Structures in History

Bridge.jpg

Grades 2-4 

Science and Technology, Social Studies, and the Arts

Created by Siobhan Prow 

Brought to you by the Canadian Industrial Heritage Centre

 

Overview and Purpose

This lesson offers an introduction to the industrial era while practicing artistic and scientific skills of sculpture and structure. Students will learn about the use of factories in their community in the 1900s, and practice creating strong and stable structures. By giving options of building materials and offering minimal instruction, students are encouraged to be inventive and investigative.

Education Standards

This lesson reflects the standards laid out in three subjects of the Ontario Curriculum for Grade 3. Strand D of Science and Technology is at the forefront of this lesson, as it allows students to learn hands-on what a strong structure is and its impact on the environment. The lesson is then supported by Strand B of Social Studies, as it offers moments of reflection on the tensions between the human need for buildings and the important aspects that come with them, such as jobs, and the environmental effects of some buildings. Finally, strand D of the Arts is integrated as students make sculptures through their buildings. They are free to make design choices to communicate with the viewer and practice their artistic skills. These referred-to curriculum texts are on page 3 for your reference.

Objectives

1.     Learn about the historical use of industry in Brantford

2.     Learn about what makes a strong structure and the effect these structures have on the community and environment

3.     Practice artistic skills

Materials

1.     Slideshow presentation

a.     Downloadable as Microsoft PowerPoint Presentation on our website or via Canva link here: https://www.canva.com/design/DAFD4A_Dw7g/IsowB2HIipowUZ2PADfYfw/edit?utm_content=DAFD4A_Dw7g&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

2.     Various building materials

a.     Plastics

                  i.     Water bottles, containers

b.     Paper

                  i.     Cardboard

c.     Natural elements

                  i.     Sticks, leaves, flowers, rocks

d.     Representative materials

                  i.     Legos acting as bricks

e.     Adhesive

                  i.     Glue, hot glue, tape, rubber bands, twist ties

3.     Artistic materials

a.     Paint and paintbrushes

b.     Clay

c.     Markers

d.     Pencil crayons

Activity

·      Go through the PowerPoint

·      Allow brainstorming time

  • Have students write down what their factory is, which materials it is made out of, and what it will look like
  • Creation time
  • Have stations with materials set up with labels such as “Bricks” at the Lego station or “Natural Materials” at the station with sticks and leaves
  • Allow students to collect their own materials and build their factory, supporting them and asking questions about their structure

·      Discuss: Why is it important that your structure is stable? Did you consider the environment when making your structure? How do the materials you chose affect the environment? How does your structure affect the community?

Curriculum Connections:

Science and Technology

A1. STEM Investigation and Communication Skills Grades 2-4

Specific expectations

A1.1

use a scientific research process and associated skills to conduct investigations

A1.2 

use a scientific experimentation process and associated skills to conduct investigations

A1.3 

use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems

D1. Relating Science and Technology to Our Changing World Grade 3

assess the importance of form, function, strength, and stability in structures to society and the environment

Specific expectations

D1.1 

assess effects on society and the environment of strong and stable structures

D1.2 

assess the environmental impact of structures built by various animals, including structures built by humans

Social Studies

Strand B. People and Environments: Living and Working in Ontario Grade 3

B1.

demonstrate an understanding of some key aspects of the interrelationship between the natural environment, land use, employment opportunities, and the development of municipal regions in Ontario  

Strand B. People and Environments: Political and Physical Regions of Canada Grade 4

B1.

assess some key ways in which industrial development and the natural environment affect each other in two or more political and/or physical regions of Canada

B2.

use the social studies inquiry process to investigate some issues and challenges associated with balancing human needs/wants and activities with environmental stewardship in one or more of the political and/or physical regions of Canada 

The Arts

D1. Creating and Presenting

D1.1  Grade 2

create two- and three-dimensional works of art that express feelings and ideas

inspired by activities in their community or observations of nature

D1.1 Grade 3

create two- and three-dimensional works of art that express personal feelings and ideas

inspired by the environment or that have the community as their subject

D1.2 Grades 2-4

demonstrate an understanding of composition, using principles of design to create

narrative art works or art works on a theme or topic

D1.3 Grades 2-4

use elements of design in art works to communicate ideas, messages, and understandings

D1.4 Grades 2-3

use a variety of materials, tools, and techniques to respond to design challenges

D1.4 Grade 4

use a variety of materials, tools, and techniques to determine solutions to design challenges

Downloadable Resources

References

“Cockshutt Office and Timekeeper's Building.” National Trust for Canada, March 20, 2022. https://nationaltrustcanada.ca/nt-endangered-places/cockshutt-office-and-timekeepers-building.

“Factory & Industrial.” Brant Historical Society, October 8, 2014. https://brantmuseums.ca/galleries/factory-industrial/.

“History of Brantford Potteries.” antique ontario stoneware, March 11, 2015. https://antiquestoneware.wordpress.com/history-of-brantford-potteries/. 

The Canadian Industrial Heritage Centre, 2022.

“Waterous Engine Works Co. Ltd..” Wikipedia. Wikimedia Foundation, April 21, 2019. https://en.wikipedia.org/wiki/Waterous_Engine_Works_Co._Ltd.#/media/File:Waterous.jpg.

“Waterous Engine Works Postcard c. 1907.” Brant Historical Society, September 24, 2014. https://brantmuseums.ca/galleries/postcards/waterous-engine-works-postcard-c-1907/.

Webster, Donald Blake. “The Brantford Pottery, 1849-1907: History and Assessment of the Stoneware Pottery at Brantford.” Internet Archive. Toronto : Royal Ontario Museum, January 1, 1968. https://archive.org/details/brantfordpottery00webs.