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Grade 7

Heat Loss and Microbits

Coding

Coding
Codage

In this lesson, students will code two Microbits, one that will display temperature and another that will read the temperature and send it via radio to the first Microbit. Using these tools, they will conduct an experiment to create an insulated Microbit that experiences as little heat loss as possible.

                                                                                                      

 

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Algorithmic Bridges

Coding

Coding
Codage

This lesson has students creating algorithms to use as building plans to have other students create a bridge using as little material as possible that can support a load.

                                                                                                      

 

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Do YOU have a Concussion?

Biology

Biology
Biologie

Students will learn the signs and symptoms of a concussion. This activity will encourage further discussion about concussions with friends and family. Adapted from Scrambled Brains Activity by Parachute.ca

                                                                                                      

 

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Neuron Circuit

Biology

Biology
Biologie

Students will make a circuit with playdough, and use it as a metaphor for how a concussion can affect our neurons and slow the transmission of nerve impulses. Adapted from Brainfacts.org – Squishy Neuron Activity

                                                                                                      

 

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Thumb Wrestling

Physics

Physics
Physique

Students learn about hydraulics and pneumatics, and how they can be used to lift loads in our school program “Devising Devices”. In this post activity, students will battle each other with syringes and see who will win a thumb wrestle war.

                                                                                                      

 

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Exploring Colour-Coding using Ozobots (Lesson 1)

Coding

Coding
Codage

Students will create algorithms, colour-coding Ozobot movement to create specific angles, bisector(s), structures (shell, frame, solid), and show an area of 25cm2; Students will combine these movements together rather than having them done independently. This lesson uses inquiry, along with a Knowledge Building circle to pull out Science and Math big ideas. Further integration of Language may also be applied. Prior experience with Ozobots, angles or structures is not necessary; prior learning through Knowledge Building is helpful. The purpose is to provide materials along with minimal guidelines, allowing students to build their own knowledge. The materials include Ozobots and corresponding markers. Explicit guidelines should include: to uncover the next Big Ideas they are focusing on, along with scientific and mathematical terminology will help to drive their thinking (e.g., reflex, 65°, bisect, shell, solid, frame, 25cm2). If necessary, provide students with pre-drawn handouts for ease of exploration. Students will explore in pairs; teacher should take notes as terminology gets used. Culminate the activity in a Knowledge Build circle to pull out the next area of focus (e.g., Structures, Angles, Area).

                                                                                                      

 

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Exploring Block-Coding using Ozobots (Lesson 2)

Coding

Coding
Codage

This lesson builds on the first exploration by using block-coding with the Ozobot. By providing the same list of guidelines, students will be able to explore movement using the OzoBlockly app. This can be transferred through any type of device (e.g., ChromeBooks, Mac, personal devices). Students will engage in a Knowledge Build at the end to consolidate shared learning from the past 2 lessons (e.g., provocation: what type of structure is an Ozobot? What are the benefits of Colour-Coding and Block Coding?). This will lead into discussion of their final task: build a structure which withstands an external force (wind, earthquake) and/or an internal force (tension, compression, shear, torsion). These forces will be replicated through a block-coded Cue robot. Examples may be: a bridge which the Cue must travel across (internal force – compression AND/OR external force – earthquake); a goalpost (internal force – tension AND/OR external force – wind).

                                                                                                      

 

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Exploring Block-Coding using Cue (Lesson 3)

Coding

Coding
Codage

This lesson builds on the first two explorations by using block-coding with a Cue bot (intermediate/senior grades). Provide the same list of guidelines as in other lessons, and allow students to explore movement using the appropriate app (must have access to a tablet/personal device/Chromebook). Students will engage in a Knowledge Build at the end to consolidate shared learning from the past 2 lessons (e.g., provocation: what type of structure is an Ozobot? What are the benefits of Colour-Coding and Block Coding?). This will lead into discussion of their final task: build a structure which withstands an external force (wind, earthquake) and/or an internal force (tension, compression, shear, torsion). These forces will be replicated through a block-coded Cue robot. Examples may be: a bridge which the Cue must travel across (internal force – compression AND/OR external force – earthquake); a goalpost (internal force – tension AND/OR external force – wind).

                                                                                                      

 

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Tinkercad

Coding

Coding
Codage

This lesson uses prior knowledge about the factors and considerations necessary when designing and building a structure. Prior experience with Scratch for block coding is helpful, however not necessary. Two handouts are provided to give some background information to the teacher (e.g. building an account, attaching a classroom, and learning how to use the Codeblock feature in Tinkercad). Students will explore Tinkercad and consolidate their understanding by using Codeblock to design and build a simple structure which performs a function (e.g. chair), and uploaded as a .gif to share with one another. A chair has been suggested as a structure, however adapting the structure to what is most familiar and simple for students would assist in the design and build. Depending on their understanding, math curricular focus can be integrated; or future tasks could add math on as comfort level with Tinkercad increases.

                                                                                                      

 

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Tinkercad Pt.2

Coding

Coding
Codage

 

This lesson is a continuation from their exploration, and adds design and ideas of a structure that is useful to them. Students will use code to create a structure which has a purpose specific to individuals, society or the economy (e.g., must withstand a load, or force). It can be something which already exists, however must be altered in a way to maximize performance. The end result is a share .gif to explain their structure. Further extensions are suggested.

                                                                                                      

 

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Biodiversity French as a Second Language

General

General
General

In this lesson, students will play a game which demonstrates the balance of an ecosystem and how the changes in an ecosystem will affect all of its components. By introducing different scenarios in the game, students will also have the opportunity to learn about predator and prey relationships, native and non-native species and evasive species.

                                                                                                      

 

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Interactions in Ecosystems Part 1

Climate/Environment

Climate/Environment
Climat

In this lesson, students will play a game which demonstrates the balance of an ecosystem and how the changes in an ecosystem will affect all of its components. By introducing different scenarios in the game, students will also have the opportunity to learn about predator and prey relationships, native and non-native species and evasive species.

                                                                                                      

 

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Interactions in Ecosystems Part 2

Climate/Environment

Climate/Environment
Climat

This is the second lesson in a five-lesson unit on ecosystems. The whole unit is based on the concept of playing a board game to learn about the interactions that occur in an ecosystem. Each day the rules of the game change as the focus is on a different aspect. On this second day, the focus will be on the food web.

                                                                                                      

 

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Interactions in Ecosystems Part 3

Climate/Environment

Climate/Environment
Climat

This is the third lesson in a five lesson unit on ecosystems. The whole unit is based on the concept of playing a board game to learn about the interactions that occur in an ecosystem. Each day the rules of the game change as the focus is on a different aspect. On this third day the focus is on invasive species.

                                                                                                      

 

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Interactions in Ecosystems Part 4

Climate/Environment

Climate/Environment
Climat

This is the fourth lesson in a five lesson unit on ecosystems. The whole unit is based on the concept of playing a board game to learn about the interactions that occur in an ecosystem. Each day the rules of the game change as the focus is on a different aspect. On this fourth day the focus is on the impact of human activities.

                                                                                                      

 

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Interactions in Ecosystems Part 5

Climate/Environment

Climate/Environment
Climat

This is the fifth lesson in a five lesson unit on ecosystems. The whole unit is based on the concept of playing a board game to learn about the interactions that occur in an ecosystem. Each day the rules of the game change as the focus is on a different aspect. On the fifth day the focus is on survival in a  modified ecosystem.

                                                                                                      

 

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Heat Transfer Part 1

Climate/Environment

Climate/Environment
Climat

This is the first lesson in a five lesson unit on heat. The framework for the unit is to look at the heat transfer from solar energy on Earth. This lesson focuses on what heat is.

                                                                                                      

 

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Heat Transfer Part 2

Climate/Environment

Climate/Environment
Climat

This is the second lesson in a five lesson unit on heat. The framework for the unit is to look at the heat transfer from solar energy on Earth. In this lesson we will look at the effect of heat on gas.

                                                                                                      

 

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Heat Transfer Part 3

Climate/Environment

Climate/Environment
Climat

This is the third lesson in a five lesson unit on heat. The framework for the unit is to look at the heat transfer from solar energy on Earth. In this lesson we focus on the effects of heat on water.

                                                                                                      

 

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Heat Transfer Part 4

Climate/Environment

Climate/Environment
Climat

This is the fourth lesson in a five lesson unit on heat. The framework for the unit is to look at the heat transfer from solar energy on Earth. In this lesson we look at insulation and one of the consequences of “insulation” in our atmosphere – the greenhouse effect.

                                                                                                      

 

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Heat Transfer Part 5

Climate/Environment

Climate/Environment
Climat

This is the fourth lesson in a five lesson unit on heat. The framework for the unit is to look at the heat transfer from solar energy on Earth. In this lesson we look at insulation and one of the consequences of “insulation” in our atmosphere – the greenhouse effect.

                                                                                                      

 

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Maker Spectacular – Gamepad Generation

Physics

Physics
Physique

This is a Post Activity for the Maker Spectacular School Program delivered by the Science en Route Outreach Team. Students will use their knowledge of how the Makey-Makey circuits functioned to develop a more ergonomic version of the gamepad for their use.

                                                                                                      

 

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A Cup of Tea

Under The Same Stars

minwaadiziwin
minwaadiziwin

In this activity, students will make tea and learn about tannins. Students will make a poster outlining the important function of tannins.

                                                                                                      

 

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Separating Mixtures

Chemistry

Chemistry
Chimie

Recycling plants are an industrial example for which separation of mechanical mixtures occur every day.  They must find ways to separate tonnes of incoming material ranging from paper to steel, so that it can be re-used in an effective and cost effective way.  In this lesson, students create a device or tool to sort recycling at their school, reducing the strain on their municipal recycling facility.

                                                                                                      

 

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Solubility and Saturation

Chemistry

Chemistry
Chimie

In Part A of the lesson, students investigate the properties of solutes and solvents by testing solubility of sugar in water at different temperatures.  In Part B, students use the properties of a super saturated solution to create rock candy.

                                                                                                      

 

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Solutions and Mixtures

Chemistry

Chemistry
Chimie

In this lesson, students experiment with different substances to see how they interact with each other.  They will use a table to create a hypothesis for each mixture and then conduct the experiment and compare their results.  Students can create their own experiment to extend their learning.

                                                                                                      

 

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