We held a design technology competition to see whose rubber band roller went the furthest and whose was the fastest. Dave J's went the furthest (about 45 feet) and Bill's was the fastest (around 2 ft/sec or about 1.5 mph).

Pond-life study

 Despite the rain we managed to dip our nets between the bullrushes and even caught a large green frog.

Exploring the 5 Senses with Kindergarten students

We explored the properties and characteristics of the five
senses through activities at different stations.

Using Microscopes to study cells

We used microscopes to increase the powers of our
visual observation skills.

Ramps and Cars

 We rolled small "cars" down ramps to explore the relationship between
 slope, weight and distance. The goal was to make the "car" stop 4 feet
 from the end of the slope.

The Egg Drop

We made devices to protect eggs from being
broken when dropped from a great height. All,
except one, worked well when dropped from 9
feet. How will they fare when dropped from 95 feet?

 
Design Technology, Lego and basic programming

We made model cars using Lego blocks and sensors.
We then programmed the models to perform simple tasks
using a computer programming system and radio control.

Motors and Magnets 

We used the STC Motors and
Magnets series of activities to
explore the properties and power
of electromagnets.

Tower and Pendulum

 


 We discovered the difference between design technology and science by
 constructing a tower using a copy of the local newspaper
 (design technology) and then used the tower to explore the properties
 of a pendulum (science).

Drops of Water

We explored the properties of water drops using the science process skills.

  We made drops of water using a
  dropper and then moved them around,
  colored them, tried them on different
   surfaces, made large and small drops,
   and found how many drops will fit on
 a penny. We discovered that a meniscus can be more than a torn cartilage in
  the knee.

Constructivist Puzzle

A day for exploring, experiencing, and constructing meanings of constructivist
thinking and conceptual change.  

 Putting the floor puzzle together
 blindfolded enabled us to examine
 some of the assumptions we make
 about learning, the power of prior
 knowledge, and the need to establish
 a common language so we could communicate effectively. As "observers", we
 experienced how important wait time is and how hard it is not to jump in an
 "tell" or "show".

Photographs by Graham Clarke