Students began testing their designs on our rug, which they agreed was a rough surface, much like it might be on our windy island. Take a look at some of the student's successes when we tested, improved, and tested again.
Students began testing their designs on our rug, which they agreed was a rough surface, much like it might be on our windy island. Take a look at some of the student's successes when we tested, improved, and tested again. While students were planning their designs and materials they needed, we discussed variables that could and will affect how far and fast their cars/wagons will move. Students carefully planned and drew their diagrams while critically thinking about the tests we would do, and how their creations would be tested. We decided that since Windy Island probably has a surface of bumpy/rough textures, they would need to plan their designs to work on the carpet, even though students wanted to test on a smooth surface. Students also brainstormed that the wind will greatly affect how far their cars/wagons move depending on the wind speed, and the wind direction, both going to the store, and going home from the store. This was all crucial information they needed to remember and take into account while designing and creating. After students planned their designs with their group members, they created their materials lists. We are so fortunate to have a great community of families that donated all of the materials to make our Maker Day a reality. All the students were so excited to begin building their designs and making them, as well as fulfilling their responsibility of their peer assigned roles of recorder, materials, cleaner, and team captain, all while creating together.
In continuing learning about energy resources, and how to utilize renewable energy, students were given a problem to solve using the Engineering Design Process. Students had many great solutions during the imagine stage. Some came up with the idea of swimming to the store and ziplining to the store and back. Unfortunately, once they learned my stipulations on their solutions, they had to rethink and revise their solutions.
As a we class continued to explore simple machines, and how wheels and axles work. After students created their windmills, we put them to the test. We used a fan to create the wind. Students tested their windmills with different variables. They used different wind speeds, different distance from wind source, and different direction of the wind. One group was very successful, and extremely proud. Students have been reading about Leif and Dana, and the problem with Dana's fish in her pond. Students were given the task of creating a working windmill, just like Leif did to create air into Dana's pond to give much needed oxygen to her fish. Students created windmills that we put to the test. Through the Engineering Process Design, they created, tested, and improved their designs. It was amazing to watch and see how innovative and creative the students were throughout the whole process. We had great parents support as well, many families donated materials, which made this learning experience possible! When creating, students quickly realized they needed to design their windmills to be sturdy and durable. One group decided to put liquid glue into the bottom of their windmill, in hopes it would create enough weight to keep their design upright during testing.
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AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
July 2016
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