Go Back 1 Page In Guide Evergreen Main Menu Elementary Social Studies Main Menu Go to Social Studies Discussion Area Bibliography Go Forward 1 Page in Guide

Social Studies GradeFour

Unit 3: Interdependence

Module One - Meeting Needs and Wants through Technology

Concepts Knowledge Objectives

Students will know that:

Skills/Abilities Objectives

Students will:

Attitudes/Values Objectives

Students will:

Citizen Action Objectives

Students may:

Suggested Approaches

Module 1: Activity Guide

Teacher background

Some pertinent information that may be incorporated in this study include the following:

Exploring the concept of technology

Explore the term technology. Technology can be things, ideas, or knowledge. Examples may include: toys, recreation equipment, household items, food, clothing, means of transportation, means of communication (calculators, computers, fibre optics), farm implements, specialized equipment (slow poke reactor, potash robot), tools, weapons, industrial equipment, medicines, genetics.

Invite a guest who uses tools in his/her occupation, for example, cook, farmer, machinist, carpenter, secretary, homemaker, or doctor. Display or discuss how the `tools' have changed over time. Discuss with the students, "What has changed? In what ways have the changes made things better or worse?"

List technology used in different locations. What kinds of items are typically used in: school? hospital? shopping mall? gas station? theatre? restaurant? arena? Next, compare and contrast the usefulness of individual items within these locations or contexts.

Have students role play situations where various technologies have been used for survival, for example kayaks and harpoons used by Inuit peoples. Compare developments in our culture to developments elsewhere. For example, forks and chopsticks, mats and beds, and developments related to climate.

Develop the understanding that the technology developed by other cultures is suitable for their needs, and often has been developed with a sustainable focus. Use Somewhere Today: Technology and Talent.

Using examples from the students' own lives and examples from the media and literature explore ways changes in technology cause other changes. Areas to explore include:

  • changes in the roles of girls, boys, women and men;
  • changes to peoples' lifestyles,
  • direct or indirect effects on the environment;
  • changes to peoples' health;
  • global impact;
  • changes in values and beliefs; and
  • the fact that they may create new needs and wants. Use drama in context to explore these changes. Write a science fiction story to explore changes.

    Choose a specific category, for example food, and do the following:

    Record information in webs or charts.

    Make connections among technology, change, sustainable development, and entrepreneurial activity.

    Ask students (groups, pairs, individuals) to list examples of technology that are used in day- to-day life at home.

    Example:

    bicycle - metals, rubber,

    skates - leather, plastic, steel laces - made from plant life or artificially

    Consider the following questions, make webs, and share answers in a class discussion.

    Mime or role play a situation (including the people and materials involved) that requires cooperation to produce a commonly used form of technology - a pencil, a bicycle, a rowboat. Include transportation and distribution. Make a picture chart of the processes and people involved.

    Identify items that are considered essential to the day- to-day functioning of the classroom. Ask another class to do the same and compare results.

    Do the assignment from your perspective then from the perspective of a classroom in a developing country.

    Do the same activity for favourite sports, recreation, and homes.

    Use the Student Information Page: Technology.

    Have the students identify the various technologies involved in the scenarios.

    Use the Student Information Page: Doing without.

    Discuss the following:

    Use the Student Information Page: Women who invented and discovered.

    By way of introduction, the teacher may choose to do the following:

    By way of follow-up, discuss with students what they might invent. The teacher and students may choose to invent something as a project.

    Student inventions

    Invent something. The procedure to follow might be:

    Have students think of some tasks to be done in the classroom. Design tools to help do the task. The tasks may be meaningful to students, or just fun things. For example, move a handful of marbles across the room without touching them, or feed the gerbils over the long weekend.

    With the inventions, have students do one of the following:

    Questionnaire

    Develop a questionnaire or survey to identify technology considered "essential" by different groups of people. Identify a sample group for the survey. Develop questions for survey. Questions may include:

    Make a graph of the results and interpret the graph.

    Have the students conduct surveys to see what technological changes people believe will occur in the next ten years. Chart or graph the results.

    Create a slotted box called: Change, what would happen if ...? For example, what would happen if clothes were made of paper? people lived to be 200 years old? Have the students submit their ideas. Discuss their submissions briefly in class and reword if necessary. Assign each to a small group.

    Invention chains

    Make invention chains. Choose a particular theme, for example:

    land transportation: walking - travois - horseback riding - Red River cart - horse and buggy - bicycle - train - car - motorcycle - bus - snowmobile - airplane - jet.
    Make each link in the chain represent a different form of land transportation. Be sure to include some Saskatchewan examples.

    Display the chains vertically on a bulletin board. On the left list possible causes of each change, on the right the possible effects.

    Suggested Resources
    (listed in other bibliographies and catalogues)

    Population Patterns and Technology (MHP, V2665) Social Interdependence (MHP, V57) Somewhere Today: Technology and Talent (fall 1994 issue) D. Thomas

    Thomas lives in a hot country. He walks to school in the mornings, and in the afternoons he sells cold drinks on the street. After school, Thomas pushes his cart, that is mounted on two wheels, to the place where he loads up with drinks. Next, he stops at an ice vendor, where he buys large blocks of ice that keep his drinks cold during the afternoon. Then he's off to the street corners, where he uses a tap to fill a small plastic bag with the drink of the customer's choice. He sticks a straw in the top of the bag and then seals it with an elastic. This way he doesn't have to carry heavy bottles.

    Student Information Page: Doing without

    1. Read the following scenarios.
    2. Identify the technology (or technologies) involved.
    3. Tell how these same tasks could be done if present day technology was not available. Scenarios

      A. Message

      You and a friend must get an important message from the town of Deep River to the town of Shallow Lake, 25 kilometres to the west. You were out camping and discovered a hiker with a badly sprained ankle. The hiker cannot walk and needs help getting to the hospital. There may be other injuries, so speed is important. Your friend stays with the hiker while you go into Deep River and phone the ambulance in Shallow Lake.

      B. Planting a tree

      You have made up your mind to contribute to the environmental movement, and you decide to plant an evergreen tree in your back yard. You want to do it by tomorrow, "Environment Day". You drive to a tree nursery, buy the tree and take it home. Grabbing your shovel, you begin digging a hole deep enough to plant the young tree. Once you have finished the hole, you turn on the water and, adjusting the nozzle on the hose, spray some water into the hole. You then take the small tree out of the plastic wrapper and plant it in the hole, using your shovel to replace and pack some of the soil.

      C. Fireplace

      You have just moved into a house with a fireplace. You're anxious to have a warm fire, so you put on your coat, grab the chain saw and head out the door. Using the remote control, you open the garage door, pull out the sled and hook it up to the snow machine. Putting the saw in the sled, you start the machine and drive to the woods, where you begin to saw deadfall for the fireplace.

      D. Breakfast

      You wake up one morning feeling energetic and decide to have a "healthy" breakfast. You take two apples and a banana, peel them, and put them into the electric blender. Turning on the switch, you watch as the fruit is spun around and cut into a mash. Opening the fridge door, you take out some milk and add a cup to the fruit mixture. You turn the blender off and pour your favourite morning drink into a tall glass. As you sit down at the kitchen table, you pick up the remote control and turn on the tv.

      Student Information Page: Women Who Invented and Discovered

      Questions to think about:
      1. What does it mean to "invent" and "discover"?
      2. What inventions and discoveries are your familiar with? Can you identify the people who were responsible?
      3. Why do people invent or discover things?
      4. Have you ever read a book about inventors and inventions? Have you noticed that all or nearly all the inventors are men? Have you wondered why? Do women not invent things?
      Women have been inventing things throughout history. Their inventions have either been largely ignored or were patented by men who then received the credit for the invention.

      An example is the cotton gin. This is a machine that makes it possible to take the very sticky seeds (bolls) out of raw cotton quickly and efficiently. The machine made a huge difference to the cotton farmers of the southern U.S.A. If you have read about the machine, you know that Eli Whitney invented it. Well, he got the credit for it, but he didn't invent it. It was invented, perfected and marketed by Mrs. Catherine Littlefield Greene who lived in Georgia and was very familiar with the cotton boll. In 1793, when the machine was invented, Eli Whitney was a guest in her house. How is it that he got the credit for it? People have different ideas about that. Some say that women were not allowed to buy patents during that time, so she let her guest buy the patent for her. Some say that she gave him the plans. Others say that he actually did "invent" the machine and she just suggested all the ideas and helped pay to make it.

      Many things were first discovered or invented a very long time ago. It is difficult or impossible to know exactly who was responsible. However, throughout history, it was mainly women who looked after the family's needs. It was the women who gathered and prepared food. It was women who made medicines and looked after the sick. It was women who made and furnished the shelter the family lived in. It was women who looked after the children. So it would make sense that it was a woman who invented the first pot or pan, the first dishes and cutlery, and the first recipe. It was probably a woman who first used wool from an animal to weave some cloth. It was probably a woman who invented agriculture when she gathered and planted seeds. It was probably a woman who first invented a syrup to soothe a sore throat. But who those women were, we don't know.

      But we do know the names of some women who invented things to make their work easier.

      Bette Nesmith Graham invented liquid paper. She worked as a secretary but was not a very good typist. She made a lot of mistakes. She painted for a hobby, and noticed that an artist doesn't erase her mistakes, but paints over them. So she used some white paint to paint out her mistakes at the typewriter. When all the other secretaries in the office started borrowing her paint, she decided to make a better product and try to sell it.

      For several years she worked on her invention in her kitchen and garage. When she had a paint that dried quickly and blended nicely with white paper, she and her son bottled and sold it out of their garage. She offered her product to IBM but they were not interested. They were probably sorry later.

      When she died, she left a fortune worth about 50 million dollars. Half her fortune went to her son and the other half went to various charities she had supported all her life.

      Melitta Benz, a woman from Germany, invented the first coffee maker using a filter. She used her first name when she formed her company. This was in 1908. You can still find Melitta coffee makers.

      Before Fannie Farmer came along, recipes called for "butter the size of an egg", "3 handfuls of flour", or "a heaping spoon of sugar". Fanny Farmer wrote a recipe book called Boston Cooking School Cook Book, which called for "1 cup of flour", "2 level tablespoons of sugar", and "half a pound of butter". In this way she standardized recipes, so that the amounts would always be the same. Although the book was first published in 1896, it went through many editions. You can still find copies in second-hand bookstores, if you are lucky.

      Women also invented and discovered things in science and medicine.

      In the 1800s diphtheria was a deadly disease that killed a lot of children. The germ settled in the throat and caused problems in a person's heart and nervous system. The disease was contagious, that is, it could be passed from one person to the other. So when one child became sick with diphtheria, it would sweep through the community killing many people, mainly children. Dr. Anna Wessel Williams developed a vaccine that would prevent children from getting the disease. Since the vaccine has been used for many years now, very few people ever get the disease anymore.

      Marie Curie was probably one of the greatest scientists of all time. She is the only person ever to win two Nobel Peace Prizes. Her daughter Irene, along with her husband, also received a Nobel Prize.

      Marie was born in Poland in 1867. She taught herself to read by the time she was 4 years old. Her father was a chemistry teacher at the university. She often helped him in his lab because he couldn't afford to hire a helper. When she was grown up, she moved to Paris to study at the Sorbonne. In 1898 she discovered radium, which is used in the treatment of cancer. She, along with her husband, also worked for many years with something new that she called radioactivity. During World War I, she developed the X-ray machine and drove through battlefields with it to help treat wounded soldiers.

      Marie probably never realized that radioactivity could also be very dangerous to her without protection. She died of cancer, probably because of her work with radioactivity.

      Her daughter Irene and Frederic, Irene's husband, carried on Marie Curie's work. Among their many inventions, they drew plans for a nuclear reactor. At the time, France was in the middle of World War II. So they deposited the plans in a secret place. Ten years later the plans were used when France built its first nuclear reactor.

      Both Irene and Frederic died of leukaemia, like Irene's mother, probably because of their exposure to radioactive materials.

      Many years later, and on a different continent, Sylvia Fedoruk worked with a team of scientists to develop one of the world's first Cobalt 60 units for treating cancer and one of the first nuclear medicine scanning machines. That was at the University of Saskatchewan in Saskatoon.

      Sylvia Fedoruk's father was a school teacher and the family lived in different towns around Yorkton. When she was young, she thought she would be a secretary, which was one of the few jobs women did at the time. Later she became very interested in science. After university, she came back to Saskatchewan and worked on nuclear medicine with the Cancer Clinic and the Cancer Foundation.

      Besides her work, she loved all kinds of sports. She was an excellent curler and badminton player. She often went camping and fishing in northern Saskatchewan.

      After working for 35 years she retired. But she didn't have a chance to relax for long. In 1988 she was appointed Lieutenant- Governor of Saskatchewan. As Lieutenant-Governor, she visited many schools and encouraged both girls and boys to do well in their studies, especially science and maths.

      Young people can invent or discover things too.

      Allison Hood was 12 years old when she and her friend Melanie Plewes invented the Muv. They had an assignment in a science class to think of a problem and then search for a solution, just as most inventors do.

      The problem: Gloves let you do things with your hands, but are often not warm enough in the winter.

      The solution: The Muv. It is a mitt with a glove inside. With the use of zippers and velcro, the mitt folds out of the way when you need to use your fingers.

      Their invention won a first in their Ontario school division. The judges voted it the most practical.

      The girls decided to try to market it. Although they tested it with a number of people who liked the Muv, no company seemed interested enough to buy the patent.

      A few years later, Allison looked back fondly on their inventing adventures: "We were really surprised, we didn't expect that it would go so far."

      Information about Hood and Plewes adapted with permission from The Women Inventors Project, Inventing Women: Profiles of Women Inventors by Janet Panabaker, 1991, p. 46 - 47.

      Go Back 1 Page In Guide Evergreen Main Menu Elementary Social Studies Main Menu Go to Social Studies Discussion Area Bibliography Go Forward 1 Page inGuide