Science-Based Valentine Day Projects

I really like using maker education and STEM/STEAM projects to celebrate holidays and special events. My method of teaching new concepts is to use the Stages of Make Education that I presented in Learning in the Making: How to Plan, Execute, and Assess Powerful Makerspace Lessons:

The following Valentine Day projects were completed by my 3rd through 6th grade gifted students. Due to the new skills involved, they were asked to copy the basic instructions. Then as is typical of my students, then went quickly into the Advance and Embellish Stages of Making.

Circuit-Based Valentine’s Projects

NGSS Standards Addressed

• Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
• Apply scientific ideas to design, test, and refine a device that converts energy from one form to another

Introduction

I began asking who knew what an electric circuit. Sadly, none did. I showed them Electric Circuits – BrainPop UK https://youtu.be/3LsXGAbwTOQ

Circuit Project 1: Conversation Hearts Box Operation Game

Project Description

The Instructable, Operation Valentine: a Game, a Gift, a Lesson in Electric Circuits, was used for this project. I substituted aluminum tape for the paperclip and pre-wired LEDs instead of the Christmas lights.

What follows is a video that shows how one student took this project from Copy to Embellish of the Stages of Making:

Circuit Project 2: Chibitronic LED Valentine Day Card

For this activity students were asked to create a Valentine Day card by making a paper circuit using a Chibtronic LED and a cardstock switch built into the circuit. I adapted the activity from two activities from their website:

• https://chibitronics.com/2020/02/15/valentine-light-up-card/
• https://chibitronics.com/2020/02/05/happy-valentine-with-light/

I cut out the front “cover” of the card using my Cricut machine to show a heart where the light would shine through. The students chose a piece of colored tissue paper to cover it. Instead of providing a circuit temple, I drew it on the whiteboard and asked the students to draw their own on another piece of cardstock.

This student were from the Copy Stage to the Advance Stage of Making by creating a popup card he figured out and crafted:

A Little Chemistry

NGSS

By the end of middle school, students will be able to apply understanding that pure substances have characteristic physical and chemical properties

Introduction

I showed them Physical and Chemical changes (Brain pop) https://youtu.be/hq8K-dF8_4c

Project Description

I used the following video as my reference for both materials and procedures:

What the students’ molds and candy looked like . . .

Paper Bobsled: STE(A)M Olympics-Related Lesson

I’ve discussed experiential learning in The Imperative of Experiential and Hands-On Learning and the lesson I describe in this post meets the characteristics I described in that blog post:

In an effort to engage students both in a STEM activity and learn more about the Olympics, I created a lesson on bobsledding.

Standards Addressed

As a STE(A)M lesson, it addresses cross-curricular standards:

Next Generation Science Standards (Science)

• Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system [Grades 6-8]
• Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object. [Grades 6-8] (Source: http://teachers.egfi-k12.org/build-a-bobsled-racer/)

ISTE Standards (Technology)

(Technology is not heavily used in this lesson. Videos are used, though, to share content.)

• Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Next Generation Science Standards (Engineering)

• Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.
• Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
• Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

National Core Art Standards

• Generate and conceptualize artistic ideas and work.
• Organize and develop artistic ideas and work.
• Refine and complete artistic work

Math Standard (see math labs below)

• Represent using pictures, diagrams, graphs, tables, numbers, words, and/or symbols (e.g., use tables to record data such as how fast the [bobsled] goes down the run, measure the length/width/height of the completed [bobsled] run). (Source: https://www.teachengineering.org/lessons/view/uno_gaitway_lesson01)

The Hook

Students are shown the following videos to get them familiar with bobsledding (none of my students knew what it was) and the physics of bobsledding:

Making the Paper Bobsled and Track

I created the following tutorial to teach students how to make a paper bobsled and the track:

To build your track, you can use the following templates for your tracks: 

• Straight tracks https://docs.google.com/drawings/d/1nhPqWyPIAZ4aQ2INn-oPDgK1jNOwpTwY8y9Wk0sLPZg/edit?usp=sharing for 
• Curves https://docs.google.com/drawings/d/1Wyl2kBrlWJkC_mMeg8phIQx9Bx8tyeBsODMSczLoojU/edit?usp=sharing

Math Connections

One or both of the following math labs can be added to the lesson:

• Calculating Average Speed of a Rolling Marble (in this case – a bobsled) –

calculating_average_speed_fillableDownload

• Roller Coaster Math

659-roller-coaster-mathDownload

Process-Oriented Reflection Questions

Here are some questions for students to reflect upon during their making process:

• What factors influence how fast your bobsled travels down the track?
• Would your bobsled go faster if a lot or a little of the bobsled touched the track?
• Would more weight increase or decrease the speed of your bobsled?
• Would the position of the weight affect the speed of your bobsled?
• What is friction and what influence does it have on your bobsled?
• What is the Engineering Design process?
• Why is it important to make one modification to your bobsled at a time?
• What type of energy does the bobsled have when it is at the top of the track56half way down the track and at the bottom of the track?
• Do you think that your bobsled would travel more quickly or slowly on a straight or hilly track? (Source: Design Challenge: Echo Base Bobsleds)

The Role of Kits in Maker Education and STEM Learning

There has been a fair amount of criticism leveraged against “paint-by-numbers” types of STEM and maker kits. This criticism revolves around the stifling of the creativity of learners. I contend that learners need foundational skills so that they can be freed up to be creative. Think about learning how to cook or play an instrument. The basic and foundational skills need to be there in order for the makers to go in directions that are new and creative for them. 

This past spring we returned to face-to-face teaching but students could stay remote if they and their parents chose that. Half of my student selected that option. I was able to purchase DEUXPER Science Experiments DIY Kits – one for each learner – through DonorsChoose. For the students at home, I delivered the kits to them.

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The kids in both groups thoroughly enjoyed making the projects. There are several benefits for learners in making from a kit:

• I discussed stages of being a maker learner in my book Learning in the Making: How to Plan, Execute, and Assess Powerful Makerspace Lessons. As described for the Copy Stage, doing prescribed, step-by-step, procedural projects helps with scaffolding. They help build foundational skills for learners to be able to make more complex, open-ended, and self-driven projects.
• Following Directions or Step-by-Step Procedures – This is a life skill in that putting things together is a beneficial for later in life. Lots of things folks purchase come in parts that have to be put together.
• Learning How Things Work – By seeing the individual parts of a project prior to them being combined into a whole, working project, learners get to see how things work.
• Perseverance – For more complicated kits (which I use), the learners almost always have a challenge to face. I will not directly help them. I ask them to persevere. I also suggest they ask one of their peers for assistance. Learners really enjoy giving one another tips for constructing their projects.
• Feelings of Accomplishment – in completing a difficult task. The looks of joy and pride in completing their projects were a beautiful site to see. It was also fun seeing the joy they had in playing with the projects they created.

The Imperative of Experiential and Hands-On Learning

For the past several decades, I have had my feet in both elementary education and teacher training and development. Regardless of age, grade level, and setting, I include hands-on and experiential learning as a integral part of my instruction. It is learning by doing with a reflective element which, in turn, creates conditions for deeply engaged learning.

Experiential education is a philosophy in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people’s capacity to contribute to their communities. Throughout the experiential learning process, the learner is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning. (What is EE)

One of my favorite expressions is “Insanity is doing the same thing over and over again and expecting different results.”  There’s lots of lip service about closing the achievement gap, serving marginalized populations, helping students gain 21st century skills, and preparing students for STEM-related careers. The problem is that the school systems working toward these changes are using a factory model of education prevalent in the 19th and 20th centuries to do so. The changes that are being sought are not coming into fruition as different outcomes are expected out of doing more of the same thing. This is why I titled this post, The Imperative of Experiential and Hands On Learning. I believe that current instructional strategies need to be turned on their heads to achieve desired results and outcomes. Hands-on and experiential learning is used in some elementary schools but this diminishes as students get older. In too many high schools and colleges, instruction seems to occur through engaging the ears and sometimes the eyes (through visuals such as with slide presentations). Interestingly, though, a Study Finds 52% of U.S. Adults Say No. 1 Way to Learn is Through Active Participation, Followed by Visual Demonstration.

Some benefits of experiential and hands-on learning include:

• Increases motivation and engagement.
• Engages most of the senses.
• Builds social emotional skills.
• More likely to engage emotions.
• Lots of brain activation.
• Increases retention of learning.
• Making mistakes becomes a natural part of the learning process.
• Expands critical thinking skills.
• Preparation for real life.

Increases motivation and engagement.

Hands-on learning is often lots of fun; and having fun increases engagement and motivation.

Hands-on activities encourage a lifelong love of learning and motivate students to explore and discover new things (Bass, et al.).(Case for Hands-On Learning)

Learning by doing allows students to become personally invested in their own learning process. Becoming actively engaged in their education builds confidence, as the lessons require students to rely on their own abilities to obtain knowledge. That confidence and self-reliance inspires students to embrace the learning process and enthusiastically seek out additional knowledge.   (Importance of a Hands-On Experience in the Elementary Classroom)

Engages the senses.

Hands-on and experiential learning often is multi-sensory learning often engaging sight, hearing, tactile kinesthetic senses as learners participate in the educational activities.

By definition, hands-on learning requires students to engage in the education process using multiple senses, including sight, hearing and touch. Known as multisensory learning, the hands-on teaching strategy engages the senses in a way that promotes learning comprehension on multiple levels.  (Importance of a Hands-On Experience in the Elementary Classroom)

More likely to engage emotions.

The personal nature of experiential learning engages the students’ emotions as well as enhancing their knowledge and skills. When students see the concrete fruits of their labor, they experience greater gratification and pride, thus enhancing their enthusiasm for continued learning.  (The Benefits of Experiential Learning)

Lots of brain activation.

When you combine activities that require movement, talking, and listening, it activates multiple areas of the brain. “The more parts of your brain you use, the more likely you are to retain information,” says Judy Dodge, author of 25 Quick Formative Assessments for a Differentiated Classroom (Scholastic, 2009). “If you’re only listening, you’re only activating one part of the brain,” she says, “but if you’re drawing and explaining to a peer, then you’re making connections in the brain.”(Hands-On is Minds-On)

Builds social-emotional skills.

Lots of social-emotional skills are addressed with hands-on, experiential learning.  Some of the specific skills that hands-on learning address are:

• Goal-setting
• Tolerance for frustration
• Persistence
• Asking for help
• Working with others

Increases retention of learning.

When it comes to what learning methods work best, everyone is different, but the survey clearly demonstrates that hands-on training is favored by most Americans. Students who practice what they’re learning in a hands-on environment can often retain much more information when compared with sitting passively in a lecture room, so it’s not a surprise that hands-on training is the overwhelming favorite. (Majority of Americans Prefer Hands-On Training in Educational Settings, Survey Finds)

There is a huge increase in the amount of information that is retained by students who are given the opportunity to practice what they are learning in the form of hands-on training. When students sit and listen passively in a lecture-style environment, they retain 20 percent of the information. When they are given the chance to practice what they have just learned, that percentage increases to 75 percent. (What Are the Benefits of Hands-on Training?)

Making mistakes becomes a natural part of the learning process.

Experiential learning involves trial by error. As students engage in hands-on tasks, they find that some approaches work better than others. They discard the methods that don’t work, but the act of trying something and then abandoning it – ordinarily considered a “mistake” – actually becomes a valuable part of the learning process. Thus, students learn not to fear mistakes, but to value them. (The Benefits of Experiential Learning)

Expands critical thinking skills.

The National Council for Excellence in Critical Thinking defines critical thinking as the “process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication.”  Hands-on learning allows students to experience a problem or task and make adjustments to improve outcomes. This “trial and error” exploration develops critical thinking and improves an understanding of abstract concepts that can be applied to real-life experience. (Improve Learning with Hands-on Activities)

Preparation for real life.

Experiential learning takes data and concepts and makes them “real” by applying them to hands-on tasks, with real results. As the student interacts with the information, it becomes real to them.

Many experiential learning projects are career-oriented, because they are, by nature, grounded in “real-world” activities. Through these activities, students start to discover and develop their own skills, aptitudes and passions. This discovery in turn sets them on a more defined path to college and careers. (The Benefits of Experiential Learning)