introducing maker education - aurora institute · 2020-03-31 · interpreting data analyzing data...

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:Marye@operationbreakthrough.org• Jadwin Rowels-DigiTechandSMARTLabCoordinator:

JadwinR@operationbreakthrough.org• KathyRamirez- MakerSpace EducationCoordinator:

Kathyr@operationbreakthrough.org

• 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