Learning Activities – Science and Technology
Cycle 3
My Invention,
My Business
Guide
Background Information
Title
My Invention, My Business
Guiding Question
If I were an inventor or entrepreneur, what product would I create? What consumer need would
it address?
Cycle
Elementary, Cycle 3
Suggested Duration
3 hours
Pedagogical Intention
This learning activity is designed to allow students to make the connection between responding
to a need in society and developing entrepreneurial skills and abilities.
Competency
Science and Technology: C2 – To make the most of scientific and technological tools, objects
and procedures.
Essential Knowledge
The Material World
D. Systems and Interactions
3. Other Machines
 Identifies the main function of some complex machines (e.g. carts, waterwheels, wind
turbines).
4. How manufactured objects work
 Describes a simple sequence of mechanical parts in motion.
6. Transportation Technology
 Recognizes the influence and impact of transportation technology on people’s way of life
and surroundings.
7. Electron Technology
 Recognizes the influence and the impact of electric appliances on people’s way of life and
surroundings (e.g. telephone, radio, television, computer)
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E. Techniques and Instrumentation
4. Design and manufacture of instruments, tools, machines, structures (e.g. bridges, towers),
devices (e.g. water filtration device), models (e.g. glider) and simple circuits
 Uses symbols associated with mechanical parts and electrical components in a diagram or
drawing.
Evaluation

Evaluation Rubric (Appendix D)
Resources

Student Booklet
Illustrations

Ekomini
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Summary Chart
The following chart represents four learning activities for Cycle 3. The learning activities are not
in sequential order.
Title, Description and Concept
Developed
Discipline and
Competency Targeted
I Share, I Give
Students are asked to create an
organization, choose a cause
and organize a fundraising
campaign.
Mathematics
C1: To solve a
situational problem
related to mathematics.
Concepts and Processes
Science and
Technology
C2: To make the most
of scientific and
technological tools,
objects and procedures.
Mastery of Knowledge
Drama
Applications of Knowledge
Progression of Learning
 Operations on Numbers –
Natural numbers
 Operations on Numbers –
Decimals
Concept exploited:
Money
My Invention, My Business
Students will design a product
based on a need they have
identified.
Concept exploited:
Entrepreneurship
Proverbs
Students develop their
knowledge of the role of money
in society.
C1: To invent short
scenes.
Concept exploited:
Money
Our Band
Mathematics
Students plan a show and
C1: To solve a
consider all costs they will incur. situational problem
Concept exploited:
related to mathematics.
Expenses
C2: To reason using
mathematical concepts
and processes.
 Systems and interactions:
complex machinery,
manufactured objects,
transportation, electronic
objects.
 Techniques and
instrumentation design
approach.
 To use personal ideas
inspired by the stimulus for
creation.
 To use elements of the
language of drama,
performance techniques,
styles of theatre and elements
of drama.
Concepts and Processes
 Operations on Numbers –
Natural numbers
 Operations on Numbers –
Decimals
Source: Québec, ministère de l’Éducation, du Loisir et du Sport
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Overview of the Task
Students will be able to design a product based on a need they identify. They will work toward
mastery of knowledge in a field of science and technology, specifically, Systems and
Interactions and Techniques and Instrumentation.
Required Materials
 Geometry set
 Appendices A, B, C and D
Guiding Question
If I were an inventor or entrepreneur, what product would I create? What consumer need would
it address?
Preparation Phase
30 minutes
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• Lead a discussion on the needs of society. Explore the various innovations and
inventions that students can identify.
o Do you know of any recent inventions that exist today that did not exist in the past?
(See http://livre.inventeur.info/ – http://en.wikipedia.org/wiki/List_of_inventors –
http://www.enchantedlearning.com/inventors/)
o Can you name some inventors? What did they invent?
o What is an entrepreneur? What is an inventor? What are the differences between the
two? (Appendix A – Useful links)
Students are encouraged to imagine that they are entrepreneurs and or inventors.
Students must create products that meets a need in society.
Implementation Phase
90 minutes
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Distribute the Student Booklet.
Students form teams of 2 or 3.
Have students read page 1 of the Student Booklet – Design Process
Propose categories to the student teams, (e.g. housing, food, transportation, work and
leisure, sports, etc.).
Have students chose a theme and relate it to a need in society.
Group Work:
 Students complete Part 1, page 2 of the Student Booklet.
 Students identify and define the problem. Students brainstorm, imagining innovative
solutions to meet the needs related to their chosen category, for example:
o Food (nutrition): people consume too many empty calories and do not exercise enough.
o Housing: Homeless people need low-cost housing. Victims of natural disasters need,
temporary, low-cost housing that can be provided quickly.
o Leisure activities: Young people do not move enough, they are inactive.
o Transport: Public transport may be inaccessible near your home. You do not have
access to a vehicle.
o Work: People are less productive at work as they check their emails too often.
 Students describe their products or inventions and list the materials they would need.
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Appendix
 Ask students to draw sketches of their products or inventions in Part 2, page 4, of the
Student Booklet.
 The students' sketches must include a front sectional view. (See Appendix B.)
 Students must indicate a scale and legend, e.g. Scaling: 1 cm = 1 m; e.g. legend: Solar
panel (see Appendix B).
Integration Phase
30 minutes


Review the Guiding Question with students: If I were an inventor or entrepreneur, what
product would I create? What consumer need would it address?
Students present their products or inventions to the class.
Game: What are the qualities of an entrepreneur?
 Describe the skills required to be an entrepreneur. (See Appendix C.)
 Divide the class into teams of 3 or 4 and ask each student to write the names of their
teammates on a sheet of paper.
 Students refer to Appendix C and select three entrepreneurial skills they possess. Students
record these skills on their paper.
 Students justify their choices of entrepreneurial skills and comment on their entrepreneurial
profiles.
Enrichment Activities


Students build prototypes or models of their products.
Students research a recent innovation or an entrepreneur. For example, Dominique Brown
created Beenox, a video game developer business, in Québec City. Now a subsidiary of USbases Activision, it remains one of the world's leading companies in its field. Beenox
developed Spider-Man, Guitar Hero and other video games.
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Appendix A
Examples of recent inventions or innovations
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Internet
Recycling: Objects made from recycled materials
Solar panels
Wind energy
Velcro
Medical innovations, Laser treatments (eyes, skin, teeth…)
iPad
Wii
Smartphone
GPS
Electric cars
Virtual reality
Robotics (e.g. robotic vacuum cleaner)
Games for the Interactive White Board
 http://www.efficaciteenergetique.mrnf.gouv.qc.ca/en/energuy/game/
Definitions
1. Inventor


A person who invents, especially one who devises some new process, appliance,
machine, or article; one who makes inventions. (Source: dictionary.com)
A person who by his /her own ingenuity invents, imagines and or creates something
original. (Source: translated from Larousse)
List of inventors:
 http://en.wikipedia.org/wiki/List_of_inventors
As of November 2012, there are 127 “assets” (full videos, video segments, images)
available in the VoDZone video collection – www.learngrics.ca – CVE, Connecting
Videos to Education, another video collection made available by Société GRICS makes
available the excellent Inventing Flight series, which chronicles the experiments carried
out by two bicycle mechanics, the Wright Brothers, in solving an age-old problem.

En français, CVE – La Collection de vidéos éducatives – Série Génial:
http://cve.grics.qc.ca/fr/catalogue/&text=génial
2. Entrepreneur

A person who organizes and manages any enterprise, especially a business, usually
with considerable initiative and risk. (Source: dictionary.com)

The entrepreneur is primarily an individual who anticipates a need, assembles and
organizes tools and skills to meet this need. In doing so, he takes the risk that the need
will not materialize or that means he has put in place to satisfy are inadequate. The
entrepreneur creates and controls the development of his/her business, at least in the
early stages. (Source: translated from Larousse, with additions)
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Appendix B
Technical drawing of an object, including the following:

Scale
o 1 cm = 1 m
Legend

Solar Panel
P
C
P – Solar Panel
C – Photovoltaic cell
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Bottom View (if needed)
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Isometric (3D), Front View
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Isometric (3D), Front Sectional View
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Top View

Side View
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Precise Straight Lines

Precise Angles
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Examples of multiview and isometric drawings.
Isometric View
Front View
Top View
Side View
6 cm
6 cm
This part of the piece
indicate a section that has
been removed.
In a sectional view a part of the object has
been removed.
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Appendix C
Entrepreneurial Skills and Qualities
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Autonomy
Adaptability
Cooperation
Creativity
Resourceful
Determination
Commitment
Teamwork
Initiative
Leadership
Perseverance
Rigor
Sense of effort
Sense of responsibility
Solidarity
Flexibility
Tolerance to Stress
http://www2.cslaval.qc.ca/cdp/UserFiles/File/previews/mechanisms/
*http://www.cefe.illinois.edu/tools/Making%20A%20Job/MAJ_Student%20Guide%20Sample.pdf
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Appendix D
Evaluation Rubric
Competency 2: To make the most of scientific and technological tools, objects and procedures.
Evaluation
Criteria *
5
4
3
2
1
Appropriate
description of the
problem
The student restates
the problem, explicitly
offering an innovative
solution.
The student restates
the problem, explicitly
offering an adequate
solution.
The student restates
the problem, but
requires aid to
formulate a solution.
The student
understands the
problem but cannot
offer an explanation.
Solution is inadequate
The student does not
understand the problem
and cannot offer an
explanation or solution.
Application of an
appropriate
procedure
The student plans his
work carefully,
demonstrating an
understanding of the
procedure. He makes
adjustments when
necessary and exhibits
flexibility.
The student plans
his/her work carefully
and readjusts his/her
procedure when
necessary.
The student plans
his/her work but
requires aid to
understand the
procedure and to make
adjustments.
The student partially
plans his/her work
exhibiting difficulty with
the procedure.
The student does not
plan his work.
Appropriate use of
instruments,tools or
techniques
The student carefully
manipulates objects,
tools or instruments
with accuracy.
(Geometry set)
The student carefully
manipulates objects,
tools or instruments.
The student
manipulates objects,
tools or instruments
with aid.
The student exhibits
difficulty manipulating
objects, tools or
instruments.
The student does not
manipulate objects,
tools or instruments.
Appropriate use of
scientific and
technological
knowledge
The student provides
solutions based on his
mastery of knowledge.
He explains his
solutions with
appropriate terminology
(names of parts) using
the rules and
conventions rigorously.
The student provides
solutions based on his
mastery of knowledge.
He explains his
solutions with
appropriate terminology
(names of parts) using
the rules and
conventions.
The student provides
solutions based on his
mastery of knowledge
with aid. He explains
his solutions with
partially appropriate
terminology using few
rules and conventions.
The student provides
solutions with difficulty.
He explains his
solutions with partially
appropriate
terminology, using few
rules and conventions.
The student provides
no solutions using few
rules and conventions.
Selon les cadres d’évaluation du MELS
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