Ker Imagination Labs Activity Guide

Introduction

The Design Process Facilitation

DOCUMENTATION Activity Guide COMPETITIONS

Roller Coaster Egg Drop

Materials: Recyclage Regatta Bubble Solution Balloon-Powered Car

ACTIVITIES + CHALLENGES Marble Run Catapults PAPER BAG CHALLENGE Parachute

NETWORK OF SUPPORTERS

Introduction In the labs, children experience the creative thinking process through hands-on activities. In this way, kids are learning valuable skills and STEAM (science, technology, engineering, art, 1

and mathematics) concepts in a fun and engaging way. Our labs process is based on the creative thinking process, passionately facilitated and allowing for constant reflection. These activities actively build 21st century skills. The purpose of this guide is to inform facilitators of the essential components to running the LAB program. This includes activity guides, resources, tools, and summary of what makes a successful program. Ker Imagination (KI) is first and foremost about play and creativity. Play and creativity have been shown to be paramount to the social, emotional, and physical development of children (for example, this link by the Lego Foundation). The labs are no different. Although the labs are a separate space, they still function under the mission, vision, and goals of KI. Therefore,

1 http://stemtosteam.org

it is essential to become familiar with the functioning of KI, as well as two important important documents.

1. Child Safety Policy 2. Ker Imagination Learning Framework

a. Children are capable of constructing their own learning. b. Children form an understanding themselves and their place in the world

through their interactions with others. c. Children are communicators. d. The environment is the third teacher.

The Design Process For many of the activities, the kids will be using the design process as a component of guiding them through a task at hand. The design process is the foundation for the labs, and has been the guiding process ever since its inception.

Facilitation The facilitation of the labs is paramount in successful programming. Correct facilitation directly contributes to the objectives of KI, and must be within the philosophy of play and creativity that is at the forefront of Ker Imagination. The two primary components of the facilitation involve 1) scaffolding learning, and 2) inquiry. Attached here is an adapted facilitation guide from the Exploratorium. Ker Imagination is first and foremost about play and creativity. Play and creativity have been shown to be paramount to the social, emotional, and physical development of children (for example, this link by the Lego Foundation). Things to consider:

1. We are not teachers! 2. Act just as excited and playful as you hope the children are.

3. Facilitation is especially key for kids in the Senegalese school system. 4. Don’t enable ‘lazy work’. In other words, don’t just say something is a ‘good job’

when it is not a good job. Instead, ask questions like, ‘how can we make this better?’ or ‘why did you choose to do it this way?’ etc.

5. Facilitation inquiry is a good opportunity to write down responses in the observation sheet.

Facilitation takes many different forms depending on many factors, including the characteristics of the children. In the labs, facilitators will be faced with children that come from the French school system, the American school system, and the Senegalese school system. Further, children’s home experiences and parental involvement varies. SCAFFOLDING LEARNING Scaffolding is a method that allows for instructors to assist a learner, while maintaining the independence and critical thinking of the child.

INQUIRY The process of inquiry involves always asking questions while the children are actively engaged in their project. This process of inquiry is important in solidifying the learning that is happening in action. The ‘understanding map’ is an example of the types of questions that allow the children to reflect on what they are doing. Inquiry is equally important when the learner is trying to complete the ‘task’.

PROCESS OF ACTIVITY

- Starting out with a quick brainstorming or thinking challenge.

Documentation Documentation comes in many forms, and it is vital for proper monitoring and evaluation. However, there is a difference between documentation and monitoring and evaluation, which resides in the question of the purpose of the documentation, and it’s greater end goal. Over the period in the labs we have focused mostly on the satisfaction and engagement of the children. However, with time we have developed a greater focus on learning outcomes. Currently, our documentation seeks document what the children have worked on, their process, and the final works. It is important when documenting to add dates, names, and ages. This includes drawings or prototypes that the children do - make sure to add the date! It allows for greater summative look into the changes in how students are thinking and understanding.

1. Focused on the children a. Satisfaction b. engagement c. Broader Learning objectives-or skills? [are they learning, what are they

learning] d. Effectiveness of planning

i. Asking questions to kids ii. Effectiveness of activity

e. Effectiveness of space 1. indicator - children looking at the question board 2. indicator - children gravitating towards the correct spots.

2. impact a. Number of visitors b. Number of school visits c. Number of partners

We have also documented...

1. process of the activities, for internal, formal evaluation. 2. observation of space 3. Working in groups

Activity Guide Activities and Competitions: Catapults Paper Bag Challenges Slime Making Newspaper construction Windmill Marble-run Tic-tac toe game Water Wheel Things that do and don’t mix. Rube-goldberg challenge Archimedes Screw Instrument making Sky High Challenge - sticks & clay Parachutes

Introduction The Design Process Facilitation

DOCUMENTATION Activity Guide COMPETITIONS

Roller Coaster Egg Drop

Materials: Recyclage Regatta Bubble Solution Balloon-Powered Car

ACTIVITIES + CHALLENGES Marble Run Catapults PAPER BAG CHALLENGE Parachute

NETWORK OF SUPPORTERS

COMPETITIONS

Roller Coaster The objective of the Roller Coaster Activity is for the participants to construct a collaboratively constructed roller coaster. The STEM relationship is engineering, and the activity will involve discussion on gravity and motion (physics). The activity also emphasizes teamwork. Process: The participants will first construct their segments in small groups of 2, while also working together as a larger group to put together the larger roller coaster. The roller coaster must have at least 1 loop or high part. The high part will connect to a desk (so a desk needs to be brought out to the area before hand). A ball will be used as the object that will go on the coaster. Brochette sticks can also be used to stand it up.

● Show pictures and give bare bones UNFINISHED example. ● Draw own rollercoaster: GIVE 2 MINUTES! ● Construct Roller Coaster. ● Test #1 ● Test # 2

Materials:

- Tape - Construction paper - Plastic (from recycled bin) - plastic cups - desk

Pre-activity Discussion Question: DISCUSS BEFORE HAND (because of physics) that the initial dropping point must be the HIGHEST POINT. Discuss potential energy, and hits relationship with hight, energy, and the weight of the object (the people on the roller coaster, for example). Also discuss physics fundamentals that are related to the function of roller coasters and the impact of friction (hint at the use of lots of tape and how that reduces motion) - this can only be discussed briefly through he photos, demonstration, and perhaps some other example (pre or post - e.g. put a ball on a string and twirl it around - why does the ball not drop?) What are things that limit the ability of a Roller Coaster to work.

(through photos and example UNFINISHED roller coaster) what changes when I move the height of the initial drop (initial point)? Why do you think the weight of this marble matters? (use something that is heavier, and lighter - like a piece of cotton) Post-Activity Discussion Questions: Did the roller coaster work? Why or why not? Where did it stop working? Why do you think it stopped working there? What do you think you can do to improve your design? Give a brief science explanation regarding the components that did not work.

Egg Drop The objective for the Egg Drop activity is for the participant to design something to prevent an egg from breaking at a high point. The STEM relationship here is ENGINEERING, relating to gravity and energy. This activity emphasizes problem solving and teamwork. The participants will work in groups of 2.

Materials: ● All types of materials in the LAB that can be used to protect an egg. ● Eggs* (the problem with this activity is that it involves food)

Pre-Questions to ask: Why do things fall to the ground? What force is it? (give them time to explain. If not, explain gravity) - basically asking, what makes an egg break when it falls. Eggs are gentle, why do you think eggs crack so quickly? What do you think is (what types of materials do you think is) needed to prevent the egg from cracking? Post Questions to ask: Did it work? Why do you think it did not work? What force was working on the egg (it is gravity)? What do you think you could do to improve your design?

Recyclage Regatta Using whatever students can think to use, the objective of the regatta is to build a makeshift boat and power it by blowing through a straw, finally racing your boat against the other students. This activity is accessible to nearly all ages with some guidance. With some creativity, this can be a launching point for discussions of buoyancy, air pressure, and viscosity.

Materials:

- Literally anything you have lying around - Preferably lots of plastic, aluminum, and other water-safe materials - A “racetrack” - an oblong plastic bin filled with water works just fine - Straws to power the boats

Pre Questions to ask: What kinds of materials will work well in water? What materials and/or shapes float easily? What kinds of boats have you seen before? Post Questions to ask: How was the fastest boat designed? What could you change about your boat to make it faster or easier to control?

Bubble Solution Split the students into a few groups of 3 to 5 students each. Every group gets the materials necessary to mix their own bubble solution and various materials for makeshift bubble wands. Going in turns, each group selects a representative to make the largest bubble possible and the winning group gets a point. After each turn every group gets a chance to adjust their bubble-making strategy and solution. This activity allows students to practice the iterative design process and learn about surface tension and ratios.

Materials:

- A small bucket or tray for each group - Water, dish soap, and sugar in separate containers - Bubble wand materials (possibilities include wire, yarn, PVC scraps, cookie cutters,

etc.)

Pre Questions to ask: What is a bubble? How can we make bubbles larger, stronger, or more stable? What is a ratio? Post Questions to ask: What ratios of water to soap were most effective? Did you have to change or rethink your approach midway through the competition?

Balloon-Powered Car In this activity students construct a car made from recycled materials and powered by a balloon. They then compete to see whose car is fastest or goes the farthest. Students can learn about air pressure, friction, and basic design principles. This activity is a slightly more difficult activity, and is similar to the car-construction.

Materials:

- One balloon per child plus a few spares - Four bottle caps per child - Lots of paper bags, bottles, and junk that kids can use - Will require tape and/or a hot glue gun

Pre Questions to ask: What is air pressure? How many wheels is it necessary to have? Post Questions to ask: What was difficult about your construction process? Did you choose to design your car beforehand? Is there anything you would change about your car after the race?

ACTIVITIES + CHALLENGES

Marble Run

This activity has been tested many times in the labs already. The idea of the marble run emerged after failure from the Rube Goldberg. It is also similar to the rollercoaster, although the rollercoaster provides for more of a specific challenge, Similar concepts are learned with the marble run as the Rube Goldberg, but it allows for more creativity and greater flexibility in age and grade levels. The run can be made with many different types of materials, which means this activity is appropriate for the bowls that contain the open-resource supplies.

Process

Introduce an example of a marble run. Ask whether anyone knows what a marble run is, or why it works. Did it work? Not Work? Secrets to success?

Catapults The idea of this challenge is to make a functional catapult that can successfully throw an object. The catapult that can throw the object the farthest is the winner. The facilitator must show an example of the catapult, as well as emphasize that there are different catapult designs. The engineering design process is emphasized in this activity. This can also be a challenge. Process: Ask what a catapult is a show them an example. Emphasize the importance of the rubber band, as a means of allowing an object to be flung. Provide each student with 4 popsicle sticks, some rubber bands, and three random items of their choice that they can experiment with.

Materials: — Rubber bands — Popsicle Sticks — Plastic utensils Facilitation Tips: — What is a catapult? Show them a catapult and pass it around. Why do you think it works?

PAPER BAG CHALLENGE

This activity consists of a variety of paper bag challenges that explore different engineering concepts that are applicable to the real world. They include: Buoyancy, porosity, solid structures, etc. Children are given the choice of an array of paper bags, each with nothing on them but the name of the challenge and some decoration. Each bag has a description of the challenge, as well as questions that the kids can ask themselves while they are making the challenge and all of the materials necessary to complete the challenge. Click here to view the questions for each paper-bag theme.

Parachute In this activity, students are challenged to discover the wonders of gravity and air resistance by making their very own parachute. After a short discussion about what makes parachutes work, each child will receive their own set of materials to test their parachute designs. They can test different shapes, different types of materials, and different lengths of string until they are satisfied with the results.

Materials:

➔ Materials to test top part of parachute: pre-cut square and round pieces of plastic bag, fabric, napkins, paper

◆ **Perhaps get them into groups or teams where some of them are testing it with plastic, some with fabric, some with paper, then test against each other.

➔ String ➔ Tape (keep limited amounts of tape)

◆ The excessive use of tape might contribute to the failure of many of the parachutes. This might be a good opportunity to discuss why tape might not be the best of materials (when string fails)

➔ Cups (to cut out the bottoms of the parachute) ➔ Use the ‘random bowl’

Other activities include:

● Robot Making ● Labyrinth ● Watershed Activity + Game

○ This watershed activity is an adaptation of a game written for the US. ○ they loved the physical creation of the watershed, their engagement was

great, they were satisfied.

Lab Constructions: -- Towers of Hanoi -- Geoboard -- Tic Tac Toe game board

NETWORK OF SUPPORTERS ● Parque Explora, Medellin Colombia ● New York Hall of Science