Make the most of your Bee-Bots at school and extend the activities beyond grade 4 by challenging the grade 5 or 6 pupils to design a choreography. This requires programming, communication, collaboration and quite a few other skills, such as spatial insight and the ability to mirror paths.
Here grade 6 pupils are working on their design and testing it out.
Wheel of Names and Spin the Wheel – are two similar programs that enable you to make your own wheel of fortune. When students get the task to make their own wheel within certain boundaries, they can explore what type of words should be used to generate in a specific context.
This can vary from extending vocabulary (adjectives, adverbs, interjections …) that can thereafter be applied in text writing, a rap, a poem etc., to creating several wheels with a group of students, whereby the words on the wheels should result in phrases that make sense or are (grammatically) correct. It can be an interesting inquiry and discussion what words make correct sentences and what does ‘correct’ mean to different students?
The programs could also be used as a pilot test before students create physical cardboard wheels.
| Purchase | Gratis |
| Requirements | Wheel Decide – BrowserSpin the Wheel- Browser & iPhone, iPad (iOS 9.0 or later), Google Play/Android |
Why all maps of the world are wrong. Or in other words: Why do all maps of the world present a wrong, distorted image.
Why do we use maps? How can we present the globe in two dimensions? What challenges do we face?
Start with one of the first two videos and then move on to the second one. The latter is spoken fast and uses a wide, scientific vocabulary.
The only correct representation of the world is a globe. Every projection serves a specific purpose. It’s interesting to explore the different projections and their use and purpose throughout history. It appears that projections and perpectives change over time and place and are culturally bound.
To get a good impression use the tool ‘The True Size‘. This tool makes it possible to drag a chosen country over the world and compare its (true) size with that of other countries. Visit the website https://thetruesize.com
This topic can be addressed from many different angles: geography, politics. history, mathematics, ethics….
This blog is about two simulations based on the same concept namely Thomas Schelling’s Model of Segregation. The model tries to explain social phenomena and shows for example how difficult is it to build and sustain a diverse community. Schelling tries to explain when and why ghetto forming takes place and under which conditions this can be prevented or even reversed.
In other words, people with shared identities tend to cluster/group together. In most classes boys and girls form their own groups.
The first simulation by Frank McCown is named Schelling’s Model of Segregation. The second is by Vi Hart and Nicky Case and named Parable of the Polygons. The two simulations have different interfaces. Both simulations use two groups. The first simulation has four variables (and a interval timer) whereas the Parable of the Polygons offers different simulations for different variables.
The simulation by Frank McCown can be found if you scroll down on the page. The simulation generates a multitude of questions that can be explored.
The Parable of the Polygons contains a group of simulations and uses scaffolding to explore the concept. Contrary to Mc Cown’s simulation the Parable of the Polygons visualise if people are happy or not. Additionally the user can move ONE person and see what happens. The last simulation is a particular interesting one.
The Parable of the Polygons could be used as inspiration for the teacher. However, in our opinion the degree of scaffolding will limit the curiosity, thinking and reasoning by the students themselves.
As teachers we have to be careful how to introduce the simulation and how to discuss the issues. Minority groups in class can easily feel uncomfortable. It is up to the teacher to choose the context and vocabulary that suits the class. As you may have observed have we tried to use the word diversity instead of segregation.
Additionally, the simulations can be used by policy makers, but also by students in relation with religion, geography/demography. It has been known in chemistry that seperate molecules and molecules in small quantities react differently than in mass. The same can be observed with people. Individual people can be tolerant and open-minded, but the large group will nevertheless become clustered under certain conditions.
| Purchase | Free |
| Hardware | PC, iPad |
| Requirements | Browser |
We give an example of a Technology & Design task. In several countries Technology & Design is a (project based) school subject for students (grade 6 to 10). This task comprises many subjects: arts, mathematics (measuring, scale and ratio, geometry) physics (friction, mass, centre of gravity, forces, movement), language (vocabulary, writing skills), technology. In addition, it is an example of co-creation and collaboration.
The task is complex and challenging, yet at the same time has a very clear goal. We discern different steps.
(1) Research and design of rocking horses. Students may search the internet for ideas, examples, pictures. The students may check out different constructions, materials used. Students can search for technical drawings or draw the design from scratch. Others may want to build a miniature modell. At the end of this step the students have made their choice about what material they will use and about the type of construction.
(2) Planning. What are the steps to take in de construction phase? What do I need for the construction in terms of material, tools, and other resources. How much time do I need? What are the costs?
(3) Implementation. This will be carried out in the planned steps. A prototype made of cardboard or plywood (3mm or 5 mm) can be useful. If not a design on paper 2D/3D is required.
(4) Test at kindergarten. Students should decide in advance WHAT they will test out. (e.g. Is the construction strong enough? Is the the rocking horse attractive for the children? What age group does it suit best? Is it safe in use? Does it swing enough?) and HOW they will test this out.
The students will have to plan a visit to a kindergarten and explain what they wish to do. The results must be reported.
(5) Reporting and documentation. This should be done during the whole process and not just only at the end. Students may choose if they wish to use mainly written or oral, visual, or multi-media documentation for reporting. The teacher could (or should) specify what he/she expects and how it should be presented/delivered.
Of course the rocking horses could be examined, measured, compared in many ways and from different perspectives (physics, accounting/economics, maths).
This time we write about Technology & Design as a school subject or project for students (grade 6 to 10). In several countries Technology and Design has become a school subject.
Most commonly students work on a task during more than one hour. The tasks are interdisciplinary and require many different skills: planning, sketching, creativity, safety, use of tools, research , construction, experimentation etc.
Technology is not limited to the use of digital technology. Technology & Design tasks have a strong practical component and aim at problem solving skills. By nature the tasks are often low floor-high ceiling tasks. This implies that it is clearly understandable what the goal is, all students are able to get started (low floor). At the same time the tasks offer enough challenges and opportunities to dive deeper both in creativity as well as in complexity (high ceiling).
To make a plan is usually a step in the process. It is up to the teacher to ask for a report of the process or not. This can be written, visual, oral, with the use of multi-media (photos, video) or a combination.
Topics that could be part of Technology & Design are
Technology and Design will certainly focus on the new economy where circular design and production, and no or minimal waste, are the ultimate challenges and goals.
DaVinci Kindergarten is a pilot project in which we design, develop and try-out inquiry-based activities for children in the age 4-8. We have worked with children age 4-5 at two kindergartens in Norway. The activities focus on concepts from science, and technology and foster mathematical thinking.
We present some of the activities that have been developped. Contact us if you wish a complete description of the activity.
DiScoro 