INTRODUCTION

Preface: Using this Integrated Resource Package

Implementation of Technology Education 8 to 10 will commence in September 1996 with full implementation in September 1997. This Integrated Resource Package (IRP) provides some of the basic information that teachers will require to implement the curriculum. The information contained in this IRP is also available through the Internet. Contact the Ministry of Education's home page: http://www.bced.gov.bc.ca/

The Introduction

The Introduction provides general information about Technical Education 8 to 10, including special features and requirements. It also provides a rationale for the subject-why technical education is taught in B.C. schools-and an explanation of the curriculum organizers.

The Technology Education 8 to 10 Curriculum

The provincially prescribed curriculum for Technology Education 8 to 10 is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer. These columns describe:

provincially prescribed learning outcome statements for Technology Education 8 to 10
suggested instructional strategies for achieving the outcomes
suggested assessment strategies for determining how well students are achieving the outcomes
provincially recommended learning resources

Prescribed Learning Outcomes

Learning outcome statements are content standards for the provincial education system. Learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and do in each grade. Learning outcomes are clearly stated and expressed in measurable terms. All learning outcomes complete this stem: "It is expected that students will...." Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depend on the professional judgment of teachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the selection of techniques, activities, and methods that can be used to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that they think will enable their students to achieve the prescribed outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially Recommended Learning Resources

Provincially recommended learning resources are materials that have been reviewed and evaluated by British Columbia teachers in collaboration with the Ministry of Education using a stringent set of criteria. They are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources (such as locally available guest speakers or exhibits). The recommended resources listed in the main body of this IRP are those that have a comprehensive coverage of significant portions of the curriculum, or those that provide a unique support to a specific segment of the curriculum. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum.

The Appendices

A series of appendices provides additional information about the curriculum, and further support for the teacher:

Appendix A contains a listing of the prescribed learning outcomes for the curriculum arranged by curriculum organizer and by grade.
Appendix B contains a comprehensive listing of the provincially recommended learning resources for this curriculum. As new resources are evaluated, this appendix will be updated.
Appendix C outlines the cross-curricular screens used to ensure that concerns such as equity, access, and the inclusion of specific topics are addressed by all components of the IRP.
Appendix D contains assistance for teachers related to provincial evaluation and reporting policy. Curriculum outcomes have been used as the source for examples of criterion-referenced evaluations.
Appendix E acknowledges the many people and organizations that have been involved in the development of this IRP.
Appendix F contains a glossary of terms specific to the Technology Education 8 to 10 curriculum.

Explanation of Section

Curriculum Sub-Organizer as seen on the World Wide Web

Grade and
Curriculum Organizer

Grade 8 - Energy and Power

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

Internal links to each
section of the document

Prescribed Learning Outcomes

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

incorporate selected devices in the design of energy transmission and conversion systems
explain how systems transmit and convert energy
identify how simple machines are combined into energy and power systems
construct devices that are powered in various ways

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

Navigational Links to similar sub-organizers

Suggested Instructional Strategies

SUGGESTED INSTRUCTIONAL STRATEGIES

Learning about energy conversion, transmission, and conservation helps students understand the impact of energy use on individuals, society, and the environment. To enhance their understandings of the relationship between energy and power, students design and build devices that use energy in various ways, and present their findings using various media.

Have students discuss and list power sources used in Canada in the 1800s. Have them compare the list to power sources used today.
Ask students to predict future sources of energy and power and their possible costs to the environment and society.
Lead a class discussion on the discrepancy between energy use per capita in Canada and in France, Mexico, or Nepal.

Suggested Assessment Strategies

SUGGESTED ASSESSMENT STRATEGIES

As students work on the design and construction of mechanical devices, they demonstrate their understandings of how energy is transmitted and converted, how simple machines are combined to create complex movements, and how energy can be conserved within a mechanical system.

Question

Conference with individual students to assess their understandings of how simple machines are used in the design of complex devices. Use prompts such as:
- What simple machines have you used in your design?
- How would a change in this simple machine affect the system as a whole?
- What other simple machine could you use in your design? What function would it serve?
- How would it change the system?

Collect

Examine design portfolio for evidence that students are able to:
- incorporate a variety of simple machines into their designs
- identify ways to conserve energy in their products
- modify a design to solve an energy transmission or conversion problem

Provincially Recommended Learning Resources