I am so very thankful to have received funding for the project for my classroom–“How Far Can You Go?” The money received was used to purchase multiple K’Nex kits for the classroom. With the amount of money I received, I was able to have students work in groups of 2, which was wonderful. Every teacher has had students work in groups and knows that the more in the group, the less work someone does. So, I was so happy that I was able to assign 2 students per group. This made the work load more equal for both members. Also, with the grant money, I was able to purchase wood planks that were used as ramps for the constructed cars made from the K’Nex pieces.
The K’Nex kits were used to assemble a car which had to meet specific criteria. The students also worked under several constraints such as time and amount of “money” they had to build their cars. The task set them up as a design team for a car company that was charges with building the cheapest car that would go the farthest distance. Students had to determine the distance, times, speed and acceleration of their cars. This brought in many different skills that the students had to use. Before the testing, students had learned how to calculate speed and acceleration. We also reviewed graphing criteria and reviewed Experimental Design techniques that were studied earlier in the year.
As students built their cars, tested them, and graphed the data they collected they had several writing assignments to complete about the project. They had to write about the modifications they made after a few trials to improve the performance of their cars. In this section of writing, students wrote about the design modifications and how those improvements improved the car’s performance. They analyzed the data and wrote an analysis of the data collected. Last, they wrote about their conclusions…What was the purpose? What were the results? What could be done to improve the car’s performance.
This was a very hands on, inquiry, and very student led learning opportunity. Everyday as students left the room they were talking about what they would have to do the next day. They were excited and motivated. They came into class ready to get to their design projects and were proud of their work. Their graphing skills improved and I contribute that to working with them as they graphed their own collected data. The data was their own and it meant something to them. The only down to the project was from the point of view of the students…once they started building their cars, they constantly complained about the constraint of the budget! In their comments for improving the lesson, it was a unanimous “cry” to increase the budget. I repeatedly heard everyday, there is not enough money! I loved this because I knew they were having to use their brain power to figure out solutions when the resources were scarce.
All in all, the project was a huge success from my point of view. The students also loved the lesson and were able to give feedback for me so that I can improve the project for next year. I am most grateful and thankful for the Promising Practices allowing me this opportunity to improve my teaching and make learning more relevant, energy packed, and fun for my students. THANKS!