Make to Learn

10/21/2015

Makers are a little savvier about measurement, a bit further along with reading, and ready to get serious about problem solving.

Strengthen connections to measurement, place value, base ten numbers, and equations while using technology as a useful tool for collaboration, data collection, data analysis, and the design process.
Keep projects to a single variable whenever possible.
Make sure they need to use collected data like elapsed time or weight to make decisions and meet the challenge.

Now is the time to dive into real data based decisions. No more cookie cutter science, because changing over to a project based format is super simple. Turn an "experiment's" recipe into a data collection and decision-making opportunity.

MAKERS
Upper Elementary
Let's start with solving a classroom problem. Making paint is a blast and really useful.
The goal here is to have an actual problem that needs an actual solution.

"We are out of paint, and we need to make something non-toxic that doesn't drip when hung to dry. With the basic ingredients available, teams will develop a recipe that can be used to make paint for the class. Assign a color to each team.

The recipe given here is sort of like yogurt with a matte finish when dried.

Demonstrate making the cookie-cutter recipe and hanging it to dry. As the paint drips down the paper to make a mess, ask for suggestions. Laying papers out along the counters won't work. It takes up too much space (but add it to the list anyway).
The original recipe is too watery. What can be done to adjust the consistency so that paint doesn't drip when hung?
THIS IS IMPORTANT PART Number 1 Create a scale of 1-10 to describe the consistency. It might be that 10 is a complete water colory mess. 1 is so thick it looks like goo. Teams will be shooting for a mid-range of 4 or 5. Determine this ahead of time.**
Teams should start with the basic ingredients. Investigate various amounts of water, recording each recipe and outcome (dab a bit of paint on the notes).
THIS IS IMPORTANT PART Number 2 Graph the outcomes. X (horizontal line) shows amount of water. Y (vertical line) shows the consistency on your classroom scale of 1-10.
HERE IS THE SUPER-UBER-DON'T-SKIP-THIS-STEP PART Don't just stop with the graph. Use the graph's story to make real decisions. As a class, look at the graph. Which amount of water makes the consistency required and preferred by the class? There will be discussions, but the data is the deciding factor.
Next time you need paint, the class will be prepared! They completed a short-range STEM project that included measurement, reading, logbooks, discussions, data collection, making tools (consistency chart), data analysis, data based decision making, and a solution to your real-life issue.

** Alternate Data Collection Option

Along with creating your consistency rubric on the scale of 1-10, accelerate the lesson with measurement. Measure the length of each drip. At the (X,Y) point on your consistency graph, write in the drip measure. This is a good way to end arguments at the decision-making point. Use the actual measurements to break ties if two or more paint recipes are scored at a single number.

Renaissance painters made their own paints, usually from natural materials and finely ground rocks and minerals. Lapis lazuli created a particularly beautiful blue. The colors were mixed with egg to create tempura paints. I like to avoid the eggs due to a serious ick factor.

8 Comments

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10/28/2015 08:33:31 pm

Children always want new things to learn that's why they do naught things. We should give them freedom so that they can develop new things.

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10/29/2015 06:28:11 pm

Am I the sole people of this page who such as this report greatly? It is a superior webpage naturally.

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10/30/2015 07:56:38 pm

i completely agree. Students need to understand that the title of engineer is earned. For this reason, I never call kids engineers. We don't look at a kid that places a band-aid and call her a doctor. Like "engineer" that -and other career titles- deserve as much respect.

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11/2/2015 10:13:40 am

Can I go to one of your classes just to observe or watch? This is really interesting. I am an Engineering student and I would have done everything I could to make my parents enroll me to something like this when I was a kid. This is like living your dream profession at a very young age. I remember writing in all my papers back in grade school and high school how much I want to be a successful engineer. I’m still working on that dream, but at least I’m a step closer. Kudos for developing this program!

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11/18/2015 06:36:42 am

Most kids thrive on structure and will respond well to routines that help them organize their days. In our house, for example, my son gets dressed, makes his bed, and eats breakfast while I make his lunch and pack his school bag with completed homework and forms.

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12/27/2016 01:31:54 am

Understudies need to comprehend that the title of specialist is earned. Hence, I never call kids engineers. Youngsters dependably need new things to discover that is the reason they do nothing things. We ought to give them opportunity with the goal that they can grow new things.

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