Grade 8 - Self and Society

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

demonstrate confidence and positive attitudes when solving problems that arise during the design process
identify practical problems involving technology in a variety of contexts
work with others to solve problems that come up during the design process
list career paths in technological fields, and examine potential career opportunities
demonstrate a willingness to express thoughts and feelings about the effects of technology on their personal lives, society, and the environment

To view the prescribed learning outcomes for Self and Society in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Students work together to refine their group and problem-solving skills. They consider how changing technology influences their lives today and in the future.

Have students work in pairs or small groups to develop a product.
Ask students to consider how technology influences their lives. Have them create a poster, cartoon strip, animation, or video to illustrate developments in a particular technology.
Brainstorm reasons to work co-operatively in groups.

Engage students in planning a space colony. Tell them they are a development team hired to design a model geodesic dome in which the inhabitants of a colony will live. Have them work together to develop sketches and technical drawings of the structures inside the dome and produce a report discussing the human and social issues that need to be addressed. Students could keep journals to record their thoughts as they work through the design process. Prompt their reflective thinking by having them respond to the following frames:
- Things I liked____.
- Things I disliked____.
- Problems I met today and how I dealt with them____.

SUGGESTED ASSESSMENT STRATEGIES

As students solve problems that come up during the design process, they identify needs, set goals, develop plans, and assess their own abilities to work together and to design products that meet stated criteria.

Observe

Students examine a device (e.g., computer, washing machine, electric wheelchair) and write about the effects of that technology on society and the environment. Notice the extent to which they are able to:
- identify both positive and negative effects on individuals, society, and the environment
- relate the implications of the device in their own lives

Question

Students list careers in technological fields. After investigating several occupations, hold a conference with students to determine their levels of awareness of possible career directions. Pose questions such as:
- Which career or field interests you the most?
- What captured your interest?
- How could you use this information to make decisions about your future career options?
- Has that career been the subject of cultural, gender, or ability stereotyping? What barriers, if any, can you anticipate? How might they be overcome?
- What education or training is required for this career?

Self-Assessment

Conference with students individually about how they contributed to their design teams. Pose questions such as:
- What were your specific contributions to the group?
- What strategies did you use to help your group as you encountered problems?
- What will you do differently next time?