How the World Works 2020-21

The Central Idea: The design of a structure is based on its purpose.

Lines of Inquiry

  • Exploring design around us. (connection) 
  • Identifying how designs have met their purpose. (Function) 
  • Using scientific principles to problem solve and design structures. (causation)

Related Concept: Purpose

Learner Profile: Thinkers, Caring, Risk-takers

ATL’s: Thinking Skills, Self-management Skills

 

Story #1

Exploring Structures 

The students were presented with a photograph. They were encouraged to share what they see, think, know or wonder about the photo. 

We documented the key points from the discussion and began to think about the different concepts the students were noticing. Some recurring concepts were to do with place, shape, design, structures, safety and purpose. 

TASK:

Next, the students were invited to explore their environment to see if they can find anything that made them think about the different KEY words that came up through our discussion. They decided to create questions to help them think/talk about the key words. 

As the students presented their images to each other, we looked for similarities and differences between the images and listened to each others perspectives.

We wondered what a structure was. What types of structures do we already know about?

Our Inquiry begins…  

 

Story #2

Exploring Structures 

The students worked in groups to create a structure with newspaper. They first planned and tested the materials and then reviewed their plan before building the structure. They had to built the newspaper structure within 30 minutes. 

  • Let’s make a triangle. (Sky)
  • It’s tilting. (Carlotta)
  • Let’s stick this together. (Sky)
  • Everybody working so good so fast. (Carlotta)
  • Don’t stick here because…(Hannah)
  • This is so hard. We can do this! Come on team! (Reggie)
  • If we don’t do win this, it’s ok. At least we do this. (Elena)
  • The small one or big one? (Kavel)
  • We can make a hole then put more stick in. (Sky)
  • This is smart! (*responding to Sky’s idea) (Reggie)
  • I know why it’s always falling. Let’s tape this first. (Carlotta)
  • That’s good. (Elena)
  • We need to cut this smaller. (Carlotta)
  • I got 16 tape out. (Stella)
  • We are not ready. It’s still tilting! (Carlotta)
  • It keeps on falling. (Elena)
  • No more cylinder! (Kavel)
  • Can someone hold this area? (Reggie)
  • Good job! You make more to have stable bottom. (Carlotta)
  • More stand under here.
  • We are changing ideas. (Reggie)

The next day, the students were tasked with discussing and documenting their learning during the activity.

They needed to: –

  • introduce the team
  • share what was done (process)
  • reflect on the problems and solutions
  • explain what was learned
  • develop plans for next time

 

 

Story #3

What is a STRUCTURE?

We decided to collect our thinking and suggestions on paper. We first discussed the word structure. “What IS a structure?”

  • Students: A hotel, restaurant, tower, apartment…

We wrote these as labels on post-its and included them in our brainstorm. Then, we wondered why we NEED these structures.

The students shared their views about the ‘PURPOSE’ of a structure.

  • A restaurant – for people to go out and eat together
  • A waterfall (man-made) – to make a place look nice
  • A field – for people to run and exercise
  • A pool – for people to swim

The discussion led to the decision to sort the different structures into categories.

  • structures that are needed for everyday life
  • structures that are needed for specific purposes but not everyday life
  • structures that fit both these categories

The students decided that some structures:

  • were created to make a place look beautiful
  • were man-made
  • were created by the natural world
  • could fit into both man-made or natural (caves)

Next, the students listed different materials that are used to create structures. Again, they decided the materials  could be sorted into three categories:

  • natural materials
  • man-made materials
  • both

Then, the students were invited choose and read a unit related text from EPIC. They needed to look for information about the materials used to create the structure, the purpose and any other information they deemed important.

As the students shared the information they had uncovered, we documented their ideas on chart paper.

Finally, the students were excited to learn about roads, dams, bridges, towers and other interesting structures. They spoke in detail about the concepts, purpose, materials, design, plan, models and function.

We have begun to wonder how scientific principles help us problem solve and design structures. (causation)

Approaches to lLearning (ATL’s)

Thinking Skills

Critical thinking – Analysing and evaluating issues and ideas, and forming decisions

Analysing:

  • Take knowledge or ideas apart by separating them into component parts.

Evaluating:

  • Consider ideas from multiple perspectives.
  • Synthesize new understandings by finding unique characteristics; seeing relationships and connections.

 

Story #4

The Design

We started by looking closely at different structures. As the students shared their observations, ideas and connections, we wrote these down on chart paper.

The students helped create questions to help them think deeply about the concepts:

  • Purpose – Why do we NEED this structure? (Sky/Hannah)
  • Connection
    • What connection does the structure have to our (someone’s) lives? (Chanwoong)
    • How are the materials connected? (Sky “Like the foundation and the glue.”)
  • Function – How does it work? How do the materials work? (Kavel)
  • Causation – What causes something to happen? (Hannah “Because of what…something happens…”

As the discussion continued, we began to see common ideas that were important to consider when designing and creating structures.  Some of these included:

  • the purpose
    • if the structure served a functional purpose (used for or to do something)
    • if the structure was to share a memory (keep a memory alive, remember something)
    • if the structure creates beauty
  • the weather conditions
  • materials and how they are connected to the structure and each other
  • the place – the location
  • details such as colour and patterns

Next, the students were invited to think, design and create. The Task:

If you could design any structure in the world, what would it be?

The students began to create their sketches, labelling and providing important information about who, why and what their structures were about.

Conceptual Understandings:

  • we solve problems during the creative process by thinking critically and imaginatively
  • designs grow out of natural curiosity

 

Story #5

Challenges and Obstacles

The students have continued to add more detail to their design plans. It was time to think about the next step.

Mr. Jacobson came in to help us think critically about our designs. First, we watched a short video featuring different mega structures.

Mr. Jacobson encouraged us to think about the ‘challenges’ the designers may have had when designing these structures.

The students wondered if the designers may have had challenges when creating the curved roof in the first structure (picture below).

Next, the students were invited to identify 2 challenges and obstacles they foresee in their own design plans. They used stickers to mark the parts of the structure that would require critical thinking and problem-solving.

Then, they worked with partners, sharing their challenges, gathering feedback and suggestions.

Finally, we came together, listening to the students present their own design plans, identified challenges and obstacles.

  • Carlotta “How will I make the pool free standing?”
  • Reggie ” How will I get enough water to come out to make it spin? How will I pump the water to the top?”
  • Sky “How will I make the roof curved?”
  • Hannah “How will I make the stone foundation free standing?”
  • Sam “How can I make the underfloor heating work?” 
  • Changhyeong “How will I get the wifi up the mountain?”
  • Eunseong “How will I make the stone stairway?”
  • Chanwoong “How will I get the lake to go across the two structures? How can I make the pool cover push and pull? 
  • Stella “How will I make 2 loops in the water slide?”
  • Dohyun “How will I make the plants go around the house?”
  • Seungje “How will I make the water come out of the crocodiles’s mouth?”
  • Elena “How will I make the machine for the water fountain drip and flow?”
  • Kavel “How will I make the electricity and the hand work? 

We continue to plan our next steps in creating our structures and solving our design challenges. 

 

Story #6

Prototype Research 

The students have been conducting their research, discussing their findings and making plans that will help them create prototypes of their structure designs

They continue to reflect on and document their own process of learning. 

The students have been reading books, watching videos about structures, forces, energy and materials to help them make decisions on their own plans. 

The students put their initial ideas on paper. They made plans, using words, diagrams and information that they would require in order to create their prototype. Their aim is to create a prototype; an early sample, model, or a product built to test a concept or process. 

Throughout this process the students will have opportunities to:

  • be actively engaged in various stages of learning, including: thinking about, planning, modifying and creating
  • be actively involved in discussion and questioning, and be more self-directed in their creating
  • apply their understanding of concepts through the construction of their projects
  • make connections to the real world by taking past experiences into their investigations/projects
  • face challenges, and will be given the freedom to independently overcome these or fail through trial and error or experimentation

 

 

Story #7

The Prototype 

Over the last few weeks, the students have been creating their prototypes based on their design plans and related research. They have continued to add more details and descriptions to their initial plans, thinking deeply about the different materials that are available and how they might use them to create the ‘MOST CHALLENGING‘ part of their design. The task would need to meet the following criteria. 

Design Plans and Prototypes

The House with a Pool (Challenge: The waterfall)

The Hotel on the Water (Challenge: The Slide with 2 loops)

The Prototypes

The students have been moving between the design rooms and the classroom, testing and choosing from a range of materials to fit a purpose. The students persevered, working at their own pace, talking to others about the challenges and how they were learning through trial and error. 

 

Personal Reflections  

The students have been documenting their learning journey, reflecting on challenges and how they have found solutions through the design process. 

We consider reflection an import part of the learning process. Therefore, students were encouraged to document their own learning journey while reflecting on the following:

  • what has been done (process)
  • the materials (What materials did you use? Why?)
  • the challenges (difficult parts/jobs)
  • the solutions (What did you do? What made it work?)
  • the skills (research, thinking, self-management, social and communication skills)
  • what has been learned (What have you learned from/through the steps/tasks?)
  • feelings and emotions 

The students are working on putting together a Design Journal to share their individual learning story. These will be presented at their final presentation to the community. 

Conceptual Understandings: Students understand that:

  • a push or a pull affects how an object moves or changes shape (Physics).
  • different materials can be combined for a particular purpose (Chemistry).
  • science involves observing, asking questions about, and describing changes in, objects and events.
  • we solve problems during the creative process by thinking critically and imaginatively.
  • designs grow out of natural curiosity.
  • skills can be developed through play.
  • technologies are tools that extend human capabilities

Students were able to:

  • demonstrate control of tools, materials and processes.
  • identify, plan and make specific choices of materials, tools and processes.
  • to identify the stages of their own and others’ creative processes.
  • make predictions, experiment, and anticipate possible outcomes.