Mechanical and Human Systems Science Unit Plan

Aaron Devine, Elise Gallagher, and Emma Kerschbaum

Inquiry Question: Problem: Build a Machine that enhances the human body in a realistic situation
Length: ~ 41 lessons
Grade: 8

Table of Contents
Curriculum Map

Unit Overview:
Unit Rationale

4-5

Key Questions

5-7

Prior Knowledge
Curricular Connections

7
7-11

Cross-Curricular Connections

11

FNMI Inclusivity

12

Differentiation and Accommodations

12

Unit Timeline

13-19

Teacher and Student Resources

20-23

Appendices
A. Assessment Plan

23-25

B. Lesson Plans

25-45

C. Analysis

46-49

Curriculum Map: To see full size please visit https://coggle.it/diagram/VsyXmAKKN_54wRo4.

Unit Rationale
This unit has been planned and ready to implement into a grade 8 Science class and has been designed to simultaneously combine both
parts of the Cells and Systems and the Mechanical Systems Units of the Grade 8 Program of Study. This unit examines and combines
both systems using approaches relevant to students and their learning; from simple machines that help us do daily work, to robotics
developed to enhance human functioning. The unit is very engaging and applicable to students as they consider the impact machines
have on their daily lives, how to human and mechanical systems compare to each other, and to evaluate ways machines can enhance
the human body. Throughout this unit, students will be presented with opportunities to engage in many hands on investigations and
activities that expand on the students understanding of the nature of science. Their ongoing project revolves around the creation of a
machine that enhances the human body. Through this project students will be experiencing the trials and tribulations that often come
with discovery. Since the project is so interwoven with the coursework, the investigations and activities also advance students
scientific literacy as they provide students with concepts and theoretical knowledge.
The focusing problem of building a machine that is realistic and can enhance the human body is presented to the students. This allows
them to examine and explore the differences and similarities of human systems and mechanical systems as well as relating both
systems to each other. Human systems and mechanical systems operate in a similar manner through various subsystems. These
comparable portions are reflected in the subsystems structure, function, internal processes, and response to the external environment.
To develop their understanding, students will investigate ways that the components of systems work together. The students will learn
that humans and machines have comparable components through these explorations. Students will identify, plan, create, and

demonstrate a required project that is directly associated to the focusing problem and work collaboratively with other students. The
focusing problem allows the students to advance their critical thinking skills based on the large project where they need to create a
machine that enhances the human body (i.e. a prosthetic leg).
This unit not only delivers content to students, but also challenges them to reflect deeper about science and issues regarding science
such as how war veterans can be reinstituted into society after losing a limb. Student will be, as mentioned, tasked to compare human
systems and mechanical system; engage in insightful research on selected project ideas and defend their project; and students will
critically and ethically consider issues regarding machines created to improve human lives and performance.
Key Questions
Main Question/Problem: Build a Machine that enhances the human body in a realistic situation.
1. What is a machine?
2. What are the characteristics and principles underlying the function of machines?
3. What is the relationship between human systems and mechanical systems?
4. Should we use technology to enhance the human body? Treat injuries or diseases?
This unit has four key questions that will be explored and addressed over the course of the unit. The nature and design of the unit will
answer some questions concurrently. The four key questions are derived directly from the central problem and were established to

maintain student appeal; giving them an opportunity to express their opinion while learning the content of the unit and engaging in
activities.
1. What is a machine?
This question will get the students wondering what the components of a machine are and consider the impact of machines on their
daily lives. The question will be answered by examining simple machines, the components that make up simple machines, review of
the historical development and use of machines, effects of simple machines, and investigate the impact of machines on daily human
lives. Embedded in answering this question is an introduction to complex machines and prelude to the next question.
2. What are the characteristics and principles underlying the function of machines?
To answer this question students will learn about complex machines, how complex machines work efficiently in coordination of a
number of subsystems and how machines transfer energy. Students will learn to calculate work, mechanical advantage, speed ratio,
pressure and efficiency, and in doing so understand underlying principles of how machines function. Following the mechanical
systems portion of the unit is the cells and systems part of the unit, focusing on human systems.
3. What is the relationship between human systems and mechanical systems?
The students will begin to learn about the structure and function of the different systems of the human body including: digestive
system, respiratory system, circulatory system, sensory/nervous system, and excretory system. Like mechanical system, student will
learn that the human body is composed of these different systems and they work together to maintain an equilibrium and health. In

this part of the unit, comparisons are made between human and mechanical systems and these comparisons are connected to the
culminating project the students have undertaken.
4. Should we use technology to enhance the human body? Treat injuries or diseases?
In the final part of the unit, the focus shifts to the issue of using technology to enhance the human body. The students will be
challenged to think deeper and critically about science and issues regarding human enhancement using technology. The students will
learn to defend their positions taken, in order to write a defense paper regarding their projects.
Prior Knowledge:
Since the science curriculum builds on itself over the years students will have some previous experience with topics. Grades and units
that nicely contribute to the current unit include:

Grade 4- Building devices and vehicles that move

Grade 4- wheels and levers
Grade 3- hearing and sound
Grade 5- mechanisms using electricity.

Students may draw on this previous understandings to incorporate into their current learning and project.
Curricular Connections
Before the beginning of this unit, it is expected that the grade eight units: Cells and Tissues have been completed. It is also assumed
that students will have an understanding of laboratory procedures and what expectations are required of them during labs. This unit
also will build on established knowledge and understanding about the nature of science. Through the project, students will be exposed

to the tentative character of science and creativity of scientists as they design and problem solve. The material covered in course work
will also illustrate how there are ties between science, social, and culture. Outcomes specific to this unit are:
Knowledge:
STS-KB.1 Investigate living things; and
identify and apply scientific ideas used to
interpret their general structure, function
and organization

KB1.2 Apply the concept of system

in describing familiar organisms and
analyzing their general structure and
function

STS-KB.3 Interpret the healthy function

of human body systems, and illustrate
ways the body reacts to internal and
external stimuli

KB3.1 Describe, in general terms,

body systems for respiration,
circulation, digestion, excretion and
sensory awareness
KB3.4 Describe changes in body
functions in response to changing
conditions

STS-K.D1. Illustrate the development of

Skills:

Attitudes:

S1.1 identify practical problems (e.g., identify

problems related to the effectiveness or
efficiency of a mechanical device)
S1.2 identify questions to investigate arising
from practical problems (e.g., What is the
efficiency of this device?)

A1. Interest in Science

Students will be encouraged to:
Show interest in science-related
questions and issues, and pursue
personal interests and career
possibilities within science-related
fields

S1.3 propose alternative solutions to a

practical problem, select one, and develop a
plan
S1.4 select appropriate methods and tools for
collecting data to solve problems (e.g.,
develop or apply appropriate methods for
measuring speed ratios and force ratios; plan
and conduct a search, using a wide variety of
electronic sources)
S1.5 formulate operational definitions of
major variables and other aspects of their
investigations (e.g., define frictional force
by identifying a method to be used for
measuring it)
S2.1 research information relevant to a given
problem
S2.2 select and integrate information from
various print and electronic sources or from
several parts of the same source
S2.3 construct and test prototype designs and

A2. Mutual Respect

Students will be encouraged to:
Appreciate that scientific
understanding evolves from the
interaction of ideas involving people
with different views and
backgrounds
A3. Scientific Inquiry
Students will be encouraged to:
Seek and apply evidence when
evaluating alternative approaches to
investigations, problems and issues
A4. Collaboration
Students will be encouraged to:
Work collaboratively in carrying out
investigations and in generating and
evaluating ideas

science and technology by describing,

comparing and interpreting mechanical
devices that have been improved over time
KD1.1 investigate and provide
examples of mechanical devices used
in the past to meet particular needs.
KD1.2 illustrate how a common need
has been met in different ways over
time
KD1.3 illustrate how trial and error
and scientific knowledge both play a
role in technological development
STS-K.D2. Analyze machines by describing
the structures and functions of the overall
system, the subsystems and the component
parts
KD2.1.1 analyze a mechanical
device, by describing the overall
function of the device
KD2.1.2 analyze a mechanical
device, by describing the contribution
of individual components or
subsystems to the overall function of
the device
KD2.1.3 identifying components that
operate as simple machines
KD2.2 identify the source of energy
for some familiar mechanical devices
KD2.3 identify linkages and power
transmissions in a mechanical device,
and describe their general function
STS-K.D3. Investigate and describe the

systems
S2.4 carry out procedures, controlling the
major variables (e.g., ensure that materials to
be tested are of the same size and are tested
under identical conditions)
S2.5 organize data, using a format that is
appropriate to the task or experiment
S2.6 use tools and apparatus safely
S3.1 identify and correct practical problems in
the way a prototype or constructed device
functions
S3.2 evaluate designs and prototypes in terms
of function, reliability, safety, efficiency, use
of materials and impact on the environment
(e.g., test and evaluate the efficiency and
reliability of a prototype device to lift a given
mass from the floor to a tabletop)
S3.3 identify and evaluate potential
applications of findings (e.g., identify
possible applications of a simple machine or
mechanical system they have studied)
S4.1 use specific language that is
scientifically and technologically appropriate
(e.g., use such terms as system,
subsystem, component and function in
describing a mechanical system)
S4.2 communicate practical problems, plans
and results in a variety of ways, using written
and oral language, data tables, graphs,
drawings and other means (e.g., describe,

A5. Stewardship
Students will be encouraged to:
Demonstrate sensitivity and
responsibility in pursuing a balance
between the needs of humans and a
sustainable environment
A6. Safety
Students will be encouraged to:
Show concern for safety in planning,
carrying out and reviewing activities

transmission of force and energy between

parts of a mechanical system
KD3.1 analyze mechanical devices to
determine speed ratios and force
ratios
KD3.2 build or modify a model
mechanical system to provide for
different turning ratios between a
driving and driven shaft, or to achieve
a given force ratio
KD3.3 compare theoretical and actual
values of force ratios, and propose
explanations for discrepancies
KD3.4 identify work input and work
output in joules for a simple machine
or mechanical system
KD3.5.1 describe fluid pressure
qualitatively and quantitatively, by
explaining how forces are transferred
in all directions
KD3.5.2 describe fluid pressure
qualitatively and quantitatively, by
describing pressure in units of force
per unit area
KD3.6 describe how hydraulic
pressure can be used to create a
mechanical advantage in a simple
hydraulic jack
KD3.7 describe and interpret
technologies based on hydraulics and
pneumatics
STS-K.D4. Analyze the social and
environmental contexts of science and

using pictures and words, the transmission of

a force through a mechanical system)
S4.3 work cooperatively with team members
to develop and carry out a plan, and
troubleshoot problems as they arise

technology, as they apply to the development

of mechanical devices

KD4.1 evaluate the design and

function of a mechanical device in
relation to its efficiency and
effectiveness, and identify its impacts
on humans and the environment
KD4.2 develop and apply a set of
criteria for evaluating a given
mechanical device, and defend those
criteria in terms of relevance to social
and environmental needs
KD4.3 illustrate how technological
development is influenced by
advances in science, and by changes
in society and the environment

Cross-curricular Connections
This unit is cross-curricular in nature and has connections to Mathematics, Language Arts, Social Studies, and Art. During this unit
students will be required to use mathematical concepts and skills in order to solve for unknowns and manipulate formulas.
Connections to Language Art include properly written portions of assignment such as the defense paper; the comprehension and
response to questions; management of ideas and information regarding planning of the project; and the respect, support and
collaborative work with other students. The project presented to the students within this unit has a strong association to the Social
Studies and the creativity of Art. This connects directly with Social Studies curriculum through the development of global and world

issues such as who may have access to these technologies, and who should be paying for the research to fund certain projects. The
project asks students to examine and create technology that can enhance the human body. Students will have to consider the impact of
this type of technology and the moral and ethical issues regarding its development. In order to create the realistic enhancement for the
human body, blueprints will need to be drawn up, relating to the art curriculum based on scale drawings, and 2D and 3D
representations.
FNMI Inclusivity
Throughout this unit there is frequent use of Indigenous ways of knowing. This includes the incorporation of the Medicine Wheel
Philosophy, which connects the physical, spiritual, emotional, and mental aspects that relate the unit to the students in their daily lives.
Also, following the end of each topic and quiz, the students will engage in a sharing circle as a form of communicating and debriefing.
Through their group work and peer feedback students will also be encouraged to foster attitudes of humility and respect in their
interactions. This unit also incorporates some historical technologies of the FNMI groups ensuring to draw awareness that there are
contributions from all cultures to the large body of science. In the final topic the social issue of recognition of contributions and
understanding will be taken up.
Differentiation and Accommodation
In an endeavor to address the diverse learning needs of students there will be hands-on activities or labs, information will be paired
with visual stimulus, and research will be done in pairs. In regards to showing what the students know, there will be an interactive
journal that includes lab write-ups and any pertinent information. This interactive format allows for students to represent their

reflections and thoughts on a lab in way meaningful to themselves, for example a drawing, diagram, or written. Students will also be
given choices in their project as to how they would like to design and present their journal, for example video, website, written report,
etc. There will also be frequent use of formative assessments including observations, discussions, questioning, peer feedback, charts,
and self-reflection. The information gathered through these assessments will enable the teacher to adjust lessons according to student
understanding and help determine necessary differentiation.
Unit Timeline

Section topic /Time

Curriculum and Outcomes

8D4.3

S1.1
S1.2

A1

SB.2.3
SB.3.3
SB.4.1
SB.4.2
SD.2.6
SD.4.1

A1
A2

2 lessons

8D.2.1
8D.1.1
8D.1.2

How do machines
work?

8D3.1
8D.3.4

S1.1
S1.2
S1.4
S1.5
S2.1
S2.3
S2.4
S2.5
S2.6

1 lesson

Simple Machines

2-3 lessons

Activities

Materials/Resources

Students will define

enhancement and
identify common
examples
begin to identify the
relationship between
social, science, and the
development of
technology
Define machines and
mechanical devices
Identify simple
machines and describe
their function in terms
of forces and load

Think-pairshare
Discussion
Ironman
introduction
video
Hearing aid
evolution Video
Conjure,
Cluster,
Categorize preassessment
Simple
Machines
Learning
Centers &
Simple
machines cheat
sheet
"Find the
simple machines
in the picture"
hook activity
Simple
Machines and
the Human
Body Activity

Ironman introduction
video
Hearing aid
evolution - Video

Discussion
exit slip

Post-it notes
Learning Centre
materials
(Learnalberta simple
machines gizmos,
Simple Machines
Egyptians video &
Greeks video, Travois
materials skewers,
copper wire, paper,
hole puncher)
Lab materials (Gum,
tennis ball & baseball
gloves, stickers)

Conjure,
Cluster and
Categorize preassessment
Interactive
Notebook
(simple machines
cheat sheet,
simple machines
& the human
body worksheet)

Define force, load,

and work
Identify force, load
Mechanical
advantage
o Define mechanical
advantage, input force,
and output force.
o Identify units for

Simple
Machines
Advantages and
Disadvantages
Chart
Simple
Machines Game
Mechanical
advantage

Flip chart paper

Markers
Wireless device or
laptops
Simple Machines
Game
mechanical
advantage worksheet

Formative
discussion
questions and
observations
Quiz I
Sharing Circle

Attitudes

Skills

Knowledge

Introduction

Objective(s)

Assessment
(FOR, OF, and
AS)

Resources
Teacher Resources
Resource

URL/Source

How it would be used

The evolution of
hearing aids slideshow

http://theinstitute.ieee.org/slideshow
/technology-focus/technologytopic/the-evolution-of-hearing-aids

This resource offers images of the different stages as hearing aids were developed.
Beginning in the 17th century and ending with cochlear implants. This could be utilized
in the unit introductory lesson to show students how the idea has been changed over the
years. I would propose presentation be prepared to walk students through the history of
the development.

Evolution of hearing
aids prezi

https://prezi.com/oaysetgcjdhd/evol
ution-of-hearing-aids/

An excellent resource that pull the finer details of dates in the development of the
hearing aids. This would provide direction in what dates to examine to develop a
background in the development of a technology over time.

Integrating First
Nations and Metis
Content and
Perspective - Grade 5
Physical Science
Forces and Simple
Machines

http://old.spiritsd.ca/learningresourc
es/FNM
%20Resources/GR5%20Forces
%20and%20Simple%20Machines
%20(2).pdf

This resource suggests some methods for integrating Indigenous ways of knowing in
physics units. We borrowed ideas such as the Medicine Wheel, Sharing Circles, and
building a Travois.

What makes things

move? Levers in the
human body

http://www.yale.edu/ynhti/curriculu
m/units/2014/4/14.04.04.x.html

The Simple Machines and the Human Body lab was inspired partly from this lesson.

Pascals Law Glass

Bottle Demo

http://www.ehow.com/list_5791550
_middle-school-activities-pascal_sprinciple.html

The glass bottle demo from the hydraulics lab was inspired by one of the demonstrations
mentioned on this website.

Hydraulic Jack
Activity

https://www.youtube.com/watch?
v=Eh0kyhEa8g8

This video shows how a hydraulic jack can be built from simple materials such as
popsicle sticks. It was used as inspiration for the hydraulics lab.

Resource

URL/Source

How it would be used

Introduction to
Ironman - video

https://www.youtube.com/watch?
v=qnNwja0Ih8w

This clip shows Tony Stark (Ironman) in his first successful flight with the
prototype and then the suit. This video is used as a hook to begin the students
thinking about using machines to enhance the human body.

Hearing Aid Evolution

- video

https://www.youtube.com/watch?
v=PZzhVT_LX2c

This video gives a history of hearing aids highlighting the scientific

developments that contributed to changes. Could be shown to students to
illustrate the development of a technology through time. Could also be used to
illustrate the relationship of science, and social influences on technology
development.

Simple Machines
Gizmos
Inclined Plane
Pulleys
Wheel & Axle
Levers

www.learnalberta.ca

During the Simple Machines Learning Centre activity, students would

manipulate different types of simple machines at different stations using these
gizmos or applets.

Simple Machines Egyptians video

www.discoveryeducation.ca/Canad
a/

During the Simple Machines Learning Centers activity, there would be would
one center on the historical use of simple machines. Students would watch these
short video clips at that center.

Student Resources

Simple Machines Greeks video

Brainpop hydraulics
video

https://www.brainpop.com/science/
motionsforcesandtime/hydraulics/

Students would watch this short video at the end of the first hydraulics lesson,
as a summary of what theyve learned.

Simple Machines
Game

http://mint.ua.edu/games/simplemachines/

At beginning of the Human System & Mechanical Systems topic, this game will
be used to pre-assess and reinforce concepts learned in previous topic. Students
will be given an opportunity to participate in the interactive game.

Machines, work,
power, efficiency, and
mechanical advantage
Game

https://www.superteachertools.us/
jeopardyx/jeopardy-reviewgame.php?
gamefile=524280#.VtOSWzbmzw
w

This game will be during the Human Systems & Mechanical Systems topic to
review topics from the previous section and to reinforce current topics including
efficiency and mechanical advantage.

Rube Goldberg
introduction - video

https://www.youtube.com/watch?
v=cKb9fB8kHKI

This video demonstrates a student at grade levels Rube Goldberg machine. This
video is used as an example of what a Rube Goldberg machine is.

Transmission Video

https://www.youtube.com/watch?
v=QPaUJfA1KsY

This video illustrates how a car transmission works. It is incorporated in the

topic focusing on gears as it provides not only an interest piece but an excellent
explanation of driving shaft, gear functions in a real situation, and transmission
of energy.

Iron man Mark2 build,

test, revise - video

https://www.youtube.com/watch?
v=gXTbQ0Rfjbw

This video illustrates the development process of build, test, revise. It shows
Tony Stark (Ironman) as he develops and alters blueprints, builds his machine
and then tests it. This clip also shows his machine failing which leads to
redesign. It would make a good example showing that the process is messy.

Human Body Working

like a Machine
Video

htthttps://www.youtube.com/watch? This video will be used to in the introduction lesson of the Human Systems &
v=1HtiZRcKSRI
Mechanical Systems topic. The video demonstrates how the human body works
like a machine.

Ironman war machines

- Video

https://www.youtube.com/watch?
v=1H12pyg3Zl4

This clip is taken from the Ironman 2 movie. After a brief sales pitch talking
about who should have access to the Ironman technology, this clip introduces
the war machine drones. These drones utilize a similar mechanical design as the
Ironman suit. These drones are then hacked. This clip serves as an introduction
to ethics and technology. Possible discussion topics stemming from this clip
include: who should have access to technologies? How should we use
technologies? Who makes these decisions?

Appendices
Appendix A.

0%

45%

Sharing Circles
Formative

Three Quizzes
e Summativ

25%

Ongoing Project: Final

presentation

25%

Formative

Ongoing Project:
Summativ
e Defense

Ongoing Project:

Ongoing Project:
Summativ

5%

Summativ
e Journal

0%

Proposal Presentation
e

0%

Formative
Research
project and Human Systems

0%

Formative
Pneumatics
Venn Hydraulics &

0%

Peer feedback

0%

Formative

Interactive Lab
Formative
Notebook

0%

Discussion

Observations/

0%

Formative

Weighting

Formative
Conversation

Type
(Formative/Summati
ve)

Formative

Title

Pre-assessment

Assessments

0%

Table 1. This table is a sample of the set-up of an interactive notebook, which we will would use to assess labs. On the left page,
students reflect (after completing the lab) on one or more prompts related to the lab activity. Their responses can be written in
paragraphs, bullet points, tables, diagrams or drawings. On the right page, the formal worksheet with collected data is glued or
inserted. These notebooks would be assessed formatively. The left side would be used to inform observation notes. Worksheets may
be assessed with an answer key, checklist or rubric depending on the lab.

Reflection

Sample Assessment Checklist

Type of
Simple
Machine

Function

Diagram

Yes
Student correctly identified the type of
simple machine
Student correctly identified the function of
the machine
Student drew a diagram of the simple
machine and correctly labeled the
components (if any)
Student correctly labeled the input force
Student correctly labeled the output force
Student correctly labeled the load(s)

Appendix B.

LESSON#1
Name of Instructors: _Aaron, Elise, Emma______________________________________________

No

Grade ___8_____________

Activity Introduction to Unit and project

Goals/Key questions
Goals: -Students will learn what the definition of mechanical enhancement is.
-Students will create an understanding of
Objective (connected to PofS): Students will begin to form an understanding of the relationship between technological development, advances in
science, changes in society and environment
GLEs/SLEs addressed
KD4.3 illustrate how technological development is influenced by advances in science, and by changes in society and the environment
S1.1 identify practical problems
S1.2 identify questions to investigate arising from practical problems

Pre lesson Considerations

Lesson overview of main scientific content, skills to be learned
Students will begin examining how technology is developed through social and scientific influences by examining the development of mechanical
enhancements for the body.
Materials needed/pre-setup required/logistical considerations needed (seating arrangement):
Write question on board: What is enhancement and how can it be applied?
Load Introduction to Ironman video
Hearing Aid Evolution - video
For Labs/demos: Safety considerations/factors/equipment required: NA
- How will students be made aware of the safety considerations? NA

Content:

Introduction
(how will you

What is the teacher doing?

What are the students doing?

As students enter the classroom

direct them to the question posed
on the board.

Students will enter classroom and move to be

seated in their desks.

engage students?
Connections to
previous
learning?)

Time
estimation
7-10 minutes

Transition
consideration
s

-What is enhancement and how

can it be applied?
Once all student have arrive read
the question aloud and inform the
students that this will be taken up
as a think-pair-share with their
elbow partner. Have them sit
quietly and think for 1 minute
before pairing for 2 minutes Listen
to the conversations that are
occurring to perform a preassessment.
Now it is time to take this question
as a group and have students share
examples and thoughts from their
partner conversations. This will be
done going table by table. The
answers and suggestions will be
written on the board to create a big
picture of the students
understanding of the topic.
Offer the option to speak again
after all the tables have gone in
case there are any students who
required more thinking time.
Make sure you dont postpone the
transition too long. If you
continually wait for responses that
are none existent you lose the
interest of the students. After hands
are no longer being offered ask
once more then move on.
Now we will be refining some of

Students may either take notes on their answers

to the board question, sit thinking, or begin
discussing with their neighbor.

Students will remain in seats and think quietly

for 1 minute. Then they shall discuss the board
question with their elbow partner for 2 minutes

Students will offer suggestions until all thoughts

have been offered.

Watch students for loss of attention, when the

first ones start begin wrap up.

Students will be listening as you work the

Activity 1
Time est:
8 min

Transition
consideration
s
Time Est:
4 minutes

the knowledge. It is important that

they know what an enhancement is.
Should they have missed it earlier
or if there is clarification needed
the definition is as follows
Enhancement- an attempt to,
through natural or artificial means,
temporarily or permanently
overcome limitations of the human
body. Technology is used in this
case to alter human characteristics
and capacities. This can be beyond
the human range.
Ask brainstorm
How can the human body be
enhanced?
-drug induced
-prosthetics (functional)mechanical
-medical
-cosmetic
Before we continue do a quick
brain break. Ask students to stand
and walk around the classroom
while you play a song. When the
music stops they must stop and tell
whomever they are next to one
example of an enhancement they
have seen. When the music starts
again they must repeat this
procedure. After they have talked
to two people they may resume
their seats.

definition in. This then moves into discussion

questions, which will require students to think
and answer. Be sure to leave enough time for
response.

Students will have an opportunity to interact

with one another and have a movement break.
Their examples of enhancement will suggest
level of understanding.

Activity 2
Time Est:
20-25

Play Introduction to Ironman

video
This is an example of an alteration
that goes beyond the normal range.
Humans cant fly, but with Tony
Starks use of a mechanical device
he can.
Let us look at a more practical
approach.

Students may become rather exited at this point

so play with the energy and work it down before
manipulating it to the questions

Why would we need to enhance?

-to make selves better than
previous
-to overcome obstacle
Asking for an example of a human
body failure, damage, or flaw (for
example loss of limb, issues with
vision or hearing, etc.). If none are
suggested offer the idea of hearing
loss.
what do we know about (hearing
loss)?
-it can be corrected
how has this been corrected in the
past?
how has this been corrected
now?
Brain break!
Have students stand next to their
desks and do some leg lifts, and
then have them stretching arms
above head then to the floor.

Brain break! Physical movement to break up the

lesson

Play Hearing aid Evolution video

As you saw people have been
trying to fix this for a while (17th
century) why would we want to
correct this? Why not just leave
people without perfect hearing?
-fairness
-need to be able to have
conversations
Its a social issue that drove the
development of technology
How has science contributed to
technology involving the human
body?
- As science grew to have a
better understanding of the
human body and other
sciences new technologies
were developed (the
telephone, the vacuum
tube).
- As new technologies were
developed science could
better understand what it
was studying
For your major project you will be
designing a mechanical
enhancement for the human body.
Take the next five minutes to
brainstorm with your elbow buddy

Students are allowed to make noise as long as it

is constructive to their process and not disturbing
others.

Conclusion
-

How will
you know if
students
learned what
you hoped?
Connections
to next
lesson?
Connections
back to key
question

about possible issues that you could

design your machine to overcome
or enhance.
In the next class well begin talking
about mechanisms that you may be
able to incorporate in your
machine.

Students will complete an exit slip then leave in

a pile next to the door on their way out.

The remaining five minutes are to

record on your exit slip:
1. What is enhancement
2. an issue or betterment that you
are thinking of correcting with your
machine.

Assessment: Observations and an exit slip

Accommodations/Modifications: For students that are weak readers read the wording on the hearing aid evolution video. The exit slip can also be
done as a quick one-on-one conversation with those who struggle with writing.
Extension and extra time activity: Have students in groups come up with other technologies that have been developed over time to solve physical
issues.
Reflection on how the lesson went.

LESSON #2

Simple Machines and the Human Body Lesson

Goals/Key questions
Goals: The students will see that simple machines are often hidden in plain sight and that the human body is composed of simple machines. They
will apply what theyve previously learned to identify the machines involved human movement and determine the components, forces and loads
involved.
Objective: The students will identify and analyze simple machines that are part of the human body and describe their function

GLEs/SLEs addressed:
Knowledge
Analyze a mechanical device, by:
describing the overall function of the device
describing the contribution of individual components or subsystems to the overall function of the device
identifying components that operate as simple machines

Skills

Use specific language that is scientifically and technologically appropriate (e.g., use such terms as system, subsystem, component
and function in describing a mechanical system)
Observe and record data, and produce simple line drawings
Receive, understand and act on the ideas of others
Communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral
language and other means
Use tools and apparatus safely

Attitudes

Show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields
Work collaboratively in carrying out investigations and in generating and evaluating ideas
Show concern for safety in planning, carrying out and reviewing activities

Pre lesson Considerations

Lesson overview of main scientific content, skills to be learned:
The types of simple machines (Lever, wheel and axle, wedge, inclined plane, pulley, and screw)
The components of simple machines (fulcrum, effort and load arm, wheel and axle, pulley and rope, threads)
How simple machines work (input and output forces, loads)
Materials needed/preset up required/logistical considerations needed (seating arrangement):
Tennis ball and baseball gloves
Gum
Stickers and a binder

Safety considerations/factors/equipment required:

Tennis ball safety
o Throw the tennis ball at the baseball glove, not at other parts of the student or other objects
How will students be made aware of the safety considerations?
Each station will have an information sheet that includes safety information. During the introduction, students will be reminded of the risks and the
consequences of breaking those rules (the activity will stop and future explorations may be limited).

Content:
Class duration: 55
minutes
Number of
students: 24

Introduction
Time estimation:
10 minutes (for
sharing)
5 minutes (for
image analysis)
4 minutes (for
instructions)
20 minutes total

Transition
considerations
Activity 1

What is the teacher doing?

Simple machines review: Supervising and answering

questions
Simple machines are hidden everywhere: How many simple
machines do you think there are in this picture? Can you
identify what they are?
Activity Instructions:
o Each table group will receives instructions and
materials for one activity
o Students must complete the activity and record their
observations in a worksheet, which will be included
in their interactive notebook
o Students will have 10 minutes to complete the
activity and the worksheet

What are the students doing?

Simple machines review: students must

share their cheat sheet with a partner and
refine their sheet

Throw the tennis ball in an overhand

The worksheets will be split into groups of six and handed out to
each table. Materials will then be placed on tables (not before so
they dont mess around with them while were talking)
Walking, observing and/or assisting

Time Est: 10
minutes

Activity 2

Walking, observing and/or assisting

Activity 3

Walking, observing and/or assisting

manner to another person, who will catch

it with a baseball glove.
Identify the type of simple machine
involved and the function of that simple
machine
Draw a diagram of your simple machine
and label:
o The components (if any)
o The applied or input force
o The output force
o The load (if any)
Stand and lean on the edge of a table.
Flex their knees.
Identify the type of simple machine
involved and the function of that simple
machine
Draw a diagram of your simple machine
and label:
o The components (if any)
o The applied or input force
o The output force
o The load (if any)
Take a piece of gum and chew it.
Identify the type of simple machine
involved and the function of that simple
machine
Draw a diagram of your simple machine
and label:
o The components (if any)

o
o

Activity 4

Walking, observing and/or assisting

Activity 6

Walking, observing and/or assisting

Activity 7

Walking, observing and/or assisting

The applied or input force

The output force
The load (if any)

Using a nearby object, do a bicep curl.

Identify the type of simple machine
involved and the function of that simple
machine
Draw a diagram of your simple machine
and label:
o The components (if any)
o The applied or input force
o The output force
o The load (if any)
Stand on the tips of your toes to reach a
book on a shelf
Identify the type of simple machine
involved and the function of that simple
machine
Draw a diagram of your simple machine
and label:
o The components (if any)
o The applied or input force
o The output force
o The load (if any)
Scratch a sticker off the binder
Identify the type of simple machine
involved and the function of that simple
machine

Transition
Discussion
Time Est:
10 minutes (for
sharing)
10 minutes (for
discussion)

Transition
Closing
Time Est:
5 minutes

Draw a diagram of your simple machine

and label:
o The components (if any)
o The applied or input force
o The output force
o The load (if any)

One member from each group (the oldest

member) will share their observations
with the class
Discuss questions

Need to put away materials

Pose discussion questions

o Do you agree with the classification of the simple
machines involved in these activities?
o Are there some activities that you think do not
involve simple machines? Are we seeing simple
machines where there are none?
o Did you agree with the labeling of input & output
force and load for each activity?
o Are there any types of simple machines that cannot
be found in the human body?

Need to put away materials

Provide prompts for student reflection in their interactive

notebooks:
o 3-2-1: three key concepts, two simple machines
found in the human body, one question you still have

Assessment:
All assessment will be formative
Peer feedback on simple machines cheat sheet
Observations
Class discussion
Interactive notebook worksheet and self-reflection

Reflect on the activity in their interactive

notebooks

Accommodations/Modifications:
Activities can be strategically assigned based on student physical abilities and mobility
Students can describe the simple machine in words if they dont feel comfortable drawing. When sharing with the class, students could
also act out the movement.
If a student doesnt feel comfortable sharing with the class, then another student can do it
Reflection in the interactive notebook can be done with paragraphs, bullet points, diagrams or images.
Extension and extra time activity:
Extension questions
If you identified any levers, what type of lever is it (first, second or third class)?
If you identified any pulleys, what kind of pulley is it (fixed, movable, compound)?
Do you agree with the statement a wheel and axle is just a type of lever? Do you think it should be classified as a type of simple
machine?
Do you agree with the statement a screw is just a winding inclined plane? Do you think it should be classified as a type of simple
machine?
Reflection
Printables
Everyday Simple Machines Observations
Type of
machine

Function of the
machine
(What does it do?)

Diagram

Activity #1
Part 1
Throw the tennis ball in an overhand manner (see image) to another person, who will catch it with a baseball glove.

Technique for an overhand throw

NOTE: Please do not throw the tennis ball at other people or school property with the intention of harming or damaging them.
Part 2
Identify the type of simple machine involved and the function of that simple machine
Record your response in the table in your notebook
Draw a diagram of your simple machine and label:
o The components (if any)
o The applied or input force
o The output force
o The load (if any)

Activity #2
Part 1
Stand and lean on the edge of a table. Flex your knee, as shown in the following image.

Part 2
Identify the type of simple machine involved and the function of that simple machine
Record your response in the table in your notebook
Draw a diagram of your simple machine and label:
o The components (if any)
o The applied or input force
o The output force
o The load (if any)

Activity #3
Part 1
Take a piece of gum and chew it.
Part 2
Identify the type of simple machine involved and the function of that simple machine
Record your response in the table in your notebook
Draw a diagram of your simple machine and label:
o The components (if any)
o The applied or input force
o The output force
o The load (if any)
Activity #4
Part 1
Using a nearby object, do a bicep curl (as shown in the image).

Part 2
Identify the type of simple machine involved and the function of that simple machine
Record your response in the table in your notebook
Draw a diagram of your simple machine and label:

o
o
o
o

The components (if any)

The applied or input force
The output force
The load (if any)
Activity #5

Part 1
Stand on the tips of your toes to reach a book on a shelf.
NOTE: If youre struggling a lot to reach a book, please ask for help. I would recommend getting your tallest group member to do the
activity.
Part 2
Identify the type of simple machine involved and the function of that simple machine
Record your response in the table in your notebook
Draw a diagram of your simple machine and label:
o The components (if any)
o The applied or input force
o The output force
o The load (if any)

Activity #6
Part 1
Scratch a sticker off (with your nails) the binder on your table.
Part 2
Identify the type of simple machine involved and the function of that simple machine
Record your response in the table in your notebook
Draw a diagram of your simple machine and label:
o The components (if any)

o
o
o

The applied or input force

The output force
The load (if any)

LESSON #3
Activity: Introduction to Human Systems & Mechanical Systems
Goals/Key questions
Goals: Students will be able to identify the systems of the human body and will be able understand the comparison
to mechanical devices and mechanical systems.
Objective (connected to PofS): Students will be able to identify the systems of the human body and describe
their function
GLEs/SLEs addressed
Students will:
Interpret the healthy function of human body systems; and illustrate ways the body reacts to internal and external
stimuli
- describe, in general terms, body systems for respiration, circulation, excretion, and sensory
awareness

Pre lesson Considerations

Lesson overview of main scientific content, skills to be learned
Human body system and comparison to mechanical systems
Materials needed/preset up required/logistical considerations needed (seating arrangement):
Computer

Interactive whiteboard

Internet access

Chart paper and markers Notebook and scrap paper

For Labs/demos: Safety considerations/factors/equipment required:

- How will students be made aware of the safety considerations?

Content:

Introduc
tion (how
will you
engage
students?
Connections
to previous
learning?)

What is the teacher

doing?
Needs to include step by
step procedures:
Include Key questions,
logistics, key concepts that
will be addressed, methods
of formative assessment

What are the students doing?

Students will be observing video

Time
estimation
10 minutes

Transition
considera
tions
Activity 1
(add more if
needed)

Show Human Body

Working like a Machine
video
Explanation of how the
human body is like a
machine that is
comprised of subsystems
that work together.
Ask Pre-assessment
questions brief class
discussion (How is the
human body like a
machine?)
Inform students of group
discussion to follow.

Be specific to what they will be doing

to be engaged in the learning.
Consider how they are organized, (eg
working alone/pairs etc).

We will budget 1 minute for

transitions
Prior to class construct a
table on chart paper

Group discussion
Students will come up with human

Time est:
15 minutes

Ensure proper group

discussion practice. Respect
other and their views, turntaking, engagement, etc.
Select a recorder to record
ideas on chart paper
Observe
Facilitate discussions and
ask key questions

body systems, explain their general

function in small group, and ideas will
be recorded on a chart paper table
Engage in group discussion
Recorder will add ideas to chart table

Observe
Facilitate discussions and
ask key questions
Select a reporter from each
group (Who has a birthday
coming up?)

Using the ideas generated from

Activity 1, students will engage in a
think-pair-share in groups of 2 or 3.
Students will consider and discuss how
the human body is comparable to
mechanical devices, record ideas in
notebooks, and engage in group
discussion concerning their groups
findings.
Reporter will add ideas to chart table

Students will clean areas and materials

Transition
considera
tions
Activity 2
Time Est:
15 minutes

Conclusi
on
-

How will
you know
if
students
learned
what you
hoped?
Connectio

Inform class to start

cleaning up areas.
Provide students will
exit slips (What did you
learn?, What did you like
and dislike about todays
lesson? What do you
want to learn more
about?) and inform them

Student will complete and hand in exit

slips

ns to next
lesson?
Connectio
ns back
to key
question

they are to be completed

before leaving class.
Notify students that next
class will be a closer look
at the human body
systems and function

Assessment: all assessments will be formative

Pre-assessment discussion whole class
Observations
Formative Discussion both whole class and small groups
Exit slips

Accommodations/Modifications:

Activities can be strategically assigned based on student physical abilities and mobility
If a student doesnt feel comfortable sharing with the class, then another student can do it

Extension and extra time activity:

Extension questions (open to further group or small group discussion)
1. How do you think the human body and machines respond to higher temperatures?
2. What is used to cool both systems down?
3. How do both systems get rid of waste? What subsystems are involved?
Reflection on how the lesson went.
Student Exit slips

Teacher use exit slips to gauge student understanding of lesson, what worked and what didnt, areas that
need to be discussed further, and modify future lessons.

Activity 1 and 2 Chart Table Example

Human Body System
(Activity 1)

Function
(Activity 1)

Comparable Mechanical
System or Machine
(Activity 2)

Appendix C.
ANALYSIS
1. Demonstrate how your project originates with an issue, problem or question or exploration that provides opportunities to create or
produce something that contributes to knowledge? (and not just being taught static knowledge)
The introduction of the project sets the students up with an open approach to science. They will be provided with two examples
of enhancement. One is the application of machines to go beyond natural capabilities (ironman). The other takes a more
practical problem solving approach of the evolution of enhancement tools for hearing loss. Since this unit takes a focus on
blending technology and biology in the form of enhancements, we wanted to show the students the skies the limits when it
comes to ideas. The students are producing something that will contribute to their knowledge and understanding of the
material. This open approach suggests that the created devices may meet real needs or wants. These students may find

solutions to problems that we have never thought of before. This unit has real world applications with varying levels of
approach from school age to bioengineer.
2. Does the study lead students to build deep knowledge that leads to deep understanding?
Our variety of activities and methods of teaching, appeals to varying levels of readiness and learning styles. Since the project is
intertwined with concepts and theories learned in class, students will have to be able to apply this knowledge. This mean they
need a sophisticated idea and understanding of these concepts in order to do the project. By researching and applying they will
also increase retention, by having personal connections with the material.
3. Does the study encourage students to develop habits of mind that encourage them to experience elements of the Nature of Science,
and offer opportunities to explore possible modes of thinking?
Yes the main project gets them into engineer mindset as they practice testing and retesting, tinkering, and problem solving.
They get to experience how real engineers and scientists work through problems. When the students do their final presentation
they will finally get to see all of the ideas become a reality, and it will be apparent that no two projects went exactly the same.

Evidence (how do we know what we know) Students will develop an understanding of what evidence is as they begin to
build criteria to determine whether their machine works. In labs such as the hydraulic and pneumatics topic, students get to work
with and verify Pascals law. This verification lab allows for the reinforcement of laws by providing evidence.

Viewpoint (who is speaking) In the final topic of technology and ethics students will be focusing on whose views and
interests are being represented in the development of technology. There will be a group discussion where each group takes a
differing viewpoint (ex. FNMI, business, scientist, etc.) and must explain and defend their viewpoint.

Pattern and connection (what causes what?) This ties nicely to actual activities performed throughout the unit. For
example when students are constructing the hydraulic jack, they need to think about what causes the load to be lifted in terms of
pressure and Pascals law. We also see a cause and effect situation when looking at energy and its transfer through systems,
especially in Rube Goldberg project.

Supposition (how might things have been different)? During trials and defense paper students will be required to reflect on
their task and think about how could we improve or modify it. The final defense contains a question asking the student that if there
was more time where could you go from here.

Why it matters (who cares)? When students have to justify why they made the device, they are required to take ownership
and suggest who this could benefit. The final topic of technology and ethics looks into why technologies matter by looking into the
way we distribute, design, and manipulate their purpose. For example hospitals and military would both have use for new
technologies, but they will utilize them in differing ways.

4. Using the McComas list of the tenets of the Nature of Science (pg. 25 of textbook), demonstrate which elements are being
addressed by students participating/experiencing in the Nature of Science (as opposed to just learning about the Nature of Science).

Scientific knowledge, while durable, has a tentative character through the project as they test their prototypes they make new
conclusions based on the results, which demonstrates that science has a tentative character
There is no one way to do science; therefore, there is no universal step-by-step scientific method the students could
approach their project from anyway they want They have freedom in journal type, how they present their defense, the variables
they will experience, and they will most likely solve problems using different approaches.
New knowledge must be reported clearly and openly This tenet suggests that scientists must share with the academic
community. The students will be doing this with their final presentation where they get to share their results and conclusions
with everyone else, therefore disseminating knowledge.
Scientist require accurate record keeping, peer review, and replicability they should be constructing their journals so that this
experiment could be done by others. The criteria requires accurate calculations and recording of process.

5. Demonstrate how your unit plan embeds a pluralistic understanding of science (including Indigenous perspectives).
This unit doesnt lend itself as easily as other units. Weve tried to include indigenous ideas with the travois learning center
during the simple machines lesson. Also we use a sharing circle to enable the students to speak. We could discuss this aspect of
who is involved in science during the technology and ethics lesson. We do agree that it is important to foster a respect and
humility in terms of peer interactions and feedback. There will also be the incorporating of medicine wheel philosophy in our
unit as we approach topics with the idea of connecting to the four components.
6. Does the study have ongoing assessment woven into the design of the study providing timely, descriptive feedback and incorporates
elements of assessment of, as, for learning?
If you refer to our unit assessment plan you will note that there are varying methods incorporated throughout the unit that meet
these elements of assessments. We included formative (of) assessment in every lesson through pre-assessment activities,

observations and conversations, small scale projects (for example our hydraulics pneumatics venn diagram). We have
assessments as learning in the form of our interactive notebook, peer feedback for the proposals, and the reflection piece of the
defense and journal. We also tried to include a variety of summative assessments in the forms of the journal, the defense, and
quizzes.
7. Does the study provide opportunities for students to reflect on their own learning?
We have assessments as learning in the form of our interactive notebook, peer feedback for the proposals, and the reflection
piece of the defense and journal. In particular the defense asks about: How would they modify or improve their device if given
the opportunity? And what questions came up when researching or testing that they would like to research further? During
their trials of the machine there will also be a need for self-reflection as they think about what they did and what can be
changed.
8. Is technology used in a purposeful manner that demonstrates an appreciation of new ways of thinking and doing? Technology that
either allows students to explore a topic or allows them to show what they know about a topic?
Technology is incorporated into most of the lessons in one form or another. Such resources as the gizmos applets, videos,
online games, and use of technology for researching allow for students to develop new ways of thinking. The Applets and
games allow them to play without the issue of safety and provides access to materials the school may not have access to (ex.
interactive lab demos). We have also allowed for technology to be utilized in the production, creation and presentation of their
journal. Such programs as: Prezi, PowerPoint, Padlet, concept map generators, and video recordings allow for development
and expression of knowledge about the material. Many of the lessons incorporate videos to provide hooks and visual
explanation of materials covered in lessons. The idea of doing a video conference with professionals in the field also came up
in our discussions. The really nice benefit of technology is that it allows for greater flexibility when it comes to differentiation.
9. Do the students have an opportunity to observe and interact with adults with relevant expertise and experience in a variety of
situations in relation to the topic?
We did not directly plan for or cover this as it would be somewhat dependent on who your students are and what you have
access to. Theoretically students research could potentially cause them to locate and learn from an expert in the field. They
could watch videos created by experts, or we may be able to do video conferencing with organizations/experts.
10. Does the study provide opportunities for students to communicate what they are learning with a variety of audiences?

With their proposal and final presentation students do get the opportunity to share their work with fellow students in the class.
The idea was suggested that we could have another class come in and observe the final presentation, or even make an event of
it and invite community members. There will be opportunities to share with parents if we were to have the project around
parent-teacher conferences or hold an open house. We did also toss around the possibility of putting images and stories on
school website, however we would need to be aware of the schools policy and possible issues with FOIP.
In terms of the Galileo Inquiry Rubric we would score as follows:
AUTHENTICITY
ACADEMIC RIGOR
ASSESSMENT SPONSORS DEEP LEARNING AND IMPROVED
INSTRUCTION
ADDS VALUE BEYOND THE SCHOOL
STUDENTS LEARN WITH DIGITAL TECHNOLOGIES
STUDENTS ENGAGE IN ACTIVE EXPLORATION
CONNECTING WITH EXPERTISE
ELABORATED FORMS OF COMMUNICATION

Developing/Developing
Developing/Developing
Aspiring/Emerging/Aspiring
Developing/ Beginning
Developing
Emerging
Beginning/Beginning
Aspiring/Emerging/Emerging