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We created empathy maps for both facilitators of our activity (which would usually include Stephanie) and for students visiting JR. We used sticky notes to try and describe what they would be saying, thinking, feeling, seeing, and doing.

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After the initial panel that JR gave us, we brainstormed a list of questions that we had for JR and the things they do.

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During our observation process, taking notes and compiling them together was a big part. We utilized nessicary information and did away with things we did not need. Also, during this time, we discovered what JR did inside and outside the building and the overall company. We took notice of our strengths and weaknesses and carefully placed people based on their input and experiences. With all these mental tools and steps we took, it set us up for a successful investigation.

-Elijah

(yall got this! good luck🤙)

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We came up with a prompt that we could ask ChatGPT so that it would give us a list of activities for many different types of themes (ex. trying to automate something)

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Us brainstorming questions to and ask Stephanie

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After sorting our 5w questions into questions for JR and questions for high school students, we listed out all our questions for JR and then asked them to our ambassador, Stephanie when we interviewed her.

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Us hard at work brainstorming who, what when, where, any why questions on sticky notes

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In order to develop a fuller understanding of the driving question and what exactly we had to do in order to come up with a solution, we developed 5w questions (who, what, when, where, why questions), which we would later sort into groups for WHO we should ask the questions to.

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A picture of a poster which we wrote our criteria on

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In order to ensure that the activity that we came up with met the needs of all our stakeholders, we came up and wrote down a list of criteria that the activity would have to meet.

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We used our feedback forms to revise our activities. We decided that we had to decide on an activity to focus on for our final solution. We used to emoji voting to assign emojis to each of our team members to decide on the top 2 activities they thought we should focus on. The activities with the majority of votes won.

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We provided feedback forms for the students who practiced the activities to fill out. They answered questions about what they liked, disliked, or would change about our activities. Many students expressed that the activities were fun, new, and creative. We were able to use some of the constructive criticism to improve problems with clearer directions as well!

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We scheduled times during seminar (study hour) for WOBOT ( West Ottawa’s Robotics Team) and non WOBOT members to test out our activities!

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We split into groups and assigned one of the brainstormed activities to each group. We worked in groups to practice the activities along with their directions, materials, and constraints. This helped us understand our target audience’s potential reaction and recognize flaws of the activities.

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We tested our final product to make sure it worked correctly and made small adjustments based on the results.

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During this project, our team collaborated to design, test, and improve our final product. We shared ideas, solved problems, and practiced teamwork. We presented our work to our peers and received valuable feedback from our community partner, JR Automation. The photos and videos showcase our design process, collaboration, and the final project results.

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During this project, our team collaborated to design, test, and improve our final product. We shared ideas, solved problems, and practiced teamwork. We presented our work to our peers and received valuable feedback from our community partner, JR Automation. The photos and videos showcase our design process, collaboration, and the final project results.

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After narrowing down our activities to 2 from our 3, we created a list of instructions for Wobots to follow, and a set of rules + goals (when we tested it on Thursday, Oct. 23). We then tested it in groups of 3.

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Now that we had a list of ideas, we voted on the top 3 ideas. We then split up into groups to work on planning for the different ideas and coming up with directions for them. Me and Naomi came up with instructions for an activity where participants have to make the longest paper chain. The other groups will facilitate the other 2 activities next week.

Overall, the paper chain activity seemed to be enjoyed by everyone.

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The teachers talked to Stephanie about real world problems that JR deals with, we used ChatGPT to create ideas for activities based on the problems. We then voted on the ones we liked most.

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As a group, we discussed stakeholders of our project and why it would impact them. We took a few minutes to individually write how it effects each stakeholder on post-it notes and placed them all together for each member. It’s important to understand how our project will impact each variable of the company (company, customers, other personal) throughout our investigation process. We want to be able to create an activity that focuses on every part of the JR Automation and school communities.

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﻿﻿Working in groups helps bring out the teams strengths by combining the individual strengths of everyone

﻿﻿Writing things down on large sticky pads is very useful for us to come back to and for us to have a reminder in the room of what we need to do

﻿﻿Splitting up time for meetings is useful (3:00-3:15 getting ready +having snacks,

4:40-5:00 padlet time, etc.)

• A good idea for the activity for JR might involve transporting a liquid into a small container, and the team that spills the least liquid by percent (mass water collected/original mass water x 100) wins

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Please list speakers and business partners you encountered throughout your journey.

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How can we create an activity that gets high school student moving and collaboratively creating solutions in the areas of math, science, and engineering

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Please add quotes from students, parents, authentic audience, and any business/community members you utilized. Please use first names only.

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Show through pictures, videos, examples of student work, links to reflect how your students built empathy, determined Need to Knows, and uncovered important information to solve their driving question.

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Show through pictures, videos, examples of student work, and written documentation to reflect how teams were built, how students uncovered and understood the driving question, the standards covered, and the launch into the project.

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Show through pictures, videos, examples of student work to reflect on the check ins done throughout the project.  How did students reflect throughout the process? How did student critique and revise?

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Show through pictures, videos, examples of works to reflect on how students narrowed their ideas, determined their best solution, and developed the solution.

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Show through pictures, videos, examples of student work to reflect how your students came up with multiple ideas.

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Show through pictures, videos, examples of student work, to reflect on the authentic audience, the pitch, the final product. Include any information/pictures from your community partner.

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Take time to reflect on what went well. What will you change for next year? What feedback did you get from students, the business partner, the authentic audience that can help make this project even better?