complete his or her touchy-feely book.

1. The first step in making the touchy-feely

book is to acquire the materials that will

be included in the book. There are two

possibilities for collecting the necessary

materials: Collecting the materials can be a

homework assignment in which parents help

their children collect appropriate materials.

A brief letter could be sent home explaining

the project and the types of materials that

are required. Alternatively, the teacher could

gather a variety of materials for students to

use for constructing their books.

2. Once all the necessary materials are

gathered together, students should be given

approximately three one-hour periods to

construct their books. The first period might

be primarily used for planning the layout of

the books. Students should be given a copy

of BLM6 “Touchy-Feely Book Specification”

to complete prior to beginning construction.

This will help them make clear design

decisions and decide what they would like

their books to look like. The second period

should be spent attaching materials to book

pages. Have students lay out materials on

pages prior to attaching them. The third

period should be spent adding text to the book

pages and binding the books together.

Extension work

Students who finish early or who require an extra

challenge might be asked to design and make a

touchy-feely circle that could be used with a much

younger child.

Resources requiredStimulus materials: commercially-available touchy-feely books

Consumable materials: BLM6 “Touchy-Feely Book Specification,” materials for inclusion in touchy-feely books, similar to but not restricted to those used in Support Tasks 1 – 5, stiff card cut into squares, rectangles, triangles and circles, several different sorts of yarn, adhesive tape, PVA glue

Tools: paper punches, scissors, staplers, glue gun (for teacher use only), pencils, crayons

Safety checkReview the hazards and risks involved in using cutting tools and joining materials and how these

risks can be managed by working carefully and using the correct procedures.

22

Teaching the Unit

23

Teaching the Unit

suggested timing

Evaluating the Final Product

60 minutes

Student activity

Place students in small groups. In their groups

they should look at and play with the touchy-feely

books to answer the following questions about

each touchy-feely book.

Students can use BLM7 “Touchy-Feely Book

Evaluation” to record their evaluations.

When the groups have had their discussions ask

the class the following questions:

How could you make the touchy-feely books

look better?


more interesting?


last longer?

Teacher input

Tell the class that now is the time to evaluate their

touchy-feely books. Explain that to do this they

will need to check whether their touchy-feely

books did what they were supposed to do. Remind

students that they wrote this down on the touchy-

feely book specification sheets just before they

began to make the books and that they should use

these sheets as a reminder.

��

��

��

Resources requiredStimulus materials: touchy-feely book specification sheet (BLM6) from the Big Task

lesson – students have already filled this inConsumable materials: BLM7 “Touchy-Feely Book Evaluation”

Tools: pencils

Safety checkDiscuss the hazards and risks involved in testing touchy-feely books and how these risks can be

managed by being careful and respecting the property of others.

22

Teaching the Unit

23

Teaching the Unit

suggested timing

Unit Review

30 minutes

Student activity

Students should discuss these questions in small

groups. When they have finished you could ask

each group to make a short oral report to the class.

Based on these reports the class should agree on

a statement of improvement for their next design

and technology unit.

Teacher input

Explain to students that it is important to think

about how to get better at their designing and

making and that they can do this by discussing

the following questions:

What did you enjoy most?

What did you find easy?

What did you find challenging?

What did you get better at?

How did you help each other?

What could have been improved?

How could these have been improved?


Consumable materials: paper

Tools: pencils

Safety checkDiscuss with students whether they used hazard recognition, risk identification, and risk

management when designing and making their touchy-feely books.

suggested timing

��

��

��

24

New Vocabulary

25


Term Definition

bitter having a strong, unpleasant taste

bumpy having a rough or uneven surface

circle a curved line surrounding a centre point, every point of the line being an equal distance from the centre point

clear able to be seen through

cold at a low temperature, not warm

fuzzy covered with a mass of short fine hairs or fibres

happy a feeling of pleasure, contentment or joy

hard not easily cut or pierced

harsh jarring or unpleasant to the senses

high raised in pitch toward the upper end of the range of sound

loud high in volume of sound

low at a quiet, soft or hushed level; or with a relative pitch that is closer to bass than soprano sounds

noisy full of loud sounds

rectangle a four-sided plane figure in which each angle is a right angle, especially one with adjacent sides of different lengths

rough having a bumpy, knobby, or uneven surface rather than being smooth, flat and regular

salty with a sharp, tangy taste

shiny bright and polished with a glossy or glistening surface

smooth not having a rough or uneven surface

soft easily cut or pierced; low in volume of sound

soothing giving a calm feeling

sour having a tart or sharp taste that is acidic though not necessarily unpleasant

square a geometric figure with four right angles and four equal sides

sticky having adhesive qualities

stinky having or giving off a very strong and unpleasant smell

strong having an intense, powerful or vivid effect on the senses

sweet tasting or smelling of sugar or a similar substance

taste buds sensory receptors on the surface of the tongue

translucent allowing light to pass through, but only diffusely, so that objects on the other side cannot be distinguished clearly

transparent allowing light to pass through with little or no interruption or distortion so that objects on the other side can be clearly seen

triangle a plane figure that has three sides and three angles

warm moderately or comfortably hot

24

New Vocabulary

25


Task Stimulus materials Consumable materials Tools

ST1 examples of commercially-available “sensory” books; 6 touch boxes containing pencil stubs, erasers, marbles, metal pencil sharpeners, styrofoam cups, off-cuts of woollen and silky fabrics, post-it™ notes, pieces of dry sponge

BLM1 “Exploring Touch” pencils

ST2 none required BLM2 “Exploring Hearing,” variety of materials that can be manipulated to produce sound, small plastic containers (e.g. film canisters), granular substances (e.g. beans, rice, sand, sugar), textured surfaces (e.g. sandpaper, corrugated paper), small block of wood

pencils

ST3 a variety of materials and objects having a range of visual properties and a size suitable for class demonstration, e.g. buttons, leaves, small stones, card packaging, tin foil, feathers, mirrors, minerals, cans, bottles

BLM3 “Exploring Sight” pencils

ST4 a variety of pictures of things that have distinctive smells

BLM4 “Exploring Smell,” smell samples, e.g. lemon or lemon juice, orange or orange juice, pickle, perfume, cinnamon, peppermint extract, crushed garlic, crushed onion, pine needles, popcorn

pencils

ST5 none required BLM5 “Exploring Taste,” taste samples from each taste category: bitter: unsweetened chocolate, lettuce (endive); sweet: sugar, jelly beans; sour: pickles, lemon juice; salty: salt, pretzels, potato chips

pencils

ST6 demonstration materials: stiff card, carpet scrap, cotton balls, small pieces of wood, sandpaper, string, staples, PVA glue

stiff card, adhesive tape, PVA glue, string, carpet scraps, cotton balls, small pieces of wood, sandpaper, leaves, rocks, artists’ prints, tin foil, colour wheel, rocks, minerals, cans, bottles, card packaging

scissors, staplers, glue gun (for teacher use only)

ST7 stiff card cut into shapes (squares, rectangles, triangles, circles)

class sets of stiff card cut into shapes (squares, rectangles, triangles, circles), variety of yarns

paper punches, scissors

The Big Task

commercially-available touchy-feely books

BLM6 “Touchy-Feely Book Specification,” materials for inclusion in touchy-feely books, similar to but not restricted to those used in Support Tasks 1 – 5, stiff card cut into squares, rectangles, triangles and circles, several different sorts of yarn, adhesive tape, PVA glue

paper punches, scissors, staplers, glue gun (teacher only), pencils, crayons

Evaluating the Final Product

BLM6 "Touchy-Feely Book Specification" worksheets (completed)

BLM7 “Touchy-Feely Book Evaluation” pencils

Unit Review

none required paper pencils

26

MOE Expectations

27

MOE Expectations

MOE ExpectationsLinks to Support Tasksand the Big Task

Overview 1 2 3 4 5 6 7 BT In Grade 1, students are introduced to the concept of materials through

exploration of various objects in their immediate surroundings. Students will use their senses to identify various materials and objects. In doing this, they will learn to make a clear distinction between objects and materials: they will learn that objects are made from materials and that materials have specific properties. They will also learn to describe these properties clearly and precisely. By making objects out of various materials, they will begin to understand that there is a connection between the properties of materials and the specific purposes for which the materials are used.

Overall expectations 1 2 3 4 5 6 7 BT distinguish between objects and materials (e.g., scissors are objects and they

can be made of metal and/or plastic), and identify and describe the properties of some materials (e.g., flexibility of plastic, hardness of wood);

investigate the properties of materials and make appropriate use of materials when designing and making objects;

describe the function of specific materials in manufactured objects that they and others use in daily life.

Specific expectations: Understanding basic concepts 1 2 3 4 5 6 7 BT identify each of the senses and demonstrate understanding of how they help

us recognize and use a variety of materials (e.g., our sense of sight enables us to determine whether a banana is ripe; our sense of hearing tells us whether the washing machine is working properly);

describe various materials using information gathered by using their senses (e.g., a piece of steel is hard, shiny, and cold, and makes a ringing noise when tapped; a ceramic bowl is hard and rough- textured, and makes a dull sound when tapped);

identify properties of materials that are important to the purpose and function of the objects that are made from them (e.g., the flexibility of plastic makes plastic wrap useful for covering food in order to keep it fresh);

describe, using their observations, ways in which materials can be changed to alter their appearance, smell, and texture (e.g., cooking changes the smell and texture of ingredients on a pizza; painting rough wood makes it smoother).

26

MOE Expectations

27

MOE Expectations

Specific expectations: Developing skills of inquiry, design, & communication 1 2 3 4 5 6 7 BT sort objects (e.g., students’ coats, lunch bags, cooking utensils) and describe

the different materials from which those objects are made;

demonstrate ways in which various materials can be manipulated to produce different sounds (e.g., produce sounds by tapping the sides of glasses that contain different amounts of water) and describe their findings;

design a usable product that is aesthetically pleasing (e.g., a tote bag, cookie, musical instrument) and construct it by combining and modifying materials that they have selected themselves;

ask questions about and identify needs and problems related to objects and materials, and explore possible answers and solutions (e.g., test materials to determine which ones insulate more efficiently; test different fabrics to determine which are waterproof);

plan investigations to answer some of these questions or solve some of these problems;

use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use words such as soft, smooth, rough, and sticky when describing textures);

record relevant observations, findings, and measurements, using written language, drawings, charts, and concrete materials (e.g., make a display board and record the results of their testing of chalk on different materials);

communicate the procedures and results of investigations for specific purposes, using demonstrations, drawings, and oral and written descriptions (e.g., display examples of materials tested and indicate which ones were best for writing on).

Specific expectations: Relating science and technology to the world outside the school 1 2 3 4 5 6 7 BT describe how properties of materials (e.g., sounds, textures, lustre) help us

learn about natural and human-made objects;

identify materials that can be used to join and fasten other materials (e.g., tape for paper; thread for buttons);

demonstrate ways of reusing materials and objects in daily activities (e.g., reuse of plastic containers for storing food);

recognize that objects made of certain materials can be recycled (e.g., pop cans, plastic jugs, newspapers);

identify, through observation, the same material in different objects (e.g., cotton in shirts and towels; glass in magnifying glasses and windows; wood in pencils and furniture);

compare objects constructed for similar purposes (e.g., different types of chairs) and identify the similarities and differences between their corresponding parts and the materials from which they are made (e.g., metal, wood);

identify materials commonly used in manufactured objects as well as the source of those materials (e.g., wood from trees).

28


29

Blackline Masters

28

Language

Reading

Use pictures and illustrations to determine

the meaning of unfamiliar words

Oral and Visual Communication

Communicate messages, and follow basic

instructions and directions Apply some of the basic rules of participating

in a conversation and working with others Use the conventions of oral language that is

appropriate to the grade level

The Arts

Visual Arts

Produce two- and three-dimensional works

of art that communicate ideas for specific

purposes Describe the texture of various familiar

objects (e.g., rough, smooth, slippery,

wet), using vocabulary and terminology

appropriate for this grade.

28


29

Blackline Masters

Title Used In…

BLM1: Exploring Touch Support Task 1 on page 6

BLM2: Exploring Hearing Support Task 2 on page 8

BLM3: Exploring Sight Support Task 3 on page 10

BLM4: Exploring Smell Support Task 4 on page 12

BLM5: Exploring Taste Support Task 5 on page 14

BLM6: Touch-Feely Book Specification The Big Task on page 20

BLM7: Touchy-Feely Book Evaluation Evaluating the Final Product on page 22

Name: Date:

BLM1: Exploring Touch

Is it… Yes () or No (✗)

OK for book () or not OK for book (✗)

RoughSmoothHardSoftColdWarmBendyStiffBumpySticky

Name: Date: Name: Date:

BLM2: Exploring Hearing

1. The materials rubbed together were

and .

The sound was .

The sound could could not be used in my touchy-feely book.

2. The materials rubbed together were

and .

The sound was .


3. The materials shaken inside a container were

.

The sound was .


4. The materials shaken inside a container were

.

The sound was .


Name: Date: Name: Date:

BLM3: Exploring Sight

Object Number

Object name Sight word

12345678910

continued…

Name: Date:

Which is the shiniest object?Which is the most colourful object?Which object is transparent?Which object is translucent?Which is your favourite object?Which two objects would you put in your touch-feely book?

Name: Date:

BLM4: Exploring Smell

Name Picture Smellnumber

OK forbook()

Not OKfor book

(✗)Orange

Lemon

Onion

Pine needles

PicklePopcorn

GarlicCinnamonPerfume

Name: Date:

BLM5: Exploring Taste

Part 1: Checking the basic tastes.

The taste OK forbook()

Not OKfor book

(✗)

Bitter

Sweet

Salty

Sour

continued…

Name: Date:

Part 2: New tastes.

The foodstuff Taste OK forbook()

Not OKfor book

(✗)

Sugar

Bitter

Sweet

Salty

Sour

Lemon

Bitter

Sweet

Salty

Sour

Lettuce

Bitter

Sweet

Salty

Sour

Potato chips

Bitter

Sweet

Salty

Sour

Name: Date:

continued…

BLM6: Touchy-Feely Book Specification

1. I will make a touchy-feely book for my friend

who is years old.

2. The pages of my book will be:

square

rectangular

triangular

circular

other

3. I will use this number of holes in each page:

one

two

three

four

4. I will put the holes for my book:

along the top

along the side

in the corner

Name: Date:

5. Some of the materials I will include in my book are:

(a) (b)

(c) (d)

6. Each page in my book will have different materials but all my pages

will be arranged like the picture I have drawn below:

Name: Date:

continued…

BLM7: Touchy-Feely Book Evaluation

1. Does my touchy-feely book match my design plan?

Yes No

2. What shape were my pages supposed to be?

Square Rectangular Triangular Circular Other

3. What shape are the pages?

Square Rectangular Triangular Circular Other

4. How many holes were my pages supposed to have?

One hole Two holes Three holes Four holes

5. How many holes are there in the pages?

One hole Two holes Three holes Four holes

Name: Date:

6. Where were the holes supposed to be in the pages?

Along the top Along the side In the corner

7. Where are the holes in the pages?

Along the top Along the side In the corner

8. What materials was I going to include?

(a) (b)

(c) (d)

9. What materials did I include?

(a) (b)

(c) (d)

touchy- feely - queen's...

Documents