over how to construct a quick lesson to meet all of these objectives, I realized the answer was actually
to let them do the constructing. My wheels started turning as I set about gathering a myriad of
recyclable resources. With just a few accessible materials, I could facilitate a high-choice, problembased learning experience that necessitated the very resourceful and creativity I sought to encourage.
The success of the project would be in the challenge!
Supplies were very simple (and mostly free!):
• Scrap: paper, magazines, matboard, tagboard, cardboard, string/yarn, wrapping paper, laminating
film
• Additional Recyclables: caps, yogurt cups, cardboard, tubes, straws, coffee sleeves, tissue paper,
plastic packaging, leftover paint
• Popsicle sticks, coffee stirrers
• Scissors
• Liquid Glue and Tape
Materials were arranged into a “buffet” with posted limits when applicable (e.g., 18” tape per team).
Students were amazingly excited about the smorgasbord of trash!
With a quick introduction to
Design Process, table groups
devised explanations of one of six
design phases. As we
synthesized groups’ explanations
into the collective process, I
supplemented with questioning
and application to previous
projects. (“Team Orange, how
would we DEFINE THE
PROBLEM if we were setting out
to draw a realistic fish?” “Yellow
Table, what might COLLECT INFO
look like in that scenario?”) I also
modeled application of the
Experimentation, evaluation, and revision were encouraged with these lowScientific Process to improve
stakes supplies.
designs, recalling past endeavors
wherein students unknowingly did so, and pointed out that the same process we applied to drawing
fish is also used for higher stakes designs (prosthetic limbs, etc.). Though concepts were starting to
click, they were still too abstract for most students to feel confident in understanding. So we let the
challenge begin!
STEAMed Magazine
45
April 2016 Edition