ImagineIT
Updates 1
Updates 1
The focal point of my ImagineIt project has always been to encourage and empower students to be future leaders through the integration of STEM across the curriculum. The objective has been to provide instructional support to teachers so that they engage their students in problem based learning involving real world applications.
With the teachers being preoccupied with preparation and administering NWEA MAP tests for several months, I had to develop another plan for addressing problem based learning. One of the plans was to host another design challenge. The challenge was school wide and it was called the “Marble Run Challenge”. Students were given the challenge of building a sculpture that could run a marble from start to finish. The upper grades had additional criteria which was to build a sculpture at least 12 inches in height and could run a marble from start to finish for 8 seconds. This challenge did not go so well for the upper grades but the primary and intermediate grades was able to embrace the task. The upper grade students thaough it was too difficult.
Since I was unable to spend a lot of time with teachers on problem based learning, I focused on developing my own problem based learning unit for the 7th and 8th grade students that I regularly teach twice a week in the STEM lab.
To launch my project, I spent several weeks with my students learning about what’s a city and deciding what infrastructures are needed to build a city? My students then spent a couple of weeks building their virtual city using an online game called rising city.
The initial plan was to build a physical model of their virtual city but with limited funding and tools we narrow the focus to what they felt was needed in their community that we could consider building. When they targeted recreation, I decided to have them design and build roller skating rinks. The problem was to see if they could build a roller skating rink for a capacity of at least 50 people. The students first had to review their understanding of area and perimeter by doing some practice problems. They also google search various types of roller skating rinks. They then had to design their roller skating rinks keeping in mind area and the amount of people who could visit their rink. The students then built their rinks. Students also had the challenge of writing about how they could make their roller skating rink better after comparing their rinks with others in their group.
With the teachers being preoccupied with preparation and administering NWEA MAP tests for several months, I had to develop another plan for addressing problem based learning. One of the plans was to host another design challenge. The challenge was school wide and it was called the “Marble Run Challenge”. Students were given the challenge of building a sculpture that could run a marble from start to finish. The upper grades had additional criteria which was to build a sculpture at least 12 inches in height and could run a marble from start to finish for 8 seconds. This challenge did not go so well for the upper grades but the primary and intermediate grades was able to embrace the task. The upper grade students thaough it was too difficult.
Since I was unable to spend a lot of time with teachers on problem based learning, I focused on developing my own problem based learning unit for the 7th and 8th grade students that I regularly teach twice a week in the STEM lab.
To launch my project, I spent several weeks with my students learning about what’s a city and deciding what infrastructures are needed to build a city? My students then spent a couple of weeks building their virtual city using an online game called rising city.
The initial plan was to build a physical model of their virtual city but with limited funding and tools we narrow the focus to what they felt was needed in their community that we could consider building. When they targeted recreation, I decided to have them design and build roller skating rinks. The problem was to see if they could build a roller skating rink for a capacity of at least 50 people. The students first had to review their understanding of area and perimeter by doing some practice problems. They also google search various types of roller skating rinks. They then had to design their roller skating rinks keeping in mind area and the amount of people who could visit their rink. The students then built their rinks. Students also had the challenge of writing about how they could make their roller skating rink better after comparing their rinks with others in their group.
Marble Run sculpture created by two second graders.
2nd graders in the marble run challenge.
8th grade student explaining how to find the area and perimeter of a square.
Some opf the roller skating rinks designed by 7th and 8th grade students.
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Marble Run sculpture created by 7th graders and their teacher.
Marble Run sculpture created by a kindergarten class.
8th grade student designing her roller skating rin
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