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Calgary Catholic School District Maker March Challenge

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Calgary Catholic School District Maker March Challenge

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Slide presentation on the Maker March Challenge

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Maker March 2018_ Create Your Own Adventure.pptx

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My students used Robots in order to inquire into perimeter.  I had my students plan a shape that they wanted their robot to move around and plan how long they wanted each side.  They then had to tape their shape to the ground.  Using 'Block Coding' they were able to plan how far their robot needed to move and which direction it needed to turn.  In doing so they were also able to utilize problem solving skills as they needed to trouble-shoot their code if it did not move in the way they wanted.

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Given I have limited resources at school (I am lucky to have functioning fans in 30 degree temperature) the only thing I can contribute is the Magna-Tiles toys my son has at home. They are an incredible building tools and I was shocked at the progress my son had with them. He received them for Christmas last year and was really keen to build various shapes and buildings. After a while he started applying the building aspect to other things. Today I woke up to find him having built an entire hotwheels track system he received last night. Now 4 months ago he wouldn't have even attempted to build it, but today he did it all by himself. I can say it has given him a lot of confidence and he was super proud of what he accomplished. I'd suggest these magnetic blocks to any parent looking to encourage their child, and to be honest they are super fun.

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In the past, I volunteered at the local Jr. High - helping to teach lego mindstorms along with the FIRST program. It was a great experience to introduce kids to design, building and problem solving.

Outside of that experience - I'd also like to share a project from last semester my team (Tracey, Harmeet, and William) created... called the Game Design Toolkit. Here's the link: https://github.com/leemet16/game-design-toolkit  ... I'd love to see folks pick this up, fork the project and continue to evolve it.
The use of github, focusing on video game development, encouraging diversity, constructionism and even forking the project all align nicely with the DIY and maker approach.

...and from a Mobile point of view - there's opportunities to focus on mobile games, heck - even perform development on iPads. And of course, there are github/git clients for mobile devices.

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I am lucky with the resources I have in my classroom. I teach Science 10, and I have several 3D printers and a class set of Vex IQ robot kits. I have been incorporating maker projects into the curriculum or as extra challenges for the students that finish their work ahead of the others.

Just as the year is winding down and focus is beginning to wane, my students were given a challenge to build a robot capable of "stealing" items from the class across the hall; specifically canned beverages from one of my fellow teachers. Students teamed up to prototype and test different designs for the task. Two conditions were that they could not physically enter the target classroom and that I did not help them. Several teams were successful with most attaching one of their phones on to the robot and piloting it using Face Time. The video is an early prototype.

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I have been using makerspaces in our classrooms for a while now but more on a pop-up basis rather than a permanent space. Below I have included some examples of ways in which I have recently used makerspaces at the college level.

We have done the spaghetti and marshmallow towers and part of a project management module. It is interesting to see how competitive the groups get with one another and the lengths they will go to make their towers taller (yes, the group on the right used some secondary help. Ha.)

A second example is a welcome back ice breaker we do with our second years where we give them an 'mystery object' and they have to come up with an innovative/funny/different use for what they object could be. They then build a slide deck and pitch their idea to the group in the form of an infomercial. Really a creative makerspace to get their juices going for design thinking.

First-year students in my design class are often afraid of making mistakes and how their peers might look at them when they are designing. To break out of this mindset I create a makerspace outside on the second week of school. We had outside, listen to come vinyl and they create in response to design prompts. It is a fun activity aimed at encouraging them to 'make mistakes on purpose'.

Okay this last one isn't at the college but I still think it's a fun one for all the parents or creators out there! I started creating several small makerspaces around the house. The one pictured below is where I left whiteboard markers next to the window for my daughter to create designs on. She loved it and it was easy to clean-up!

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This year we held a cardboard race at the school pool. Students could use Cardboard and a limited amount of duct tape. Beyond this they were allowed to add decorative items. With three groups making it through to the final day, We held a winner take all event that was posted live on Facebook. It was a blast.

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Using Python, our students at Maker Lab Camps built Alarm clocks, MP3 players, and light up Dinosaurs. Students would program the microbits to a certain pattern or cycle of colours and then use low tech mediums like cardboard cut outs, or higher tech mediums like 3D printers and laser cutters to build synthetic or wood cases. For our older kids (13+) they used a soldering tool to build the MP3 player from scratch. For the younger kids (as young at 8+), they built the alarm clocks and dinosaurs. The lesson is scaffolded using a design thinking process and we highlight each part of the STEAM framework as we work through it.  I've been truly amazed at how quick and how young these students can pick up these skills.

-Kelly Nichols

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A great 'medium tech' project is art bots! Students attach a battery pack and a small motor to a cup. Attach paint brushes, markers or even a sponge or brush dipped in paint and watch it go! This is a great way to put the A in STEAM
https://twitter.com/mrssaramartin/status/723211623804993540

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Ghassan                                             One of my favorite projects is cooking in classroom, which I do with my class every year with lots of fun is  making pizza, or making chocolate, or baking etc. they got to decide what we are making, they have to design, and create and make the logo. Price it, then create brochures to advertise it, then sell it to the rest of the school. This will include teaching STEAM in fun way. Try it. Also check out this resource: Teach Ontario at teachontario.ca have a great resources with examples and guides to all, lesson planes etc. See this: https://www.teachontario.ca/docs/DOC-4307 

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Ghassan                                             One of my favorite projects is cooking in classroom, which I do with my class every year with lots of fun is  making pizza, or making chocolate, or baking etc. they got to decide what we are making, they have to design, and create and make the logo. Price it, then create brochures to advertise it, then sell it to the rest of the school. This will include teaching STEAM in fun way. Try it. Also check out this resource: Teach Ontario at teachontario.ca have a great resources with examples and guides to all, lesson planes etc. See this: https://www.teachontario.ca/docs/DOC-4307 

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This is a great way to see others and be inspired by Canadians.
Ghassan Barhoumeh

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In my chemistry 12 class in the acid base titration unit we cover neutralizing solutions and in the solubility unit we talk about removing impurities from solutions. As a result we did our own science olympics and one aspect of this project is that the students are to clean up water that has been contaminated with dirt, acid or base, and is water from a pond. The students have at their disposal many chemicals and filter papers and chemical glasswares. They must apply their learning into a real life situation. As many countries do not have access to clean water, as scientists, we are responsible for knowing what we put into our water and how to make it clean and sustainable. DYI clean your own water!

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I recently visited an elementary and middle school to see how they were incorporating technology into their lesson. It was amazing to see such young learners utterly captivated and engaged in the creation of their little projects.  Students were using microbits and computers to design little projects like compasses and love metres based on the drag and drop code they created.  In Scratch, they were creating race courses where they ended up challenging their friends to race.  The engagement and enjoyment was apparent as soon as I walked in the door and I hope my own young children will have access to the same learning environments- Scott Harkness

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I work in a First Nations Community in Northern Quebec. We do a lot of hands-on tinkering/building projects that are STEM oriented with the students, but I have really struggled to get my girls interested and engaged. I think this might be a place-based cultural issue, seeing as their Cree Culture classes are still separated into boys and girls groups, where the boys learn to chop wood, lay traps and hunt, while the girls bead, sew and bake. This year, when it was time for students to make their science fair projects, the girls were totally uninterested in all the suggestions we provided. Finally, after encouraging them to do some research and look through a few websites, they settled on the idea of making homemade, DIY bath bombs! They ended up having so much fun making them, and they even asked if they could bring some of the materials home to make another batch with their friends on the weekend. - Amanda I.

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Project Management - Systems Development Life Cycle using Lego

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Project Management - Systems Development Life Cycle using Lego

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In my information systems class I replicate the systems development process by having the students build a building in lego. The results are great! They learn about working in teams under tight deadlines, the importance of documentation, and what to do when resources are scarce. Adults also love Lego! Shauna

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My daughters have their own board in my pinterest account and they save all of the wonderful DIY craft, art and sewing ideas that they have there. Recently they did their own science experiment where they tried a few different slime recipes to see which one was the best. It was really interesting, and they were so proud that they could do it themselves by using the videos they found through Pinterest. Shauna

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DIY FLUFFY SLIME! How To Make The BEST Slime!

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While not overly complicated, play dough can serve as an engaging and fun way that allows students to connect learning outcomes to their creativity. Check out the linked google doc. You will see two different mini projects that involve students researching and synthesizing information and culminating in a play dough creation. This was done with grade 11s and 12s and they LOVED it!

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In our human body unit, we were studying the complexity of the human hand. To finish off the unit, our students worked in teams to build a hand out of cardboard. The challenges they faced at the end were

Using the robotic cardboard hand:
"Who can pick up a cup of water and drink out of it?"

"throw a light ball"

"write their name using a paintbrush"

Very fun, low tech/cost challenge!

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Here are some homemade catapults after learning projectile motion in Physics 11. This is a nice extension to Makerspace design without depending on sophisticated technology (eg. 3D printers, robotics), using everyday materials for creation. We then used these catapults for a lab and real world competition.

Andrew

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In an attempt to encourage our child to learn about music and sound by creating it himself, we've let him play around with a mini-synth and GarageBand. As you've cited here, 'play, fun, and interest are at the heart of making' (Martin, 2015, p. 35). Hopefully this idea will continue when the traditional music lessons begin!

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Growing an edible container garden and making a tin can wind chime with my 2 1/2 year old.

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Students inquired into cultural masks and how they express themselves. They students also had to inquire into paper mache and make their own formula. This student wanted to represent his Thai culture.
https://www.kidspot.com.au/things-to-do/activity-articles/make-paper-mache-glue/news-story/ceb59e78216f566a15b75932462f274c

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Student made an interactive game using Scratch coding and Makey Makey. The wires are attached to the computer to relay the code to the device which creates a circuit and allows students to touch the answers on the diagram, instead of typing out the answer on the keyboard.
https://www.youtube.com/watch?v=FN9pZ99r_yM

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Students created stencil designs that was used in creating chalk stencils. Using Elmers Spray and crushed chalk you can create temporary Grafftti art pieces.

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Students animated their poems in Scratch to bring their ideas to life. They practiced skills such as thinking, problem solving, debugging, and sequencing of steps.

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Students learning the difference between isometric and non isometric pixel art.

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During the makerspace hour, students spent time deconstructing games and figuring out what makes a game so fun. Later they used what they discovered in creating their own projects.

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Students made an interactive quiz game.
https://www.youtube.com/watch?v=-X3hb__YynM

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Students spent time learning about the way energy flows in a creative way. Students used conductive thread in creating patches that light up.

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Students worked alongside other students with disabilities in creating an inclusive playground for all children to use. They used 3D printer to show their models in real time.

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We were learning about joints in the body and used Hummingbird Servos to code and simulate the movement seen in arms and legs.