introducing maker education - aurora institute · 2020-03-31 · interpreting data analyzing data...
TRANSCRIPT
Introducing Maker Education into the Digital Age Classroom
AniNACOL TeacherTalkWebinarPresentedby:
MaryEsselman,Jadwin Rowels,andKathyRamirezMarch16th,2017
OperationBreakthroughKansasCity,MO
Where did it all startWevisitedseveralplacesincludingtheSt.LouisScienceCenter,TheMagicHouse,andmostrecentlyTheTechShop.
Eachofuscamebacktoschoolinspiredandreadytobegin!WebeganbycreatingPinterestBoardswithourideasandvisionstoshare.
Critical Paradigm Shifts
Self-Regulation to Self-Direction Directed to Self-Directed
What makes a MakerSpace a Success?
• Theopportunityforinnovative,inventive,andcreativelearning.
• Theabilitytotinker,problemsolveandexplorepossibilitiesusingavarietyofmulti-mediadigitalandhands-ontools.
• Ashiftawayfromreadymadeactivities,oronesizefitsallprojectstoexploratorylearning.
How do you plan for Individualized learning in your MakerSpace?
• CreatingLauncherswhichallowforscaffoldingandopen-endedlearningopportunities.
• Studentscanworkattheirownpacewhichpromotesthedevelopmentoflogicalreasoningandproblemsolvingskills
• AligningskillsandprojectstoCommonCoreStandardsandScienceandMathcompetencies.
Our MakerSpace Layout
Our SMART Lab
MakerSpace Zones
• CircuitsandRobotics• CodingandProgramming• StudioArts• ConstructionandToyHacking• Textiles• Cooking• FabricationandDesign• OrganicMechanics(Life
Sciences)
Launcher-Based Learning
BuildingCitiesandCircuitsThePowerofWindIntroducingDragandLiftthroughWindTunnelLaunchersTheArtandScienceofBreadmaking
Building Cities and CircuitsWe began by reading this book in the MakerSpace!
In the SMART Lab we…
Our Kansas City Skyline
In the MakerSpace we…
Launchers
ThePowerofWind-IntheMakerSpace Childrenaregiventheopportunitytohackinsideafanandexplorewhatitlookslike!-Thisisasteppingstonetotinkeringandbuildingunderstandingoftechnology.
In the SMART Lab we…
Chosethisstoryaspartofourwindturbineproject. WealsobuiltLegoWedo FerrisWheelto
incorporatetheroboticmovementoftheblades.
Launcher:Howmuchweightcanyourwindturbinepull?
Materials:PlasticBottlesSkewersPaperTowelRollPlasticStrawsConstructionPaperWashersPopsicleSticksPaperclipsTape
Prediction:Howmanywasherscanyourwindturbinepull?1. Chooseapartnerandwrite
downyourprediction.2. Constructyourwindturbine
usingyourmaterials.3. Testyourconstructionby
addingawasher.4. Setyourwindturbinenextto
thefan.Dothebladesspin?5. Ifso,addmorewashersuntil
youfindthelimit.Ifnot,howcanyoumakeitstronger?
6. Whenyourwindturbinecan’tpullanymorewashers,addmorepaperclipsonebyonetofindanexactweight.
7. Thinkbacktoyourpredictionandseehowcloseitwastoyourmeasurements.
Challenge!Canyouchangetheshapeofyourbladestocatchmorewind?
Principles of Lift and Drag: Our Wind Tunnel
Launchers
The Science and Art of Bread Baking
How will you encourage tinkering?
Questions or would you like to receive more information? Please feel free to e-
mail any of us or contact us!• MaryEsselman- CEO:[email protected]• Jadwin Rowels-DigiTechandSMARTLabCoordinator:
[email protected]• KathyRamirez- MakerSpace EducationCoordinator:
• OperationBreakthrough3039Troost Ave.KansasCity,MO64109(816)756-3511
Buildingcitiesandcircuits
BridgingActivitiestoHelpStudentsGrow.
IggyPeckArchitectby:AndreaBeaty
-ChooseaSTEAMrelatedbookthatcaneasilyhaveaprojectpulledfromit.-ThestoryshouldhavethemesrelatedtoScience,Technology,Engineering,Art,andMath.-TheClassStorythatwaschosenintheMakersSpace wasIggyPeckArchitect.
RecyclableCity - Wechosebuildingacityfromrecyclablematerialstorelatetothestory.
- Thisinvolvesmultipleacademicdisciplines:GeometricShapes,MathandSpatialReasoning,Measurement,Patterning,InquiryThroughObservationandInvestigation,VisualArts
- -Collaborationamongstpeers
Circuits- Studentsweretaught
basiccomponentsofacircuit.
- Studentsweregivencoppertape,lithiumwatchbattery,andanLEDlight.
- Studentsthencreatedtheirowncircuits!
CityScape- StudentsweregiventheopportunitytodreamabouttheKansasCityscapefrom.Theyeachweregivenasectionofatri-foldsciencefairposterboardandthenwereabletodrawitfromtheirperspective.Theywerethenabletomaketheirowncircuitsandincorporateitintotheirnighttimecityscape.
Make-upofacircuit-Heretheywereabletodemonstratetheirunderstandingofabasiccircuit,citydesign,andreadingcomprehensionfromthestory.NextGenScienceStandardsK-1st Grade:“PS4.B:ElectromagneticRadiation- Objectscanbeseeniflightisavailabletoilluminatethemoriftheygiveofftheirownlight.(1-PS4-2)§ Somematerialsallowlighttopassthroughthem,othersallowonlysomelightthroughandothersblockallthelightandcreateadarkshadowonanysurfacebeyondthem,wherethelightcannotreach.Mirrorscanbeusedtoredirectalightbeam.(Boundary:Theideathatlighttravelsfromplacetoplaceisdevelopedthroughexperienceswithlightsources,mirrors,andshadows,butnoattemptismadetodiscussthespeedoflight.)(1- PS4-3)”(NextGenScienceStandards)“StructureandFunction§ Theshapeandstabilityofstructuresofnaturalanddesignedobjectsarerelatedtotheirfunction(s).(K-2- ETS1-2)”(NextGenScienceStandards)AskingQuestionsandDefiningProblemsAskingquestionsanddefiningproblemsinK–2buildsonpriorexperiencesandprogressestosimpledescriptivequestions.§ Askquestionsbasedonobservationstofindmoreinformationaboutthenaturaland/ordesignedworld(s).(K- 2-ETS1-1)§Defineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobjectortool.(K-2- ETS1-1)DevelopingandUsingModelsModelinginK–2buildsonpriorexperiencesandprogressestoincludeusinganddevelopingmodels(i.e.,diagram,drawing,physicalreplica,diorama,dramatization,orstoryboard)thatrepresentconcreteeventsordesignsolutions.§ Developasimplemodelbasedonevidencetorepresentaproposedobjectortool.(K-2-ETS1-2)AnalyzingandInterpretingDataAnalyzingdatainK–2buildsonpriorexperiencesandprogressestocollecting,recording,andsharingobservations.§ Analyzedatafromtestsofanobjectortooltodetermineifitworksasintended.(K-2-ETS1-3) (NextGenScienceStandards)
Presentationassessment
• https://www.youtube.com/watch?v=p9QrmSl4Jhc