Understanding Gears by Design

 As a student, I have always found that I learn best by doing. Creating an authentic product that students can feel proud of will give them the confidence to take on their own projects in the future. It also becomes more meaningful to them. Answering questions from a textbook does not give a student much appreciation for what they have accomplished. Adding a 'Great Job!' sticker with a 100% in big bold letters  cannot compare to the feeling of accomplishment one experiences when one applies their knowledge to design a real product that they can then use. With this is mind, here is a fun way for students to learn about how gears work by designing a gear system of their own.

Group activity for the Grade 4 level
Designing a gear system using corrugated cardboard in groups of 3:

•  Can use cardboard boxes to do this activity (key is that corrugated cardboard should have a length of 12 inches perpendicular to the lines of the corrugate lines à this is to ensure that gear ‘teeth’ are of adequate length). Corrugate cardboard can be revealed by peeling off paper 
• Materials Needed:
  -        X-Acto knives (if allowed, otherwise prepare corrugated carboard beforehand)
  -        Cardboard boxes
  -        Pins
  -        Scissors
  -        Pencil
  -        Compass (to make circles for gear wheels)
  -        Glue
  -        Scotch tape

1. Use the compass to draw circles on one part of the corrugated cardboard (suggested sizes to start out with: 1 inch diameter, 2 inch diameter, and 3 inch diameter)

2. Make a mark in the middle of the circle with the compass as circle is being drawn
3. Cut the circles

4. Cut across the wavy corrugates (perpendicular to the lines) at least 3/16 inch thick but no more than 1/4 inch thick

5. Line the thin strip along the circle and snip off at the ends so that the gear teeth match up nicely TIP: the ‘teeth’ of the gears should be uniform when putting the ends of a strip of corrugated cardboard together (e.g. teeth should be separated by a space) à Corrugates should mesh together so that the wheels turn easily
6. Glue the outer edge of the circle along the circumference
7. Use tape to hold edge of gears until glue is dried
8. Push pins will put in the middle of the circle to attach the gear to the cardboard backing
9. To make a handle just place a pin on the outer edge of a circle 

  TIP: If student finishes early… He/she can add tape to the pins at the back (if they went through the cardboard) that will lock the gear wheels in place 

Cross-curricular Learning at the Junior Level

Noting the similarities between the Ontario learning documents for the Junior Division allows teachers to create cross-curricular lessons. Cross-curricular lessons have enormous benefits for student learning as students will be able to make connections between the different subjects. For example, in the math curriculum document it states that “literacy skills can play an important role in student success in mathematics”. Explanations of reasoning when solving math problems could integrate aspects of the language arts curriculum.

In the science learning document, the Understanding Structures and Mechanisms unit even states that “connections can be made to the Grade 4 social studies topic Heritage and Citizenship: Medieval Times”. Pulleys and gears have been used for a long time and the class could build a medieval times model of a pulley/gear (e.g. catapult) to be compared with more modern forms (e.g. elevator). Therefore, teachers could prepare a lesson that teaches students history and science at the same time. They will also be able use previous learning from one subject to supplement new learning from another.

In the learning documents under ‘Cross-curricular and Integrated Learning’ sections, it states that “linking expectations from different subject areas [provides] students with multiple opportunities to reinforce and demonstrate their knowledge and skills in a range of settings”. This increases assessment opportunities for teachers so that teachers can provide necessary instruction where the student really needs it (e.g. if he/she is weak in language arts, but strong in science and technology, problem-solving questions can assess both subjects simultaneously). Teachers can also note any differences between the documents, which can ensure that they modify their instruction for a particular subject accordingly. For example, the Application of knowledge and skills for Science and Technology includes the safe use of equipment, which is not applicable for Language. Teachers will be able to determine what general skills (e.g. inquiry/research skills) should emphasised during their lessons as they may be applicable to different subjects. I wonder if one day teaching ‘Subjects’ will become an outdated approach in favour of cross-curricular teaching.